Meth

• Engels
• HBO
• Studiejaar 1

A5 Lesson Planning

After this lesson you:

• will know what the Learning Task 2 entails
• Know what a SMART learning goal is and how to create one.
• can recognise SLO/CEFR levels
  
• know what an MFL plan is and it's different phases
• understand and can apply Bloom's Taxonomy to activities
• can link a conversational skills task with a CEFR learning goal and Bloom 

Learning task 2: group assignment 

For learning task 2 you make (groups of three) a concept lesson using the MFL lesson plan format design for Modern Foreign Languages (MFL), including the following parts:  

- pre-activity 

- conversational skills task  

- relevant CEFR/SLO learning goals  

- annotations in the form of foot notes/comments with earmarks where in the lesson design theories  in the following slide will be taken into account..

Learning Task 2: How to do it...

Learning Theories you take into account:

• Common European Framework of Reference (CEFR) / SLO
• A SMART learning goal / Constructive alignment
• Written using the MFL lesson plan model


• Bloom’s taxonomy 
• Communicative Language Teaching (CLT) 
• Input-hypothesis (Krashen)

CEFR/SLO

SLO= National learning Goals

CEFR = Common European Framework of Reference (ERK)

Link both of these in your lesson plan.

S.M.A.R.T Learning Goals

Before you start designing you NEED an end goal for your students. How do you formulate this?

S: Specific: What do you want your students to improve?

M: Measurable: How will you know your students have made progress? Why is the goal important? How will you measure you progress?

A: Achievable: How will you know if you have achieved your goal? 

R: Relevant: Is this a relevant skill for the students - CEFR/SLO/PTA/Course criteria?

T: Time: How long will I need to carry out this lesson?

Example Learning Goal

 The students can...

- listen/watch a video and derive the required vocabulary from it related to the topic.

- form and answer questions and give advice related to their personal experiences/emotions due to the effects of COVID-19.

- can engage in a conversation about personal experiences/emotions due to the effects of COVID-19 on own wellbeing, using topic related vocabulary and structures. 

What level of CEFR is this and which SLO criteria?

Example Learning Goal

 The students can...

- listen/watch a video and derive the required vocabulary from it related to the topic.

- form and answer questions and give advice related to their personal experiences/emotions due to the effects of COVID-19.

- can engage in a conversation about personal experiences/emotions due to the effects of COVID-19 on own wellbeing, using topic related vocabulary and structures. 

What level of CEFR is this?

B1 Speaking: Students can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Student can enter (unprepared) into conversation on topics that 

are familiar, of personal interest or pertinent to everyday life (e.g family, hobbies, work, travel..)

students can apply forms of the past tense

students can tell which school subjects they do/don’t like

students can ask for directions

students can name the rooms in the house

students can indicate when to use you or your

students can produce adjectives and adverbs

students can discern the difference between sounds

students can introduce themselves

Communicative Skills

Vocabulary Skills

Grammar Proficiency

Pronunciation proficiency 

Culture / Interculturality

Remember

Understand

Apply

Analyse

Evaluate / Create

students can apply forms of the past tense

students can tell which school subjects they do/don’t like

students can ask for directions

students can name the rooms in the house

students can indicate when to use you or your

students can produce adjectives and adverbs

students can discern the difference between sounds

students can introduce themselves

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