English year 1 term 1 lesson 2 MQ

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• HBO
• Studiejaar 1

Taking off: English lesson 2

Take attendance.

Have them check-off their own name.

Lesson objective

Through self-evaluation and peer review students will have critically assessed their own/their peers’ work for assignment 1 (points 1 & 2) while acquiring skills to write an article, as well as new language/communication skills in English (point 3).

Go to the SHL and you will see that this lesson objective is also presented next to our 2nd lesson in week 3.

Written Assignment 1

In 350 words (+/- 10%) you will write a summary of your field trip experience. Please use a short introduction paragraph to provide some basic background information and to create an outline of your summary, ending with a thesis statement (one sentence that incorporates the main idea of your summary). Follow it up with at least one example of what you learned about each of the specializations. Add a short conclusion to tie your thoughts together and make the impact the experience had on you clear for the reader.

In my administration, I keep an overview of who has handed their assignments in on time.

Most of you uploaded your articles on time.  WELL DONE!

web.microsoftstream.com

What is a thesis statement?

Example of a weak thesis statement:

Covid 19 has been bad for students.

Example of an improved thesis statement:

Lack of distance learning readiness, physical lesson time and continuous education has negatively impacted students.

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
  
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
  
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
  
• makes a claim that others might dispute.
  

is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

A description of a thesis statement was sent to you in an email on 7 September.

Source: UNC Writing Center

https://writingcenter.unc.edu/tips-and-tools/thesis-statements/ 

When looking at a classmate's writing, what should you pay attention to/give feedback on?

Article self-evaluation 

• Find the self-evaluation form for the article on Teams in class teacher materials, Lesson 2.
• Fill it in for yourself
• If you did not hand in your draft version of the article you can start writing it now in class
• Take 5 minutes

Which grade would you give your article at this stage?

1

2

3

4

5

6

7

8

9

10

Peer evaluation

• Please form teams of 2, max. 3 students
• Find the peer feedback form article on Teams (In class teacher materials, Lesson 2)
• NOTE: save a separate copy before you hand it over to your peer
• Look at each other's work and fill in the peer feedback form

Which grade would you give the article you have just reviewed at this stage?

1

2

3

4

5

6

7

8

9

10

Next page

Take 10 minutes to discuss the points about each other's work.

• Is the word count correct?
• Is the student name/class included in the document?
• Does the textanalyzer screenshot show a full B1?
• Does it appear to be plagiarized?
• How is the grammar?
• Is there a clear/strong thesis statement?

• Does it hold your interest?
• Can you clearly explain the three specializations you read about?
• Is the author's view of the experience clear for you?
• Did anything stand out to you, good or bad?
• Is the cover page there + correct?

web.microsoftstream.com

Spiderweb self-evaluation 1

Download a copy of the spiderweb self-evaluation sheet on Teams, fill in your name + class on it and fill it in according to the instructions. Take a few moments to write down a reflection of your evaluation: why have you given yourself these scores for each category & how do you plan to improve them? These will be uploaded to Teams in the Lesson 2 folder on Teams.

Time: 5-10 minutes

Spiderweb self-evaluation 2

Download a copy of the document from Teams, fill it in, and upload it.

Time: 5 minutes

Discuss with a partner

Compare your results from both spiderwebs to the person sitting next to you. Discuss how you both plan to improve the lower scores and explain what you did to achieve the higher scores.

Time: 5-10 minutes

Grammar time! 

Let's have a look on MGL at the grammar for this unit. Open your books to p. 98-00 (unit 21) to read along with the video explanation. If you feel confident, go ahead and do the exercises that follow. Raise your hand if you have a question for the teacher. Otherwise, work silently please.

Name some tenses

Tenses

Pre-knowledge- Self Evaluation

Mixed verb tenses

Quiz on Quizizz.com

25 questions  (10 minutes time)

Wait for the Pin Code 

https:

25 questions Mixed verb tenses on Quizizz.

https://quizizz.com/admin/quiz/5e9d4927d6d474001c35d3a6/english-14-verb-tenses?utm_source=sendinblue&utm_medium=email&utm_campaign=share-quiz

Refresher Mixed Verb Tenses 

Verb Tense

Language Review next 

Use as Auxiliary (hulpwerkwoord) - Have 

Verbs have, be and do function as main verbs and auxiliary verbs

Main verb:  I have two older brothers

Auxiliary use have/is: used with perfect/continuous/passive forms of tenses

1.   Present simple vs. present continuous

Present simple: (I do, he does …)

Facts: Christian Dior targets men and women.

Habits: I always book my trip on internet.

Actions/situations which are generally true: Many consumers prefer well-known brands.

Time schedules/agenda: We launch this new product on 15 June.

A fact, habit or regular action.

Fact: She is an author. She writes books.

Habit: She always writes in the morning.

Regular action: She writes two books a year.

 2.  Present continuous

Present continuous: (I’m doing, she’s doing…)

1) Something happens now, an ongoing situation

  Ex: We’re developing a completely new image for the brand.

2) Temporary situation

  Ex: We’re offering a good discount during this period.

3) Describing trends + personal planning and appointments

  Ex: I’m meeting the manager of TUI next week.

Form: form of to be + verb + ing form

3.  Continuous aspect

It deals with time in progress at the moment of speaking and perceives actions and events as incomplete, temporary or developing. We use continuous forms to indicate that the event or situation is unfinished.

1.  Use present continous: to talk about situations that are changing, developing or progressing / it is going on now.

2.  Use the present perfect continous: to describe a situation or activity that started in the past and has been in progress for a period until now

3.  Use the past continuous: to describe past events repeated over time

4.  Past Simple (I did, she did)

1. To refer to events that took place in the past.

  For ex: Did you meet her in London last week?

  Yes, I met her in London. (past simple)

2. We often use a time adverb with the past simple:

  For ex: in 1972, a few weeks ago, last week, yesterday, a long time ago, etc.

3. Form past simple: verbs with ‘ed’ (regular form) with such words as developed, worked, danced, helped, jogged etc.

4. And form past simple verbs without ‘ed’ (irregular verbs) with words such as rose, went, sold, shone, threw etc.

5. Questions use ‘did’. Did you, did they, did she etc.

5.  Present perfect

We use it to show that a finished past action has still result now.

Form: the present tense of have + a past participle (voltooid deelwoord). (3e rijtje)

Arise-arose-arisen (irregular)   /    walk-walked-walked (regular)

Throw-threw-thrown (irregular)  /  dance-danced-danced (regular)

A CONNECTION TO THE PRESENT. BUT IT HAPPENED IN THE PAST.

THE reference POINT IS IN THE PRESENT.

An action in the past that has a result now.

Form:

I/you/we/they + have + past participle

He/she/it + has + past participle

Examples using regular verbs.

I/you/we/they have washed the dishes.

He/she has walked to school.

The aircraft (it) has landed.

Examples using irregular verbs.

I/you/we/they have broken all the eggs.

He/she/ has stolen this watch.

It has eaten the cat.

6.  Past Perfect

We use it to show that a finished past action also has its result in the past.

Form: the past tense of have + a past participle (voltooid deelwoord) (3e rijtje)

For ex: Two men delivered my new television yesterday.  I had already paid for it.

THE reference POINT IS THE PRESENT.

Used to show the order of 2 events that happened in the past.

Form:

I/she/he/it/they/we + had + past tense of a regular or irregular verb.

Example:

When Sarah arrived at the party, Paul had gone home.

When we got home last night, we found that somebody had broken into the flat.

I asked her to marry me after I had bought the ring.

Add present perfect continuous

Add pas percfect continuous 

What did we learn/do in this lesson?

Do you think you can edit your article to be very strong based on today's feedback? 0 is not at all and 10 is perfection!

010

Preparation for next time

1. Watch web lecture on how to write a press release proposal (linked in the next slide) 

2. Read the theory in your book for unit 22 on pages 102-103 followed by the practice exercises on pages 104-105

3. Watch the grammar videos for unit 22 on MGL & complete unit 21/22 practice exercises

4. If you need more help finalizing your article, watch this: https://web.microsoftstream.com/video/4b2a2836-8d7e-4e5d-b54e-a14b491f6891