Rijke taal: Engels
2020 – 2021
Student: Ashley Hofman
Studentnummer: 616845
Klas: ROPABOVT1A2
Begeleider: Patricia Wayling
Datum van inleveren: 17-06-2021
,Verklaring vormvereisten
Student name Ashley Hofman
Student number 616845
Educational unit Inholland, Rotterdam klas ROPABOVT1A2
Date 17-06-2021
Criteria Description Tick if your
evidence file
meets the
requirements
Completeness The evidence file contains evidence that supports ✓
the reflection (claim) regarding the learning
outcome(s). The evidence file is appropriately
referenced, and the evidence is organized (all parts
are included).
Size The size of the core text (substantiation and 2989 Words (incl.
justification) consists of a maximum of 2500 words. heading and
State the number of words on the right. citations)
Transparency Evidence is included as attachments and can be ✓
(Sources) reached via the navigation bar (header structure).
APA Used sources are referenced according to APA ✓
guidelines (in text and in source list).
Structure The evidence file is accessible (structure and ✓
classification).
2
,Refferal guide
Learning outcome Indicators Type of burden of proof Location
I demonstrate that I Specify with which actions or Where can the
master the following (partial) products you evidence be
indicators of the LO support the claim (e.g., found?
theoretical foundation, (e.g., in the lvf,
catchy introduction, input a video, the
phase) justification)
You design, teach, You design, whether Chapter 2: preparation p. 9 – 11
and evaluate, under using a method, Lesson preparation form – p. 25 – 28
supervision, language development lesson 1
activating, activities based on the Lesson preparation form – p. 34 – 37
communication- theory of (early) foreign lesson 2
oriented English language education. Lesson preparation form – p. 43 – 46
lessons based on lesson 3
theory of (early) You use various playful, Chapter 2: preparation p. 9 – 11
foreign language activating, and Lesson preparation form – p. 25 – 28
education, in which communicative working lesson 1
English is always the methods in the Lesson preparation form – p. 34 – 37
main language of implementation that fit lesson 2
instruction. the lesson objectives Lesson preparation form – p. 43 – 46
and target group. lesson 3
You justify chosen Chapter 2: preparation p. 9 – 11
learning activities based Lesson preparation form – p. 25 – 28
on characteristics of lesson 1
second and foreign Lesson preparation form – p. 34 – 37
language development lesson 2
and didactic methods Lesson preparation form – p. 43 – 46
for (early) foreign lesson 3
language education.
You instruct the Chapter 2: preparation p. 9 – 11
students in correct Lesson preparation form – p. 25 – 28
English at the level of lesson 1
the target group. Lesson description – lesson 1 p. 29 – 30
Lesson preparation form – p. 34 – 37
lesson 2
Lesson description – lesson 2 p. 38 – 39
Lesson preparation form – p. 43 – 46
lesson 3
Lesson description – lesson 3 p. 47 – 48
Reading ‘the very hungry Gradework
caterpillar’
Processing of the input Gradework
You evaluate performed Chapter 3: Evaluation p. 12
lesson activities based Feedback form – lesson 1 p. 31
on feedback from Lesson evaluation – lesson 1 p. 32
students and mentor; Feedback form – lesson 2 p. 40
You reflect on the Lesson evaluation – lesson 2 p. 41
specific role of the Feedback form – lesson 3 p. 49
teacher in (early) Lesson evaluation – lesson 3 p. 50
3
,foreign language
education and you
formulate personal
development goals for
teaching English and
regarding your own
skills in using English as
the language of
instruction in class.
4
,Preface
In front of you lies the essay ‘Rijke taal: Engels’ of PABO student Ashley Hofman. The essay is an
assignment from the PABO for the subject Rijke taal in periods 3 and 4 of year 1. This essay focuses
on playful, activating, and communicative working methods.
In this file, the importance of play and the components of foreign language teaching/early English
are explained, the observation is presented, activities related to these components and learning
through play are discussed and the given activities are evaluated.
I would like to thank my classmate, Isabel de Lange, for the feedback I received while designing the
activities and going through the file. In addition, I would like to thank my teacher, Patricia Wayling,
for the feedback I received during the checkpoint. Finally, I want to thank my mentors, Marianne van
Vliet and Hélène Uleman, for the feedback they gave me during the activities.
Ashley Hofman, 17-06-2021, Vlaardingen
5
, Table of Contents
Verklaring vormvereisten ................................................................................................. 2
Refferal guide................................................................................................................... 3
Preface ............................................................................................................................. 5
1. Observation .................................................................................................................. 8
2. Preparation .................................................................................................................. 9
2.1 Activity 1 – Take it easy (method lesson) ............................................................................. 9
2.2 Activity 2 – The very hungry caterpillar ............................................................................. 10
2.3 Activity 3 – The very hungry caterpillar again .................................................................... 11
3. Evaluation .................................................................................................................. 12
3.1 Activity 1 – Take it easy (method lesson) ........................................................................... 12
3.2 Activity 2 – The very hungry caterpillar ............................................................................. 12
3.3 Activity 3 – The very hungry caterpillar again .................................................................... 12
Bibliografie .................................................................................................................... 13
Attachment 1: Lesson observation form (1) ..................................................................... 14
Attachment 2: Lesson observation form (2) ..................................................................... 16
Attachment 3: The importance of play and principles of early English ............................. 19
Attachment 4: The components of an Early English lesson ............................................... 21
Attachment 5: Lesson preparation form (1) – lesson 1 ..................................................... 25
Attachment 6: Lesson preparation form (2) – lesson 1 ..................................................... 27
Attachment 7: Lesson description – lesson 1.................................................................... 29
Attachment 8: Feedback form – lesson 1 ......................................................................... 31
Attachment 9: Lesson evaluation – lesson 1 .................................................................... 32
Attachment 10: The discovery corner .............................................................................. 33
Attachment 11: Lesson preparation form (1) – lesson 2 ................................................... 34
Attachment 12: Lesson preparation form (2) – lesson 2 ................................................... 36
Attachment 13: Lesson description – lesson 2 .................................................................. 38
Attachment 14: Feedback form – lesson 2 ....................................................................... 40
Attachment 15: Lesson evaluation – lesson 2 .................................................................. 41
Attachment 16: Crafts transfer phase ............................................................................. 42
Attachment 17: Lesson preparation form (1) – lesson 3 ................................................... 43
Attachment 18: Lesson preparation form (2) – lesson 3 ................................................... 45
Attachment 19: Lesson description – lesson 3 .................................................................. 47
Attachment 20: Feedback form – lesson 3 ....................................................................... 49
6
2020 – 2021
Student: Ashley Hofman
Studentnummer: 616845
Klas: ROPABOVT1A2
Begeleider: Patricia Wayling
Datum van inleveren: 17-06-2021
,Verklaring vormvereisten
Student name Ashley Hofman
Student number 616845
Educational unit Inholland, Rotterdam klas ROPABOVT1A2
Date 17-06-2021
Criteria Description Tick if your
evidence file
meets the
requirements
Completeness The evidence file contains evidence that supports ✓
the reflection (claim) regarding the learning
outcome(s). The evidence file is appropriately
referenced, and the evidence is organized (all parts
are included).
Size The size of the core text (substantiation and 2989 Words (incl.
justification) consists of a maximum of 2500 words. heading and
State the number of words on the right. citations)
Transparency Evidence is included as attachments and can be ✓
(Sources) reached via the navigation bar (header structure).
APA Used sources are referenced according to APA ✓
guidelines (in text and in source list).
Structure The evidence file is accessible (structure and ✓
classification).
2
,Refferal guide
Learning outcome Indicators Type of burden of proof Location
I demonstrate that I Specify with which actions or Where can the
master the following (partial) products you evidence be
indicators of the LO support the claim (e.g., found?
theoretical foundation, (e.g., in the lvf,
catchy introduction, input a video, the
phase) justification)
You design, teach, You design, whether Chapter 2: preparation p. 9 – 11
and evaluate, under using a method, Lesson preparation form – p. 25 – 28
supervision, language development lesson 1
activating, activities based on the Lesson preparation form – p. 34 – 37
communication- theory of (early) foreign lesson 2
oriented English language education. Lesson preparation form – p. 43 – 46
lessons based on lesson 3
theory of (early) You use various playful, Chapter 2: preparation p. 9 – 11
foreign language activating, and Lesson preparation form – p. 25 – 28
education, in which communicative working lesson 1
English is always the methods in the Lesson preparation form – p. 34 – 37
main language of implementation that fit lesson 2
instruction. the lesson objectives Lesson preparation form – p. 43 – 46
and target group. lesson 3
You justify chosen Chapter 2: preparation p. 9 – 11
learning activities based Lesson preparation form – p. 25 – 28
on characteristics of lesson 1
second and foreign Lesson preparation form – p. 34 – 37
language development lesson 2
and didactic methods Lesson preparation form – p. 43 – 46
for (early) foreign lesson 3
language education.
You instruct the Chapter 2: preparation p. 9 – 11
students in correct Lesson preparation form – p. 25 – 28
English at the level of lesson 1
the target group. Lesson description – lesson 1 p. 29 – 30
Lesson preparation form – p. 34 – 37
lesson 2
Lesson description – lesson 2 p. 38 – 39
Lesson preparation form – p. 43 – 46
lesson 3
Lesson description – lesson 3 p. 47 – 48
Reading ‘the very hungry Gradework
caterpillar’
Processing of the input Gradework
You evaluate performed Chapter 3: Evaluation p. 12
lesson activities based Feedback form – lesson 1 p. 31
on feedback from Lesson evaluation – lesson 1 p. 32
students and mentor; Feedback form – lesson 2 p. 40
You reflect on the Lesson evaluation – lesson 2 p. 41
specific role of the Feedback form – lesson 3 p. 49
teacher in (early) Lesson evaluation – lesson 3 p. 50
3
,foreign language
education and you
formulate personal
development goals for
teaching English and
regarding your own
skills in using English as
the language of
instruction in class.
4
,Preface
In front of you lies the essay ‘Rijke taal: Engels’ of PABO student Ashley Hofman. The essay is an
assignment from the PABO for the subject Rijke taal in periods 3 and 4 of year 1. This essay focuses
on playful, activating, and communicative working methods.
In this file, the importance of play and the components of foreign language teaching/early English
are explained, the observation is presented, activities related to these components and learning
through play are discussed and the given activities are evaluated.
I would like to thank my classmate, Isabel de Lange, for the feedback I received while designing the
activities and going through the file. In addition, I would like to thank my teacher, Patricia Wayling,
for the feedback I received during the checkpoint. Finally, I want to thank my mentors, Marianne van
Vliet and Hélène Uleman, for the feedback they gave me during the activities.
Ashley Hofman, 17-06-2021, Vlaardingen
5
, Table of Contents
Verklaring vormvereisten ................................................................................................. 2
Refferal guide................................................................................................................... 3
Preface ............................................................................................................................. 5
1. Observation .................................................................................................................. 8
2. Preparation .................................................................................................................. 9
2.1 Activity 1 – Take it easy (method lesson) ............................................................................. 9
2.2 Activity 2 – The very hungry caterpillar ............................................................................. 10
2.3 Activity 3 – The very hungry caterpillar again .................................................................... 11
3. Evaluation .................................................................................................................. 12
3.1 Activity 1 – Take it easy (method lesson) ........................................................................... 12
3.2 Activity 2 – The very hungry caterpillar ............................................................................. 12
3.3 Activity 3 – The very hungry caterpillar again .................................................................... 12
Bibliografie .................................................................................................................... 13
Attachment 1: Lesson observation form (1) ..................................................................... 14
Attachment 2: Lesson observation form (2) ..................................................................... 16
Attachment 3: The importance of play and principles of early English ............................. 19
Attachment 4: The components of an Early English lesson ............................................... 21
Attachment 5: Lesson preparation form (1) – lesson 1 ..................................................... 25
Attachment 6: Lesson preparation form (2) – lesson 1 ..................................................... 27
Attachment 7: Lesson description – lesson 1.................................................................... 29
Attachment 8: Feedback form – lesson 1 ......................................................................... 31
Attachment 9: Lesson evaluation – lesson 1 .................................................................... 32
Attachment 10: The discovery corner .............................................................................. 33
Attachment 11: Lesson preparation form (1) – lesson 2 ................................................... 34
Attachment 12: Lesson preparation form (2) – lesson 2 ................................................... 36
Attachment 13: Lesson description – lesson 2 .................................................................. 38
Attachment 14: Feedback form – lesson 2 ....................................................................... 40
Attachment 15: Lesson evaluation – lesson 2 .................................................................. 41
Attachment 16: Crafts transfer phase ............................................................................. 42
Attachment 17: Lesson preparation form (1) – lesson 3 ................................................... 43
Attachment 18: Lesson preparation form (2) – lesson 3 ................................................... 45
Attachment 19: Lesson description – lesson 3 .................................................................. 47
Attachment 20: Feedback form – lesson 3 ....................................................................... 49
6
