Susans teaching portfolio

Søg i billede Besøg   3. A - Teaching plan( 3x45 min) - in order to finish the” Going to the shops” - Theme! English 1. lesson 3A Plan : Welcome Recap from last week and re- reading of the text Makker læsning i roller. individudually: write small sentences that you need when you go shopping for a jacket using the words written in the blue box on page 30 I need…. a cold jacket/ a warm jacket I would like a green/blue/ orange jacket for the springtime This jacket is cool This jacket is not my style This jacket is perfect this jacket is too long how much is this jacket etc. Wednesday: 3A english At the supermarket - classroom chat  Theme of the day: My favorite pizza: In the class: name different toppings ( everyone) for pizza: onions ham chicken cheese tomato sauce olives pineapple shrimps pepperoni mushrooms Etc What else do we need to make a pizza: -pizza dough Individual task: MAKE A SHOPPING LIST OF ALL THE INGREDIENTS YOU NEED TO BUY TO MAKE YOUR favourite PIZZA Remember to write in

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