Susans teaching portfolio

  As a part of my second work practice  - I was teaching year three about the seasons. To get the students out of their seats and to get the to actively take part of their own learning I prepared this "SEASONS" game. The class was split into four groups. Every group was given a bag full of season words ( see photo above) . in the sportshall the students then lined up on four lines, , 20 meters from the students were four boxes labelled " Spring", "summer", "fall/autumn" and winter. as a relay the first stundet in every row blindly takes one word, if they are unsure what the word is or in which of the four labelled boxes it belongs the are allowed to ask for help in the group ( some of words fit in more than one of the boxes). They then run to the box and puts the word in the box they believe it fits in, the group continues until all words have been put in their allocated boxes. After this we count which group got the most words right - we discuss

Søg i billede   English async 11 An English language teacher can analyze a pupil’s written interlanguage using a functional model of language, drawing from Pauline Gibbons’ scaffolding language approach and theories proposed by Derewianka.  Here are some ideas how this can be done: Identifying Communication Functions:  A good way to start is by  identifying the communication functions the pupil is attempting to achieve in their writing. This involves a bigger understanding of the purpose behind their written expression, such as narrating events. Is the student trying to persuade the reader, or provide the reader with information. Analyzing Language Structures:  With Gibbons’ scaffolding language approach in mind, it is possible to analyse the pupil’s use of grammar, vocabulary, and syntax to accomplish those communication functions.Iook for patterns of errors or deviations from the target language norms, considering both linguistic complexity and accuracy. Assessing Pragmatic Competenc

Søg i billede   Model text in the textbook. “ Boost 6 page 38” Written by anonymous student in year 6 Hey sof!   How is going? Is it great to be in Greece I bet it is. I am so jealous. Did you see dolphins or did you see lizards we talked about? Did you know Greece is one of the sunniest places on earth? I saw that on TikTok, I miss you. I wish I could be there with you. I really wanna see a diamond dolphin do you think they actually exists? If they do we need to go back together and look for them. please take loads of pictures for me. Well anyway I really wish you where here Ive had so much fun but not as much as I have when im with you. But im gonna tell you about all the things Ive done, I got new friends they are so much fun I really think you would like them they are just like us and more. I told them about you they think you sound cool and they look forward to meet you when you get back home. I also spend a lot of time with my family they where so happy for that but it was really

  Søg i billede Async 9 - Writing Genres As teachers we have many means to support our students to become better English writers. One way we can support their writing proficiency is by focusing on different genres. To effectively support the students’ written English proficiency in various genres, English teachers can draw upon the insights of scholars like Pauline Gibbons (Gibbons, 2015) and Lund & Villanueva (Lund & Villanueva, 2020) . Incorporating diverse genres into the curriculum not only enriches the language skills of the pupils, but also helps them develop a deeper understanding of different modes of expression and communication in English. Gibbons emphasizes the importance of providing authentic writing tasks that mirror real-world contexts, such as composing emails, reports or essays. This approach enables students to engage with language in meaningful ways and understand the conventions and purposes of different genres while also fostering communicative competence.

Søg i billede   English async 8  6. semester Teaching English writing in Year 3 requires a strategic approach. One way of doing this is by incorporating Beverly Derewianka’s Spiral Model, Mode Continuum, and the concepts of Fields, Mode, and Tenor. This pedagogical framework aims to cultivate literacy skills by guiding students through a progressive exploration of language modes and diverse fields of knowledge. In the early stages of foreign language development, Year 3 students embark on a journey. Beverly Derewianka’s Spiral Model  provides a systematic and scaffolded approach to writing proficiency. The Mode Continuum plays a pivotal role in this process, offering a spectrum of language modes from the foundational narrative to the more complex persuasive writing. The integration of Fields, Mode, and Tenor within this model is crucial for a holistic understanding of language. Fields represent the various subjects and topics explored in writing, ensuring that students engage with dive

Søg i billede   Personal reflections “ Undervisningsplan” Integrating shopping-related activities into the curriculum for lower school students learning English as a second language (ESL) offers multifaceted benefits. First and foremost, it aligns with Pauline Gibbons' theory of scaffolding language and learning. Gibbons emphasizes the importance of providing structured support to learners as they develop their language skills, gradually removing the scaffolding as proficiency grows. Learning shopping-related vocabulary, such as "I would like to buy ten carrots," provides a practical context for language acquisition, allowing students to apply new words and phrases in real-life situations. Carol Read's book, "500 Activities for the Primary Classroom," offers a wealth of resources for educators, including imaginative ways to engage students in language learning. By incorporating shopping-themed activities from Read's book, teachers can create dynamic lear