JDW LESSONS 3 & 5 DHVB & DHVE ENGLISH 28.11.22 SERIES 1/5
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Lesson duration is: 45 minItems in this lesson
Slide 1 - Slide
This item has no instructions
Slide 2 - Slide
Ready to go!
At the start of the lesson, I welcome the students, names names, make small talk and pay attention to the well-being of the students.
Are the students are ready?
I demand 100% attention before starting the lesson and expresse high positive expectations that
are formulated specifically, concretely, coherently and observable.
Slide 3 - Slide
Ready to go!
At the start of the lesson, I welcome the students, names names, make small talk and pay attention to the well-being of the students.
Are the students are ready?
I demand 100% attention before starting the lesson and expresse high positive expectations that
are formulated specifically, concretely, coherently and observable.
Slide 4 - Slide
Activate knowledge
I activate relevant prior knowledge by means of a retrospective assignment. I actively and engagingly repeat the prior knowledge that students need to
understand the new content. In this way, I offer a stepping stone to connect new material to the previously learned material and to direct the further course of the study.
lesson. At the same time, misconceptions of students are made visible, where I can then focus and respond.
Slide 5 - Slide
Activate knowledge
I activate relevant prior knowledge by means of a retrospective assignment. I actively and engagingly repeat the prior knowledge that students need to
understand the new content. In this way, I offer a stepping stone to connect new material to the previously learned material and to direct the further course of the study.
lesson. At the same time, misconceptions of students are made visible, where I can then focus and respond.
Slide 6 - Slide
Learning goal-oriented work
I provide clear, structured and challenging instruction focused on the learning objective. I know the learning objective will match the prior knowledge and level of the students.
Clearly formulated and
attainable learning goals ensure that students experience success and thus increase the student involvement in the lesson. It is clear to students what and how this lesson is being worked on.
I also pay attention to language goals and articulate calmly and clearly.
Slide 7 - Slide
Learning goal-oriented work
I provide clear, structured and challenging instruction focused on the learning objective. I know the learning objective will match the prior knowledge and level of the students.
Clearly formulated and
attainable learning goals ensure that students experience success and thus increase the student involvement in the lesson. It is clear to students what and how this lesson is being worked on.
I also pay attention to language goals and articulate calmly and clearly.
Slide 8 - Slide
Learning goal-oriented work
I provide clear, structured and challenging instruction focused on the learning objective. I know the learning objective will match the prior knowledge and level of the students.
Clearly formulated and
attainable learning goals ensure that students experience success and thus increase the student involvement in the lesson. It is clear to students what and how this lesson is being worked on.
I also pay attention to language goals and articulate calmly and clearly.
Slide 9 - Slide
Learning goal-oriented work
I provide clear, structured and challenging instruction focused on the learning objective. I know the learning objective will match the prior knowledge and level of the students.
Clearly formulated and
attainable learning goals ensure that students experience success and thus increase the student involvement in the lesson. It is clear to students what and how this lesson is being worked on.
I also pay attention to language goals and articulate calmly and clearly.
Slide 10 - Slide
Learning goal-oriented work
I provide clear, structured and challenging instruction focused on the learning objective. I know the learning objective will match the prior knowledge and level of the students.
Clearly formulated and
attainable learning goals ensure that students experience success and thus increase the student involvement in the lesson. It is clear to students what and how this lesson is being worked on.
I also pay attention to language goals and articulate calmly and clearly.
Slide 11 - Slide
Learning goal-oriented work
I provide clear, structured and challenging instruction focused on the learning objective. I know the learning objective will match the prior knowledge and level of the students.
Clearly formulated and
attainable learning goals ensure that students experience success and thus increase the student involvement in the lesson. It is clear to students what and how this lesson is being worked on.
I also pay attention to language goals and articulate calmly and clearly.
Slide 12 - Slide
https://learnenglishteens.britishcouncil.org/skills/speaking/a1-speaking/shop
https://learnenglishteens.britishcouncil.org/skills/speaking/a2-speaking/giving-your-opinion
https://learnenglishteens.britishcouncil.org/skills/speaking/b1-speaking/different-opinions
I use practical and concrete examples that are recognizable to students.
By using the visual and the verbal I increase the chance that the teaching material will stick better with the students.
Slide 13 - Slide
Een goede en slechte presentatie
https://youtu.be/V8eLdbKXGzk
Een goede en slechte presentatie
Concrete and recognizable examples
I use practical and concrete examples that are recognizable to students.
By using the visual and the verbal I increase the chance that the teaching material will stick better with the students.
Slide 14 - Slide
https://learnenglishteens.britishcouncil.org/skills/speaking/a1-speaking/shop
https://learnenglishteens.britishcouncil.org/skills/speaking/a2-speaking/giving-your-opinion
https://learnenglishteens.britishcouncil.org/skills/speaking/b1-speaking/different-opinions
I use practical and concrete examples that are recognizable to students.
By using the visual and the verbal I increase the chance that the teaching material will stick better with the students.
Slide 15 - Slide
This item has no instructions
Slide 16 - Slide
https://learnenglishteens.britishcouncil.org/skills/speaking/a1-speaking/shop
https://learnenglishteens.britishcouncil.org/skills/speaking/a2-speaking/giving-your-opinion
https://learnenglishteens.britishcouncil.org/skills/speaking/b1-speaking/different-opinions
I activate relevant prior knowledge by means of a retrospective assignment. I actively and engagingly repeat the prior knowledge that students need to
understand the new content. In this way, I offer a stepping stone to connect new material to the previously learned material and to direct the further course of the study.
lesson. At the same time, misconceptions of students are made visible, where I can then focus and respond.
Slide 17 - Slide
Active Processing
I sets the students to work with active processing of the lesson material.
I provide a variety of exercise types.
The assignments and/or work forms are in line with the predefined learning objective. I make sure they have a good understanding of what to do. I make sure they know how to get help. I offer feedback on how they can improve something. I support the students who need it.
Slide 18 - Slide
Active Processing
I sets the students to work with active processing of the lesson material.
I provide a variety of exercise types.
The assignments and/or work forms are in line with the predefined learning objective. I make sure they have a good understanding of what to do. I make sure they know how to get help. I offer feedback on how they can improve something. I support the students who need it.
Slide 19 - Slide
Conclusion
In the final phase of the lesson, I check whether the learning objective had been achieved by all students.
Together with the students, I evaluate the lesson, the process and look at what's happening in next weeks lesson.
Slide 20 - Slide
Conclusion
In the final phase of the lesson, I check whether the learning objective had been achieved by all students.
Together with the students, I evaluate the lesson, the process and look at what's happening in next weeks lesson.
Slide 21 - Slide
Conclusion
In the final phase of the lesson, I check whether the learning objective had been achieved by all students.
Together with the students, I evaluate the lesson, the process and look at what's happening in next weeks lesson.
Slide 22 - Slide
Conclusion
In the final phase of the lesson, I check whether the learning objective had been achieved by all students.
Together with the students, I evaluate the lesson, the process and look at what's happening in next weeks lesson.
Slide 23 - Slide
Conclusion
In the final phase of the lesson, I check whether the learning objective had been achieved by all students.
Together with the students, I evaluate the lesson, the process and look at what's happening in next weeks lesson.
What did you think of our lesson today?
😒🙁😐🙂😃
Slide 24 - Poll
Conclusion
In the final phase of the lesson, I check whether the learning objective had been achieved by all students.
Together with the students, I evaluate the lesson, the process and look at what's happening in next weeks lesson.
Slide 25 - Slide
Conclusion
In the final phase of the lesson, I check whether the learning objective had been achieved by all students.
Together with the students, I evaluate the lesson, the process and look at what's happening in next weeks lesson.
