Susans teaching portfolio

ROYALTY-FREE VECTOR Artifact 4 As teachers we have many different ways of teaching and a variety of methods to use. Common for all teachers in Denmark are the common goals for each subject taught and for each year group. These goals are nationally binding, and they describe exactly what the students need to learn in each subject. It functions as a kind of scaffold for the teacher. It can be of great support for the planning of lessons, the completion of the actual lessons and the education as a whole. (https://edu.au.dk/fileadmin/edu/Aktuelt/Ebog_-_Undervisning_med_Faelles_Maal_i_dansk_og_matematik.pdf) The curriculum's functions are there, for us as teachers to determine the topics we want to teach the pupils and what we want the pupils to learn. This is made possible through clearly defined learning targets and goals (Eduplanet21, 2023). It is also a great guide to use when making a teaching plan with usher teachers for the upcoming school year. The curriculum guides us to determ

Activities: Activity number one: Activity number one is” Colour dictation” (Read, C. (2007) p.23). We would obviously have to practise the basic colours in the weeks leading up to this activity. This activity is quite easy to prepare, as the children only need items that are usually already in the classroom. The materials needed for this activity is paper with a copy of a line drawing of some kind and some crayons. The line drawing could, for instance, be of a house, a sun, some trees, some flowers, clouds, grass etc or it could be of a farm with animals and tractors etc alle depending on the theme the students are familiar with or perhaps are currently working on. The procedure is to hand out these line drawings and crayons. When everyone is ready we ( the teachers) say sentences like: "The big flower is red and the little flower is pink” and so on and so forth. The children then colour the drawing accordingly. When the drawings have been coloured in the children are asked to des

ANALYSIS When we analyse the interlanguage it is important that we keep in mind that interlanguage is the language between the pupils mothertongue and the foreign language we are teaching. (Glahn, 1977, p. 101). Interlanguage is seen as an unstable form, meaning it is constantly changing. (Glahn, 1977, p. 98) When a student is using interlanguage like in this interview, where a teacher is interviewing a student, the students' interlanguage will possibly move closer and closer to the “correct version” of the foreign language taught. As can be seen in the interview, the student makes a great effort to make himself understood. When he makes a mistake the teacher will then repeat the correct use of language, and sometimes the pupil will correct his mistakes and adapt the version the teacher used. For example when the pupil says:”I have mom, dad and sister.”. The teacher says: “You have a mum, what is her name?” and the pupil then responds with: “Uhm I have a mum. Uhm… her name is Bolet

  First of all I see the opportunity to be able to introduce children to an entirely new language as a great privilege. In primary school some of the students might already have a little knowledge of English beforehand, but some might not have any knowledge of the English language at all. As their teacher, I have the possibility to either provide the students with knowledge or add to their knowledge and help them succeed in learning a new language and to help the students to develop new skills. Denmark is a small country and we as danes need to learn and master other international languages in order to communicate with people from other countries. Learning foreign languages and learning about foreign cultures is extremely important to help us to understand other people. However learning about other cultures can also help us in our understanding of ourselves. Learning a new language can be extremely challenging and hard, especially in the beginning. Therefore it is important that the st