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Memo Meth 5

This document describes the design of a 4 lesson series for teaching English using backward design, CLIL, TBL, and Westhoff's Pentapie framework. It explains that the lessons are designed around students organizing a food festival, with each lesson building towards that final project. Backward design was used to first identify the learning objectives and how they will be assessed before developing lesson activities. The lessons integrate English language learning with a focus on organizing an event, exemplifying CLIL and TBL approaches. Each lesson follows the Pentapie structure of input, processing, and output, incorporating language learning strategies, ICT tools, and authentic materials.

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167 views

Memo Meth 5

This document describes the design of a 4 lesson series for teaching English using backward design, CLIL, TBL, and Westhoff's Pentapie framework. It explains that the lessons are designed around students organizing a food festival, with each lesson building towards that final project. Backward design was used to first identify the learning objectives and how they will be assessed before developing lesson activities. The lessons integrate English language learning with a focus on organizing an event, exemplifying CLIL and TBL approaches. Each lesson follows the Pentapie structure of input, processing, and output, incorporating language learning strategies, ICT tools, and authentic materials.

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Designed by: Mirjam Hoekstra

Lesson series 4 lesson: 13, 14, 15, 16.


Student number: 1621327
Date: 16 April 2016
Words: 605
Backward design and learning objectives.
Interesting, instructive and challenging lessons is what every teacher wants to
design. It is important to motivate the students so that they can achieve the
learning objectives, which are in my lessons based on the CEFR can do
statements. (Cambridge University Press, 2001). Before thinking of creative,
useful and motivating activities the teacher should determine the learning
objectives first. (Wigging & McTighe, 1998). Backward design is divided in three
stages. What your students should know, understand and be able to do is the
first stage. Secondly you have to consider how you will know if students have
achieved the desired results and last but not least is stage three where it is
time to think of the activities.
In our lesson series it is clear that we used backward design because the
students are going to organise a food festival and every lesson is a part of their
final result. After thinking of the end product and dividing all the sub goals, I
started to determine acceptable evidence which you can see in the output of my
lessons. Knowing what the students have to achieve and how to achieve it, I
created the lesson activities.
Content Integrated Language Learning (CLIL)
The students learn about a subject using the language they are trying to learn.
(Peachey, 2003). Organising a food festival is in this case the subject and the
language they are trying to learn is English. All lessons are CLIL, because the
students have to do everything in English while they are organising a food
festival.
Task-based-learning (TBL)
In my lesson series it is clear that task-based-learning is used. There is always
an introduction to the topic and task by using videos, comics or texts. The
second phase is the task cycle which is also used in my lessons. The students
have to do activities in groups and prepare to report to the whole class what
they discovered. For example, in lesson 13 the students have to compare their

budget sheet with other groups.


The vocabulary exercises in lessons 13 and 14 show the language focus which is
the last phase. The selected words are the words which the students have to
use in the following exercises. There is a great amount of student activity and
less direct, up-from teaching. (TBL Methodology, n.d.)
Pentapie
The lessons I created are all based on Westhoffs Pentapie. Each lesson starts
with input which is either a listening or reading text. To make sure that the
students understand the input they are going to process it. First they process it
on content through e.g. guiding questions or w-h questions. The vocabulary or
grammar will be checked in the processing on form exercises. For example: the
educaplay in lesson 13 where the students have to match the words with the
right definitions. At the end of each lesson there is the output which is either
writing or speaking. The students show what they have learned by creating a
product or perform a task.
Each lesson also contains learning strategies. In lesson 13 I have used receptive
strategies by highlighting some words. (Westhoff, 2008)
ICT and authentic materials
Sending an email of watching a zaption-, youtube-, powtoon video are examples
of using ICT. It is in my opinion important to learn the students some ICT-tools
because they will need them in their life. Besides that the activities and
exercises can be much more varied which will stimulate the students to do it.
I have tried to make all the materials as authentic-looking as possible. For
example: I made the newspaper myself so it looks more realistic.

Bibliography
Cambridge University Press. (2001). Common European Framework of Reference
for Languages. Retrieved on 16 April, 2016, from
https://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

TBL Methodology What is Task Based Learning? (n.d.). Retrieved on 16 April,


2016, from http://www.onestopenglish.com/clil/what-is-clil/

Westhoff, G.J. (2008). Een schijf van vijf voor het vreemdetalenonderwijs.
Retrieved on 16 April, 2016, from
https://hubl.hu.nl/sites/hu.learn.mentorix.dk/files/u1349/Curriculumdesign/Sch
ijf%20van%20vijf%20%20-%20westhoff.pdf
Wiggins, G., & McTighe, J. (1998). Backward Design. Retrieved on 16 April, 2016,
from https://hubl.hu.nl/sites/hu.learn.mentorix.dk/files/userfiles/u1349/documents/ict%20international/wiggins-mctighe-backward-designwhy-backward-is-best.pdf
Peachey, N (2003). Content-based instruction. Retrieved on 16 April, 2016, from
https://www.teachingenglish.org.uk/article/content-based-instruction

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