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Volledig Teaching Approaches Portfolio geschreven in het Engels met uitwerkingen, bijhorende lesvoorbereidingsformulieren en verwijzing naar relevant literatuur.
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Teaching ApproachesLisza-Marie Arends
2217680
During the past 16 weeks, I have examined the basic principles of the upper-secondary English
language curriculum in the Netherlands. Relevant themes for foreign language learning and
teaching have been explored and further examined. I have been able to critically think about my
teaching approaches regarding English teaching and it’s many aspects.
, Teaching Approaches
•••
Index
Introduction ....................................................................................................................................... 2
LWT 1: Vision on Education .............................................................................................................. 3
Motivation ...................................................................................................................................... 3
Task ................................................................................................................................................. 3
Letter ........................................................................................................................................... 3
Task ................................................................................................................................................. 5
MH4F ........................................................................................................................................... 5
Student’s work ........................................................................................................................... 5
Evaluation and reflection............................................................................................................. 6
LWT 2: Reading.................................................................................................................................. 7
Motivation ...................................................................................................................................... 7
Task ................................................................................................................................................. 7
Text plus questions ..................................................................................................................... 7
Test analysis ................................................................................................................................ 7
Evaluation and Reflection ........................................................................................................... 8
Report ......................................................................................................................................... 8
Learning questions .................................................................................................................... 9
LWT 3: Listening ............................................................................................................................... 10
Motivation .................................................................................................................................... 10
Task ............................................................................................................................................... 10
Introduction- videos plus assignments .................................................................................. 10
Lesson plan............................................................................................................................... 12
Evaluation and reflection........................................................................................................... 15
Learning questions .................................................................................................................. 15
LWT 4: Grammar ............................................................................................................................. 16
Motivation .................................................................................................................................... 16
Task ............................................................................................................................................... 16
Coursebook ............................................................................................................................. 16
Inductive versus deductive approach ................................................................................. 17
Grammar practice program .................................................................................................. 18
Conclusion....................................................................................................................................... 20
Bibliography .................................................................................................................................... 22
Appendices..................................................................................................................................... 23
Appendix 1: .............................................................................................................................. 23
Appendix 2: .............................................................................................................................. 23
Appendix 3: Englisch- Hilfen ................................................................................................... 27
Appendix 4: LessonUp Passives .............................................................................................. 28
1
, Teaching Approaches
•••
Introduction
In this introduction I will motivate the choices I made to the best of my abilities.
During the past 16 weeks, I have examined the basic principles of the upper-secondary
English language curriculum in the Netherlands. Relevant themes for foreign language
learning and teaching have been explored and further examined. I have been able to
critically think about my teaching approach regarding English teaching and it’s many
aspects.
I have chosen to work on the following four LWT’s, vision on education, reading, listening
and grammar. The reasoning behind my choices is simply because these are the aspects I
most frequently use during my lessons. Thus working on these LWT’s seemed most accessible
to me and would benefit both me and my students the most. I hope to gain insightful
knowledge about these topics that will be applicable to my daily teaching. Another reason
for choosing to work on the receptive skills reading and listening is that I believe these skills
can be practiced and improved in many ways but most coursebooks are not currently
provifing materials that are very effective. By working on this task I hope to gain insightful
knowledge regarding choosing appropiate material that is highley effective for my
students. Since it is my first year teaching upper secondary classes I would also like to dive in
to the theory behind the receptive skills reading and listening. Hopefully this will give me a
clearer idea about the materials I choose to use in class and help me better prepare my
students for their final exams.
I have also chosen to work on the vision on education LWT because our school, Dr.
Mollercollege, has renewed their vision two years ago. They are in the transition towards a
more formative culture. Over the last two years all our staff development days have been
soley focused on this topic. However the transition is not going smoothly as many
colleaugues are concerned about the workload that they expect to have when fully
emerged in this formative culture. Dr. Mollercollege has adapted the timetables in order to
provide teachers with more time during lessons so that they are able to provide pupils with
feedback. In the past we use to have 50 minute lessons now we have 90 minute lessons.
The next step in the plan is to forsake all marks in year one and only provide the students
with feedback throughout the school year. Many teachers are very skeptical about this
approach due to lack of time, lack of equipment and lack of training. We all do agree that
providing students with individual feedback is by far one of the most beneficial ways to
make a student aware of his/her learning process but we simply do not have enough time
to do this for all students when you have a full class of 32 students. I hope that by working
on this LWT I am able to get a better idea of how this could successfully work in the real
world.
2
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