Unit 1 L2 Week 37

• Engels
• Middelbare school
• mavo
• Leerjaar 3

Routine

• Toilet bezocht / fles gevuld
• Telefoons/smartwatches thuis/kluis 
• Laptops opgestart op tafel (dicht)
• Boek op tafel
• Agenda op tafel
• Pen/potlood/markeerstift
• Zitten
• Startopdracht: START READING

Or Afternoon

Rules

• You may drink water
• You  may use the toilet before and after each lesson
• Your coat, mobile phone and smart watch are in your locker
• You may have a discussion with your teacher after the lesson
  
• You may attend class with your laptop, book, agenda, notebook and pen
• Not all exercises are made in your book

Information 

• It's learning (planner)           
• LessonUp
• All  Right (always bring your book!)
• Speaking Skills
• Woots  Listening Skills
• www.eindexamensite Reading skills
• You can find CLASSCODES in Toetsen in It's learning!!!

PTA MAVO 3

Week 40 Schrijfvaardigheid (Writing an essay)

Week 42  Unit 1

Week 49 Unit 3

Week 51 Spreekvaardigheid (PPT presentatie)

Week 5  Unit 2

Week 12 Unit 4

Week 14 KLT 

Crossing Borders

Exercises 1-2

Nul-Meting Examen BB

Week 19 Unit 5

Week 25 Unit 6

Week 26 Leesvaardigheid

Onder voorbehoud!!

Before every lesson

• Check your "planner"
• Pre-teaching (check what we are going to do next lesson)
•        e.g. practise the words in Quizlet
•        e.g. watch the explanation about the grammar (website)
• Study words
• Check your targets 

What if you have missed a lesson?

• Check your planner, what are we going to do/have we done?
• Check LessonUp

       e.g. practise the words in Quizlet

       e.g. watch the explanation about the grammar (lessonUp)

• Make the exercises in All Right (online)
• Practice listening skills - speaking skills - writing skills
• Check your targets 
• Questions, mail/chat [e-mail]

Goals for this week

• I know the words of U1L2 and I can use them in context
• I know how and when to use Ps & Pc
• I know how to use reading and listening strategies in order to answer questions about what I have read or heard
• I know how to write an introduction of an essay 

Homework U1L2 

Vocabulary Ex: 2-5 

Audio Ex: 3-4-11a

Reading Ex: 6

Grammar Ex: 9-10

Write this in your agenda!

First Lesson

• In class: exercise 4 (listening) 
• Instruction writing an essay
• Instruction Grammar Present Simple & Present Continuous (? and -/-)
• Work on exercises 8-9-10  (Grammar online)
• Work on exercises 2-5 (online)-6 (book)
• Finish Nulmeting

Week 36 U1L2 Exercise 4

Study Words & Check

• Study the words of L2 for 5 minutes. Use your wordtrainer in AR, WRTS, Quizlet 

• After 5 minutes Exercises 2-5 online
  
• (you must use your book)

Online Practise

ALL RIGHT MAX 3 VMBO-GT UNIT 1 EN-NL - DRA

ALL RIGHT MAX 3 VMBO-GT UNIT 1 NL-EN - DRA

ALL RIGHT MAX 3 VMBO-GT UNIT 1 EXPRESSIONS NL-EN -DRA

3M Irregular verbs 1-15

Grammar www.english4u.de Present Simple & Present Continuous (= progressive)

Mastering the Present Simple and Present Continuous

Learning Objective

At the end of the lesson, you will be able to confidently use the present simple and present continuous tenses in the appropriate contexts.

Introduce the learning objective to the students and explain the importance of understanding these tenses.

What do you already know about the present simple and present continuous tenses?

Slide 1: Present Simple

The present simple tense is used to describe habits, routines, general truths, and permanent situations.

Feit

Gewoonte

Regelmaat

Explain the basic usage of present simple and provide examples. Encourage students to identify when they use present simple in their everyday lives.

Slide 2: Present Simple Examples

• She always eats breakfast at 7 AM. 
• The sun rises in the east. 
• I live in New York.

Questions and Negations:

Use "to do" , "to be"or auxiliary verb

(dit is een hulpww)

Display example sentences using present simple. Ask students to identify the verb form and the type of situation being described.

Slide 3: Present Continuous

The present continuous tense is used to describe actions happening at the moment of speaking or temporary situations.

Introduce the concept of present continuous and explain when it is typically used. Provide examples to illustrate the usage.

Slide 4: Present Continuous Examples

He is playing football right now.

I am studying for my exam. They are not watching TV.

Show sentences using present continuous and ask students to identify the verb form and the type of situation being described.

Slide 5: Key Differences

Present simple describes routines, while present continuous describes temporary actions. 

Present simple uses base verb form, while present continuous uses 'be' verb + -ing form.

Ps: SHIT +S/ES

Pc: "to be +ww+ing"

Highlight the main differences between present simple and present continuous. Emphasize the verb forms and the contexts in which they are used.

Slide 6: Practice Activity

Complete the sentences with the appropriate present simple or present continuous form: 

1. I usually (eat/eating) breakfast at 8 AM. 

2. She (work/working) on a new project this week.

Engage the students in a fill-in-the-blank activity to practice using present simple and present continuous. Provide immediate feedback.

Engels Gemist (uitleg)

Engage the students in a fill-in-the-blank activity to practice using present simple and present continuous. Provide immediate feedback.

Homework U1L2 

Vocabulary Ex: 2-5 

Audio Ex: 3-4-11a

Reading Ex: 6

Grammar Ex: 9-10

Write this in your agenda!

Second lesson this week

• Check exercises U1L2
• Study vocabulary U1L1&2
• Study irregular verbs 1-15
  
• Writing an essay: The assignment

How to write an essay

1. Search for information
2. Brainstorm
3. Organize
4. Write 
5. Revise 

1st Paragraph

State your thesis and add a short introduction so the reader knows what they can expect in the body of the paper

 Thesis: This is your opinion about the subject in one sentence

e.g. "Online education is beneficial to students………(because/as/since)"  (DON'T USE "I")

Introduction

Write an introduction to "Schools ban on mobile phones"

(write the introduction and your thesis)

Third lesson this week

• Work on skills:
• WOOTS for listening skills
• Eindexamensite.nl for reading skills
• Work on your essay (find information-mindmap)
• Speaking: Find a topic --> find information
•  Study vocabulary - expressions - irregular verbs

Mastering the Essay: From Introduction to Conclusion

Learning Objective

At the end of the lesson, you will be able to effectively write an essay from start to finish.

Introduce the learning objective and set expectations for the lesson.

What do you already know about writing essays?
(think about last year)

Slide 1: Introduction

Understanding the purpose of an essay and the importance of clear communication.

Explain the significance of essay writing and emphasize the need for clear communication skills.

Slide 2: Essay Structure

Introduction 

Body paragraphs

Conclusion.

Introduce the basic structure of an essay and highlight the three main sections.

Slide 3: Introduction

Hook 

Background information 

Thesis statement 

Explain the components of a strong introduction and provide examples.

Slide 4: Body Paragraphs

Topic sentence

Supporting evidence

Analysis.

Discuss the elements of a well-developed body paragraph and guide students on how to organize their ideas.

Slide 5: Transitions

Using transitional words and phrases to create smooth flow between paragraphs.

Explain the importance of transitions and provide examples for students to practice.

Slide 6: Conclusion

Restating thesis

Summarizing main points

Leaving a lasting impression.

Guide students on how to effectively conclude their essays and encourage them to think about leaving a memorable impact on the reader.

Slide 7: Revision and Editing

Checking for coherence, clarity, grammar, and punctuation.

Highlight the importance of revising and editing, and provide tips for students to self-edit their essays.

Slide 8: Practice and Feedback

Engaging in peer review and receiving constructive feedback.

Encourage students to practice their essay writing skills and provide opportunities for peer review and feedback.

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.