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English year 2 Lesson 2. Lesson 2: Plan for today Attendance A.Progress, questions, homework –TPR for next week B.Warm-up C.No-problems D. Functions and.

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Presentatie over: "English year 2 Lesson 2. Lesson 2: Plan for today Attendance A.Progress, questions, homework –TPR for next week B.Warm-up C.No-problems D. Functions and."— Transcript van de presentatie:

1 English year 2 Lesson 2

2 Lesson 2: Plan for today Attendance A.Progress, questions, homework –TPR for next week B.Warm-up C.No-problems D. Functions and Notions E. Four phase model (a quick tour) F. Main goals

3 A. Progress, questions, homework 1. Opdracht 1 Languageportfolio 2. Homework book Sibilla Oskam. 3. No problem : TPR next week! *

4 1. Opdracht 1 Lees hoofdstuk 1 (t/m 1.6.3) uit het boek van Oskam. Doe de volgende opdracht: Hoofdstuk 1 p. 27, 28: Lees de taalprofielen goed door en bepaal waar je zelf zit op dit moment voor de verschillende vaardigheden door deze in te vullen. Beschrijf per deelvaardigheid op welk niveau je bent door minimaal twee voorbeelden te geven van producten of activiteiten.

5 *) TPR ( ‘Gloster’ Pabolicious ) Total Physical Response activity 20 new verbs/vocabulary words in total No mistakes in English Suitable for the targetgroup Use present simple tense Act out on presentation

6 B.Warm-up I go to the market and I buy an apple Change tense Change situation

7 C.No-problems No-problems?

8 D.Functions and Notions (p.42) ‘Taalmiddelen’ = language functions

9 Functions and Notions (p.42) Functions: –Imparting and seeking factual information (identifying, reporting, correcting, asking) –Giving and asking for opinions –Expressing feelings –Starting and maintaining social contacts –…–…

10 Functions and Notions (p.42) Notions = Themes having to do with everyday life 1. …… 2. …… 3. ……. 4. ……. Think Pair Share

11 Functions and Notions (p.42) Notions –Introducing yourself –Describing people –Telling the time –Colours –Numbers –Living –Spare time & hobbies –Food & Drink –School –Shopping –Asking the way

12 E.Four phase model Four phase model 1: 2: 3: 4:

13 Four phase model 1: introduction phase 2: 3: 4:

14 Four phase model 1: introduction phase 2: input phase 3: 4:

15 Four phase model 1: introduction phase 2: input phase 3: output phase 4:

16 Four phase model 1: introduction phase 2: input phase 3: output phase 4: transfer phase

17 Which phase? Teacher shows a picture, children say the right word. Think Pair Share

18 Which phase? Children say words they already know. Think Pair Share

19 Which phase? Children sing along with a song. Think Pair Share

20 Which phase? Children listen to an English song. Think Pair Share

21 Which phase? Children act out a restaurant scene with a waiter and two customers. Think Pair Share

22 Which phase? Children read aloud a dialogue in a restaurant. Think Pair Share

23 Which phase? Children show that they understood an English story. Think Pair Share

24 F.Main goals (kerndoelen) De leerlingen leren informatie te verwerven uit eenvoudige gesproken en geschreven Engelse teksten. Skills: listening & reading

25 Main goals De leerlingen leren in het Engels informatie te vragen of geven over eenvoudige onderwerpen en zij ontwikkelen een attitude waarbij ze zich durven uit te drukken in die taal Skill: speaking Building up confidence* how?

26 Building-up pupils’ confidence* Choral work Songs Repetition Words & pictures Games Positive feedback

27 Main goals De leerlingen leren de schrijfwijze van enkele eenvoudige woorden over alledaagse onderwerpen Skill: writing

28 My spelling chequer

29 Eye halve a spelling chequer Eye halve a spelling chequer It came with my pea sea It plainly marques four my revue Miss steaks eye kin not sea Eye strike a key and type a word And weight four it two say Weather eye am wrong oar Wright It shows me strait a weigh As soon as a mist ache is maid It nose bee fore two long And eye can put the error rite Its rare lea ever wrong Eye have run this poem threw it I am shore your pleased two no Its letter perfect awl the weigh My Chequer toed me sew Sauce Unknown oem.html

30 My spelling checker I have a spelling checkerI have run this poem through it It came with my pcI am sure you’re pleased to know It plainly marks for my reviewIt’s letter perfect all the way Mistakes I cannot see.My checker told me so. I strike a key and type a wordSource unknown And wait for it to say Whether I am wrong of right It shows me straight away As soon as a mistake is made It knows before too long And I can put the error right It’s rarely ever wrong

31 Main goals De leerlingen leren om woordbetekenissen en schrijfwijzen van Engelse woorden op te zoeken met behulp van het woordenboek. Skill: using a dictionary

32 Pronunciation Phonetic alphabet cat /æ/ air / ɛ ə/ car / ɑ :/ raw / ɔ :/ day /e ɪ /

33 Words and pictures Roses are red The night is black The teacher said: "Oops!" When she sat on a tack.

34 Building-up teachers’confidence Be prepared: coursebook Use ‘native speaker’: CD, video, computer. Be prepared: classroom English Use fillers Difficult words: –make visual –point it out, draw it, mime it –paraphrase, synonym, examples


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