Periode 3-les 1-9

• Engels
• MBO
• Studiejaar 1

English term 3

What are we going to do in term 3?

• Beroepsgerichte modules A2; organising an activity
• Building Blocks A2; U1
• Vocab test: Pagina 234 t/m Pagina 237

Beroepsgerichte modules A2 : Organising an activity

Lesson 1

You can:

• find the right information for suggesting suitable activities.
• write an e-mail to colleagues

How to write an e-mail?

Beoordelingseisen van de e-mail

hand in exercise 5 in Teams

Beroepsgerichte modules A2 : Organising an activity; language situation 2

Lesson 2

•  find and compare different locations
• 
  
• wh+h questions

Upload de opdracht in Teams

Engels periode 3; opdracht 3

Lesson 3

Fill out a form

Upload de opdracht in Teams

Engels periode 3; opdracht 4

Lesson 4

Create an itinerary, you may use a table. As you can see on the right.

Finally write an e-mail to all your colleagues

Woordjestoets

15-18 april

Vergeet ook niet te leren voor de volgende woordjestoets

Let op! 

De volgende woordjes toets bestaat uit open vragen! E-N en N-E.

How well do you know the words on page 234 & 235?

😒🙁😐🙂😃

Let's put it to the test

Gross weight p235

Payment in instalments p234

Betreuren p234

Bezorgen p234

Betalingsherinnering p234

Bon (waardebon) p235

Boekjaar p235

Bovendien p235

Als bijlage meesturen p235

Receipt p234

Legal tender p234

Accountsdepartment p235

Flammable p235

How many questions did you answer correctly?

013

Lesson 1 -4: Hierboven een fragment van de studiewijzer die staat in het kanaal van Engels op teams bij; lesmateriaal; periode 3

Engels periode 3 - les 5

Wat gaan we de laatste helft van periode 3 doen?

Building Blocks A2

Woordjestoets: Pagina 234 t/m Pagina 237

Engels periode 3 - les 5

Wat gaan we deze periode doen?

Building Blocks A2

Woordjestoets: Pagina 234 t/m Pagina 237

Les 5:

Building Blocks A2

All sort of texts;

3 text types

• Why was this text written?

Les 5: Building Blocks A2; 

All types of texts

• Who was this text written for?

formal, informal, neutral

Les 5:

 Building Blocks A2; 

All types of texts; 1.1 Warming up

Les 6:

Learning goals; Building blocks A2 Unit 1:1.2; reading

Learning goals

You can:

• recognise different sorts of texts.
• read texts with a certain goal in mind.
• understand messages, posts, emails and letters.
• read for orientation.
• read for information.
• understand instructions.
• find out the meaning of words you don’t know.

Les 6:

Strategy: Always use the context

To help you find out what a word means, you can look at the context. So, read the rest of the sentence, paragraph and/or text to find clues.

 

For instance, in an article about sports the word match will probably mean ‘wedstrijd’, but in an article about fire prevention it could mean ‘lucifer’, or in dating apps the word match will probably literally mean ‘match’.

Vocab strategies for reading

When you don’t know what a word means, ask yourself these questions:  

1. Is it an important word?

First, ask yourself if you need to know what the word means. Can you understand the text without knowing the meaning of this specific word?

Yes. If you don’t really need to know this word, just continue reading or listening. You don’t have to understand every single word of the text to understand it.

No. Is the word important? Then ask yourself the next question:

2. Which strategy do I choose?

You can do several things to find out what a word means. For example: you can use the context, use your knowledge of other words, use images and videos, or look it up in a dictionary.

These actions are called strategies.

Les 7 en 8:

Toets Engels

Maandag 15 april: E-COM

Donderdag 18 april: JAM

Salutation; formal/informal:

Why am I writing?

What do you want to achieve by writing? Maybe you want the reader to know something, think about something or to do or answer something.

Who will read this?

Are you writing to a friend, your teacher or to a group of colleagues? Sometimes you don’t know who will read your text, for instance when you write an article or post something online.

Closing; formal/informal

Signal words

Closing; formal/informal

Hoe maak je de past simple?

Closing; formal/informal

Les 7 en 8:

Building blocks A2 Unit 1: All around the world.

Maken: 

• 1.3 writing 
• 1.4 listening

LAATSTE LES: Les 9

Building blocks A2 Unit 1: All around the world.

Maken:

1.5 speaking

VOLGENDE LES: 

WOORDJES TOETS Pagina 234 t/m Pagina 237

E-N en N-E

LAATSTE LES: Les 9

• Pair up with another student. 

You both describe your own city or town.

Name at least two positive things and one negative. Think about the size, the sights, the people, the atmosphere, etc.

Now explain how to paint a truck.

One student tells what the truck should look like and give examples of what should be painted on it. The other one tries to draw the truck. What does it look like? Give each other tips to improve.

The truck should look …. It should also look …. The paint you use should be … . The things you paint should be … . You could paint these things on the truck: …. You could also paint …. Make sure it looks … than … .

• What were your eating habits when you were young?
  
• Pair up with another student and ask each other the following questions. Your answers must contain ‘used to’, ‘would’, and the past simple.

When you were growing up …

a. ... what did you usually have for dinner?

b. ... did you go to restaurants?

c. ... where did you go to eat?Pair up with another student and ask each other the following questions. The answers must contain ‘used to’, ‘would’, and the past simple. Swap roles when you’ve finished.

a. How did you travel to school when you were a kid?

b. What did you always do along the way?

c. Did you travel alone?

• Pair up with another student. You’re going to go out with a friend. You can use the expressions setting a date and asking and giving directions in public transport.

Think of 5 personal questions. Write you questions down.

Strategy Use images and videos

When you want to find out the meaning of a word, you can use visual information: videos usually show footage that supports the information that you hear.

For example:

You don’t know what the verb to peel means, but by watching the video you can see someone peeling an apple, and so you find out that it means schillen.

Pair up with another student. You both describe your own city or town.

Name at least two positive things and one negative. Think about the size, the sights, the people, the atmosphere, etc.