Effective Materials for English Lessons

METHODOLOGY III -OAEN-METH3-14
Effective use of lesson materials
Hogeschool Utrecht
Docent: Hillie Sloot
Student: Tatjana Volkerts

3-4-2019
Contents
Chapter Analysis................................................................................................................................................................ 2
1. Description course book - Malmberg’s Taalblokken .................................................................................................... 2
1.1 Target group and examination levels ..................................................................................................................... 2
1.2 Description & rationale Taalblokken....................................................................................................................... 2
1.3 The chapters............................................................................................................................................................ 3
1.4 Overview Chapter 2 ‘How Can I Help You?’ – Workbook & e-learning environment............................................. 4
2. Criteria........................................................................................................................................................................... 6
2.1 List of criteria .......................................................................................................................................................... 6
2.2 Explanation of criteria and theoretical justification ............................................................................................... 6
3. Analysis Chapter 2 – ‘How Can I Help You?’.................................................................................................................. 9
4. Conclusion ................................................................................................................................................................... 18
5. Recommendations ...................................................................................................................................................... 19
Bibliography .................................................................................................................................................................... 20
Coursebook Chapter plan ............................................................................................................................................... 21
Addendum lesson 1 - Print screens online section & additional materials .................................................................... 27
Addendum Lesson 2 – Print screens online section & additional materials................................................................... 33
Addendum lesson 3 – Print screens online section & additional materials ................................................................... 38
Addendum lesson 6 - Print screens online section & additional materials .................................................................... 51
LESSON PLAN Vocabulary lesson – Dealing with misunderstandings............................................................................. 69
Appendix I: overview of (smart)board - Warming up ................................................................................................ 72
Appendix II : overview of (smart)board - pre-activity ................................................................................................ 72
Appendix III: assignments + key .................................................................................................................................. 73
LESSON PLAN Grammar lesson – Planning a break ........................................................................................................ 75
Appendix II : overview of (smart)board - pre-activity ................................................................................................ 78
Appendix III: assignments + key .................................................................................................................................. 79
LESSON PLAN Penta-pie lesson – .................................................................................................................................... 81
Write a persuasive e-mail ............................................................................................................................................... 81
Appendix II : overview of (smart)board - Strategic Acting ......................................................................................... 84
Appendix III: assignments (reading comprehension) + key ....................................................................................... 85
Appendix IV - Required vocabulary Penta-pie lesson ................................................................................................. 87
Theoretical justification lesson plans .............................................................................................................................. 89
1. Vocabulary lesson – Dealing with misunderstandings............................................................................................ 89
2. Grammar lesson – Planning a break ....................................................................................................................... 89
3. Penta-pie lesson – persuading a friend to visit Bristol Hotel .................................................................................. 90
Bibliography ................................................................................................................................................................ 90
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Chapter Analysis
1. Description course book - Malmberg’s Taalblokken
1.1 Target group and examination levels

MboRijnland uses Malmberg’s Taalblokken Engels (Van Heel & Meester, 2014) for all level four mbo students. Only
level four students are required to pass the Cito Exam English by the end of their studies, which usually has a
duration of three years, for all five skills: reading, listening, writing, speaking production and speaking interaction.
The receptive skills (reading and listening) are tested on B1 level and the productive skills (writing, speaking) are
tested on the A2 level. The course book focuses primarily on preparing the students for their exams. The method is
developed in such a way that students work on the five skills in year one at mbo al level A2 and the second year they
only focus on the Cito reading and listening exams at level B1. The starting situation of the knowledge and skills of
the students is in general A2 since the target group has passed a pre-vocational degree.
1.2 Description & rationale Taalblokken

Taalblokken’s English learning method combines two learning platforms: the e-learning environment and the
workbook. The teacher’s manual gives an explanation on how to use the e-learning platform in combination with the
workbook: ‘The video clips around a group of English youngsters are the core of the learning lines A1 and A2. (…) The
themes of the films can be broadly divided into private, work and education. E-learning and workbook form one
whole and complement each other’ (Van Heel & Meester, 2014). Secondly, the teacher’s manual explains how the
five skills are offered to the students the Taalblokken method: ‘The e-learning lessons are for all skills. The language
offer (theme, words, constructions, language use situations, etc.) that is used in the chapters of the workbook is also
offered here.
To get an idea of the e-learning section below an overview of the subjects offered in the e-learning section:
Print screen 2: Overview e-learning section Taalblokken Engels A2-N4 Chapter 2 ‘How are you’
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The skills are consciously built up from receptive to productive. The students always start listening. This is followed
by conversational skills, then reading and writing and finally speaking skills.’ (Van Heel & Meester, 2014).
The teacher’s manual explains the rationale behind Malberg’s Taalblokken is Neuner’s ABCD-model, which aims to
achieve communicative language learning. Neuner (1981) distinguishes 4 types of exercises:
• A exercises: understanding,
• B exercises: reproduction,
• C exercises: variation,
• D exercises: free, authentic use of language.
In accordance with Neuner’s ABCD-model, phase A and D require few teacher guidance, B and C exercises require
much more guidance, teaching, and feedback. Phase B contains predominantly vocabulary and grammar exercises
which the student needs to be able to produce the English language in the C and D exercises. Furthermore, the
method does not give the teacher any guidance on how to build a lesson of 45 or 60 minutes. Only in the e-learning
environment, the students learn about the learning objectives. The workbook does not show any learning objectives.
Taalblokken does not make any use of the CEFR ‘Can-do statements’. The teacher is required to have proper
teaching skills and understanding of how to use the Taalblokken method in order to guide and motivate the student
to learn to develop their English language skills.
1.3 The chapters

Every chapter starts with the message that the student is required to complete several items in the e-learning
environment before starting the assignments presented in the workbook. In the e-learning environment, the method
focuses primarily on reading, listening and vocabulary acquisition. This is basically to expose the student to as much
English as possible in order to work on the productive skills in the workbook. The method contains six chapters.
Chapters 2, 3 and 5 aim to appeal to different mbo professions, the other three chapters are suitable for all mbo
students since these chapters cover generic topics such as introducing yourself, planning a trip and making plans
with friends.
At MboRijnland my class exists of Management Assistants, therefore I have chosen for this analysis the chapter
which focuses on the professional topic of the Management Assistants: Chapter 2 ‘How Can I Help you?’. The student
learns English in the context of a reception desk at a hotel and in the context of an office environment where the
student confirms meetings and takes minutes during a meeting.
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1.4 Overview Chapter 2 ‘How Can I Help You?’ – Workbook & e-learning environment
Skill Topic/ Situation Grammar subject Vocab/ input/ practise Task

skills
Listening 1. At the reception None Vocabulary exercises Variety of
e-learning desk – Checking in (topic) comprehension tasks +
listening strategy tasks
Listening 2. At the reception None Vocabulary exercises Variety of
e-learning desk: A complaint (topic) comprehension tasks
+ listening strategy tasks
Listening 3. Planning a break None Vocabulary exercises Variety of
e-learning (topic) comprehension tasks
+ listening strategy tasks
Spoken 1. At the reception p. 46 Want/ Would like 1. p. 45 Formal/ Informal p. 47: Pair work
Interaction desk – Checking in (workbook) communication At the reception desk –
e-learning + p.44 + e-learning exercises 2. p.48 Vocabulary Checking in
workbook (topic) (information gap)
+ e-learning exercises
Spoken 2. At the reception Word order p. 52 p. 51 Group work
Interaction desk: A complaint (e-learning exercises) Vocabulary and phrases Discuss situations when
e-learning + p. 49 (topic) you made a complaint
workbook + e-learning exercises
Spoken 3. At the reception None p. 55-56 Vocabulary and p. 55: Pair work
Interaction desk: Checking out phrases (topic) At the reception desk –
e-learning + p. 53 + e-learning exercises Checking out
workbook (information gap)
Spoken 4. Planning a break p. 57-59 p. 61 p. 60 Group work

Interaction p. 57 Could/ will Vocabulary and phrases Plan a break and divide
e-learning + Making a suggestion/ (topic) tasks. Make a list of tasks
workbook making a promise + e-learning exercises and assign to group
+ e-learning exercises members. Make
suggestions for location
and activities and make a
promise to organize
something
(accommodations or
travel arrangements).
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Skill Topic/ Situation Grammar subject Vocab/ input/ practise Task
skills
Writing 1. Confirming an None p. 63-64 p. 63 individual
e-learning + appointment Vocabulary and phrases assignment. Write an e-
workbook p. 62 (topic) mail to reschedule an
+ e-learning exercises appointment
exercises like choosing
the right form in the
context.
Rich exposure to
samples of confirmation
or cancellation of
appointments.
Writing 2. Taking minutes None p. 68 p. 67 Group work:
workbook p.64 Vocabulary and phrases Have a meeting for
(topic) organizing a party for
Students learn the your class.
actual task of taking Every student takes
minutes. They get a minutes on a certain
form in which they need aspect of the
to record the relevant organization of the party.
information of a
meeting.
Reading Different types of texts None Vocabulary and phrases Variety of

e-learning in the context of the (topic) comprehension tasks
hotel: + e-learning exercises and redundancy/ reading
- Website strategies
- Brochure
- E-mails from
guests
- Hotel facilities
Spoken 1. David’s job at the Word order 1. Listening p. 71 Group work:
production hotel (e-learning exercises) comprehension Guess your classmate's
Workbook + p. 70 exercises (topic) ideal job!
e-learning 2. exercises learning As questions and try to
redundancy techniques find out. Take turns.
3. p. 72 Vocabulary and
phrases (topic)
+ e-learning exercises
4. Workbook p. 70:
creating a mind web
Spoken 2. Job interview Tips: Word order 1. Listening p. 74 Group work:

production Hotel (e-learning exercises) comprehension Have a job interview.
Workbook + p.73 exercises (topic) Students print out a job
e-learning 2. p. 75 Vocabulary and vacancy they would like
phrases (topic) to apply for.
+ e-learning exercises The recruiter asks a set
3. Workbook: of questions to the
p. 73 – text with job applicant.
interview tips. Take turns and evaluate.
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2. Criteria
2.1 List of criteria
Topic Criteria
General 1. The course book has elements of the ‘mixed or multi-strand

syllabus.
2. The course book makes use of the target language.
3. The course book makes use of Task-Based Learning and offers real-
life communicative tasks.
Reading 4. The course book provides texts which build on students' worldview
and cognitive level. The material is authentic with the original
layout.
Listening 5. The course book offers an experience that prepares students for
real-life listening situations.
Level text reading 6. The course book offers texts that are at a level just above the
and listening student’s level (i+1).
Grammar 7. The course book presents grammar topics in context, using a

generative situation.
Vocabulary 8. The course book presents new vocabulary in different contexts.
Speaking 9. The course book offers speaking exercises with an information gap.
Writing 10. The course book contains tasks that promote fluent writing.
2.2 Explanation of criteria and theoretical justification
1. The course book has elements of the ‘mixed or multi-strand’ syllabus.

According to Ur (2012) page 190, there are several types of syllabuses, but the multi-strand one is nowadays the
most commonly used today. This one combines the features of some more traditional syllabuses:
1. The grammatical syllabus is based on a list of grammatical structures.
2. The lexical syllabus contains a list of lexical items including collocations and multi-word expressions.
3. The situational and topic-based syllabus, which take real-life contexts of language use as its basis. This syllabus
has a set of vocabulary items, accompanied by some grammar. This type of syllabus is most suitable for courses
in English for Specific Purposes (Tourism, Marketing, Engineering).
4. The functional-notional syllabus, which was an early attempt to create a syllabus for the communicative
approach. Notions are concepts that language can describe. The purpose was to get away from the focus on
form and move towards the use of language to express meanings.
5. The standards-based syllabus describes what learners should be able to do at a specific level and skill, often
through the CEFR ‘can-do' statements. The downside of this type of syllabus is that it does not specify any taught
vocabulary, grammar, and pronunciation.
The multi-strand syllabus combines notions, functions, standards as well as form with a focus on vocabulary and
grammar. Moreover, this type of syllabus adds a component providing an opportunity for reflection, further
learning, and cultural aspects. Therefore it is important to use a multi-strand syllabus as a learning method.
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According to Staatsen (2015) page 251, it is important for students learning a modern foreign language to get as
much exposure to the target language as possible. This source even advocates for monolingual courses. This helps
the teacher to use the target language extensively and it connects well with the communicative approach. Ur (2012)
page 6, adds to this that in some cases the L1 language is a very valuable role in the case of translation and using the
technique redundancy in order to acquire the target language. However, the course book should contain preferably
predominantly the English language.
3. The course book makes use of Task-Based Learning and offers real-life communicative tasks.
According to Wills & Wills (2007), it is important that the course book is ‘communicative' and that the course books
follow the principles of Task Based Learning (TBL). This means that the course book should contain a balance of
spoken and written as well as spontaneous and planned texts and a sufficient range of types of texts. Most
importantly, the learning method should contain activities that are communication tasks; ones that require learners
to use language freely to attain a goal or achieve an outcome. Richards (2006), adds to this that the communicative
language teaching happens when the offered activities are based on a cooperative approach rather than an
individualistic approach.
The course book should provide tasks that create meaningful and purposeful interaction between students through
language in order for students getting the opportunity to try out and experiment with different ways of saying
things.
4. The course book provides texts which build on students' worldview and cognitive level. The material is
authentic with the original layout.
According to Staatsen (2015) page 48-49, it is important that students get prepared for real-life reading in-class by
using authentic texts with original layout during reading activities. If the target group has a lower level of English, the
text should be accompanied by supporting illustrations to enhance possibilities for using reading strategies that
support students to comprehend the text. Furthermore, the students also get an understanding of the purpose of
the text. To motivate the students to start reading a text and for the students to experience fun and pleasure in the
classroom the text should build on students’ worldview and cognitive level. The course book should provide such
type of reading texts.
5. The course book offers an experience that prepares students for real-life listening situations.
According to Ur (2012) page 104-105, it is important to prepare the students for real-life listening situations. This
means that the pronunciation of words is noticeably different from the phonological representation shown in the
dictionary and taught to students. Vocabulary is often informal and usually, there will be some noise in the
background in a real-life situation. The listener needs to learn to comprehend the essence of a conversation even
though he has not heard 100 percent of what is said. The student learns to make up for the deficit by guessing the
missing items or by using redundancy. Therefore course book should provide listening texts with some noise on the
background, some accents, and natural pronunciation in order to prepare the students for real-life listening
situations.
6. The course book offers texts that are at a level just above the student’s level (i+1).
According to Staatsen (2015) page 44, students become more and more skilled in reading by doing extensive and
intensive reading. Secondly, the students will need to acquire strategies to tackle a text and methods to
independently and efficiently extract information from a text, develop reading skills. In a reading programme, both
texts and several types of exercises are provided in order to develop these skills. Therefore it is necessary that a
good course book contains many comprehensible texts, with some challenge in order for the student to make
progress in its receptive skills. The level should be interlanguage (i) + 1. Interlanguage means the current
development level of the target language.
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7. The course book presents grammar topics in context, using a generative situation.
According to Thornbury (2005), there is a great advantage to presenting grammar topics in context since it connects
directly to the communicative purpose for the use of grammar. The main objective of presenting the grammar topic
is using the language as a means of getting things done. This means that the course book provides a story or
situation in order to generate several example sentences of a grammatical structure. The student gets the rule after
a couple of exercises showing the structure in a meaningful situation.
8. The course book presents new vocabulary in different contexts.

According to Schmitt (2010), acquiring vocabulary is a vital element of learning a language. The student needs at
least 2000 words in order to be able to express themselves and use the second language for everyday activities such
as buying and bargaining, reading signs and ordering food, but also to have a conversation with a friend about
personal interests or expressing an opinion. So if a course book educates the student for level A2 on the productive
skills and level B1 for the receptive skills, it should contain a well-structured vocabulary program. This means that
the course book provides a mix of explicit vocabulary teaching and activities from which incidental learning can
occur. This is important for two reasons: meeting a word in different contexts expands what is known about it and
additional exposures help consolidate it in memory.
9. The course book offers speaking exercises with an information gap.

In communicative language teaching speaking interaction should be an important part of the language programme.
According to Ur (2012) page 118, using group or pair work is more effective than asking students to speak in front of
the class. Secondly, the topic should be of interest to the students, they should get enough support materials such as
vocabulary and phrases to use in the conversation. Staatsen (2015) page 134-135, adds to this list a task with an
information gap. The information gap gives students an actual necessity to speak to each other to complete the
communicative task. So for the speaking activities to succeed the course book should provide tasks where
conversation partners need to talk to share the information with each other. One student holds the information, the
other student needs to ask questions to bridge the information gap and obtain the information.
10. The course book contains tasks that promote fluent writing.
According to Ur (2012) page 157, writing tasks are often used as a means of getting to the students to attend or
practise a new particular language point, or as a convenient method of testing comprehension of a grammatical
structure. In contrast, a fluent writing task aims to improve students' ability to compose written text for
communicative purposes. The main focus is on meaningful writing following the conventions of a particular genre.
Form, such as grammatical structures and spelling have the function to serve the communicative purpose of the
written product.
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3. Analysis Chapter 2 – ‘How Can I Help You?’
1. The course book has elements of the ‘mixed or multi-strand’ syllabus.
First, to be able to qualify a teaching method as a multi-strand syllabus the material needs to cover the five language
skills listening, reading, speaking interaction, speaking production and writing (Ur, 2012). Malmberg’s Taalblokken
chapter 2 covers the five skills: the e-learning environment covers reading and listening, gives vocabulary input and
exercises for practicing phrases needed in the speaking interaction tasks in the workbook, such as the assignment on
page 51. The workbook covers also supporting exercises, building up to the communicative tasks for speaking
interaction (page 44-61). Furthermore, the workbook covers the writing skill (page 62-68) and the speaking
production skill (page 70-75). At the start of the chapter on page 44 of the workbook, the student is directed to the
e-learning environment to complete the sections Listening and Spoken Interaction. All e-learning exercises are linked
in terms of topic and vocabulary to the workbook.
Secondly, the multi-strand syllabus is situational or topic based which takes real-life situations as a basis for
communicative language learning. Malmberg’s Taalblokken takes the context of a hotel and the student receives
input and exercises of a receptionist at the reception desk. He checks hotel guests in and out, he handles complaints.
After that, the same receptionist plans a break with friends, which very much appeals to the experience-world of the
mbo student.
Third, the multi-strand syllabus should cover notions, form and grammatical structures. Every grammar topic in
chapter 2 is accompanied by a communicative task, which fits the communication goal of the chapter section. For
example, in section four page 57 the topic is planning a break. The communicative task on page 60 is about planning
a break. The grammar topic is actually about assigning tasks to people and making suggestions for planning activities.
Finally, the method does not mention any CEFR ‘can-do’ statements. The workbook doesn’t mention any learning
objectives. In the e-learning section, the student gets the chapter's learning objectives presented and the learning
objectives are formulated as communicative tasks:
Print screen 1: Example learning objectives Taalblokken
In conclusion, Malmberg’s Taalblokken does show many features of a multi-strand syllabus, such as grammar, form,
coverage of skills and working with topics. However, the CEFR can-do statements are missing and the learning
objectives are not displayed obviously enough for students to have a clear understanding of what they have to know
or be able to do after working through the chapter.
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To be able to qualify as a course book using the target language, the exercises, questions, and instructions should be
written in the target language. Malmberg's Taalblokken meets this requirement 100 percent from page 44-75. The
only instance where the course book uses L1 is in translation exercises, i.e. exercise 2 page 45 workbook. I make a
similar observation in the e-learning vocabulary exercises. New or necessary vocabulary for the communicative task
is presented as a list of English words with Dutch translations. Page 48-49 of the workbook shows an example of a
typical Taalblokken vocabulary list. Also, for example, exercise 8 on page 55 shows an example of an extensive
instruction for an exercise only using the target language. This could mean that students will sometimes find
difficulties understanding the exercise and this gives the teacher the opportunity to explain and guide the student to
understand the exercise, using a combination of the target language and native language (L1). Overall, the course
book provides sufficient exposure to the target language and this means that the students will be able to learn the
English language more effectively.
3. The course book makes use of Task-Based Learning and offers real-life communicative tasks.
In order to meet the requirements of a TBL course book, first of all, we need to look at the variety of texts used in
the course book. They should be spontaneous as well as planned and spoken as well as written. The listening texts in
the course book chapter 2, are all based on conversations between the receptionist and his friend(s) or more
formally with a hotel guest or his manager. These are all real-life situations and also acted out as real-life situations.
Page 44 and 49 of the workbook show written examples of the listening texts the student listen to in the e-learning
section.
Also, the reading section of the e-learning environment offers a variety of texts with an increasing degree of
complexity in terms of length and text purposes, which is important according to the theory of Task Based Learning.
A few examples:
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Secondly, every section of the chapter ends with an authentic task giving the students the opportunity to work in
groups and to solve an authentic ‘problem’ together by using oral or written communication.
On page 60 of the workbook here is an example of a communicative task:
This task meets the requirements of task based learning since the students need to use their imagination being in
real-life situations with friends. This could also happen in their own life. Secondly, the assignment invites them to
communicate with each other because they need to plan a trip and decide on where they will go, stay how to get
there and plan some activities while they're on the trip.
4. The course book provides texts which build on students' worldview and cognitive level. The material is
authentic with the original layout.
Up to certain extent, the course book builds on the students' worldview and cognitive level: the most important
players in the videos are boys and girls of their own age living in a world my students know as well. They also have
the same kind of experiences such as doing an internship, performing certain tasks like making plans with friends.
Secondly, the reading texts are authentic and meaningful to the communicative task and context (subject) of the
chapter. Please view the text examples used in point 3.
The listening texts, however, could be more authentic if the course book would make use of existing documentaries
or recordings of actual real-life situations. It could use clips of television programmes, or movies everyone knows. In
Taalblokken this is not the case, the listening tasks are created just for this course book. Secondly, the students in
the videos are all white and from a slightly upper-class background. This is noticeable by the way of speaking and
dress. Vocational students in the Randstad do not all relate to only this segment of the population.
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5. The course book offers an experience that prepares students for real-life listening situations.
Looking at Ur’s (2012) points as mentioned in the theoretical justification, the course book does provide listening
texts preparing the students for real-life listening situations. The speakers in the clips have a British accent rather
than an American accent the students are more used to hearing. This makes it perhaps a bit more difficult to
comprehend, but it students in The Netherlands are taught English and The United Kingdom of which England is part
is also closest to our country. The comprehension questions also engage the student to get an understanding of the
essence of the conversation. For example:
This course book provides many more tasks and exercises like this example. The course book does not make use of
any other accents or contexts, in this chapter. This gives the student much repetition and also the opportunity to
really get used to the accent he is exposed to as well as the context of – in this case – the hotel environment. One
could argue that it is too repetitive and therefore slightly boring for the student.
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6. The course book offers reading texts that are at a level just above the student’s level (i+1).
This coursebook teaches students to become level A2 communicators in the English language. In order to be also
challenging for the student and to get him to this level, the texts offered should be i+1. In this case, the texts should
reach the B1 level. According to the CEFR the difference between A2 and B1 for the skill reading comprehension is
the following:
B1 Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level
of comprehension.
A2 Can understand short, simple texts on familiar matters of a concrete type which consist of high-frequency
everyday or job-related language
A2 Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of
shared international vocabulary items.
This means that not only the text is important, but also the level of required understanding of the text is a factor that
is relevant to assessing the level of a reading comprehension task. Looking at the example texts in point 3 I would
think that this a really good A2 level text. The ability of the student to understand an e-mail exchange between the
guest and the receptionist I would qualify as A 2 level. However, later in the reading section, the student gets this
text:
It is not a long text, but it has a density of information and more non-frequent words. The level of comprehension
required to do the job of a receptionist is also high. Therefore I would qualify this text as an i+1 text. The course book
attempts to build up the complexity of the text as well as the comprehension task, which is important for the
students' success-experience. As a side-effect, the student gets the space to get used to the foreign language by
being exposed to less complex texts, before being exposed to the more complex ones.
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7. The course book presents grammar topics in context, using a generative situation.
Looking at chapter 2 Taalblokken attempts to present grammar topics in context, using a generative situation. It
could improve the deductive way of presenting grammar by moving the grammatical rule further to the back. The
way it is built up in Taalblokken is first giving text in which the grammar topic is presented indirectly. For example,
the student is unaware of the grammar topic while reading the text on page 57: four students are having a
conversation about their upcoming weekend trip to London. They make suggestions on how to organize it what to
do and they make arrangements on who will do what. Page 57 then presents the grammatical rule:
Then the course book presents two exercises. However, the student does not need the rule presented to be able to
do the exercises:
If the student got the exercises before the rule, the student was able to create the rule himself, and the course book
could confirm the rule, rather than teach the rule beforehand.
Thus, the course book does provide an appropriate context and suitable exercises to teach the grammatical rule.
However, the authors should take it one step further give the student the opportunity to deduct the rule from the
exercises himself. Especially in this example where the exercises actually build up so gradually towards the rule.
8. The course book presents new vocabulary in different contexts.

According to the theoretical justification, an A2 level course book should guide the student to a vocabulary of 2000
words in order to be able to use the English language in a communicative way on different subjects and situations.
This means that the course book does not only offer explicit vocabulary lists and exercises but also opportunities for
incidental learning. In terms of vocabulary input, Taalblokken chapter 2 uses predominantly the conversations of the
receptionist with friends and hotel guests, as well as a couple of reading texts as presented in point 3 and 6. The
conversations are not only in the e-learning environment but also presented in the workbook as a written text.
Furthermore, the course book explicitly offers vocab lists with subject headers on when to use which words and
phrases:
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In order for the student to process the vocabulary he receives mostly online exercises such as gap-fill ex excises,
translation exercises and choosing the correct phrase in a certain context or sentence:
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The course book does not only focus on production and translation but also on form aspects such as formal and
informal communication. Secondly, the course book also focuses on creating sentences which are important for
communication and not only learning words for comprehension purposes. Furthermore, I am in favour of the fact
that the course book makes the same word return in new contexts and conversations. The ‘A complaint' part (page
49) is also at the reception desk, the students need the same conventions and phrases again in the spoken
interaction assignment as in the ‘Checking in' section (page 44), to complete the communicative task of handling a
complaint (page 51). The only downside to this way of building vocabulary is that the students could potentially get
bored with the guy at the reception desk handling all the different tasks and situations at the hotel. The same input
(text) is used for listening and speaking interaction. At some point, the input is not inspiring and motivating anymore.
Secondly, the course book does not offer much opportunity or suggestions for incidental learning. It would be
recommendable to add to each book chapter some additional reading materials such as a magazine or e-book for
the purpose of extensive reading, which would enhance incidental vocabulary learning.
9. The course book offers speaking activities with an information gap.

Speaking exercises with an information gap provide a real-life situation where students have to communicate to
bridge the unknown elements in the conversation. Students need each other’s information to meet the
communication goal. The course book actually provides such activities and it is well organized. The chapter presents
the assignment to the student in terms of: “You’re going to check out of a hotel”. Students work in pairs, and
student A is directed to another page than student B:
Both students get completely different instructions on what to say and what to ask. The assignment contains two
conversations and each student plays the role of guest and receptionist once. By reading the instructions the
students should be able to get a grasp of what their class mate's instructions could be. During the preparation stage,
prior to the actual speaking activity, the student could very well imagine what the other one could ask or say. For
example:
16
The task is in line with examples, vocabulary lists band exercises presented during the chapter. In that respect,
Taalblokken also makes use of scaffolding. This means for the students that they can practice real-life conversations
in class and the information gap encourage the students to speak.
10. The course book contains tasks that promote fluent writing.
Taalblokken presents the writing skills later in the chapter, page 62. Up to that point, the student has not been
exposed to writing production exercises, and possibly many weeks have passed by this time around. This is not a
strong point of the course book I believe, also by taking the viewpoint of Westhoff’s (2008) Penta-pie, who suggests
that every lesson should cover receptive and productive skills.
The course book does not explicitly promote Ur’s (2012) suggestion ‘fluency over form’, however the exercises
building towards the communicative task do imply that the communicative purpose the written production is
essential to this task:
Before getting this assignment the students are presented with an example of a cancellation e-mail and some Dutch
phrases with an instruction to translate the Dutch phrases in English using the example.
The second exercise the student has to show that he can write somewhat freely on the topic of reasons for canceling
an appointment:
The course book’s writing section shows a clear example of Taalblokken using Neuner’s ABCD model: Exercise 1 of
page 62 is the understanding and reproduction phase, exercise 2 is the variation phase and in the final assignment
the student get the task to use the language freely and authentically and to write his own reply to a cancellation.
17
4. Conclusion
Topic Criteria Conclusion Rating (1-5)
General 1. The course book has Malmberg’s Taalblokken does show

elements of the ‘mixed many features of a multi-strand syllabus,
or multi-strand syllabus. such as grammar, form, coverage of
skills and working with topics. However,
the CEFR can-do statements are missing
and the learning objectives are not
displayed obviously enough for students
to have a clear understanding of what
they have to know or be able to do after
working through the chapter.
2. The course book makes Taalblokken provides sufficient exposure

use of the target to the target language and this means
language. that the students will be able to learn
the English language more effectively.
3. The course book makes Taalblokken provides two important

use of Task-Based elements for Task Based learning:
Learning and offers real- 1. The listening and reading section of
life communicative tasks. the e-learning environment provide an
extensive amount of language exposure
to the student in different contexts.
2. Every section of the chapter ends with
an authentic task giving the students the
opportunity to work in groups and to
solve an authentic ‘problem’ together by
using oral or written communication.
Reading 4. The course book Taalblokken does build on the students’

provides texts which cognitive level and worldviews in terms
build on students' of activities, however in terms of
worldview and cognitive cultural diversity and social diversity
level. The material is Taalblokken could aim for a larger target
authentic with the audience.
original layout.
Listening 5. The course book offers Taalblokken attempts to offer real-life

an experience that listening situations, however no fully
prepares students for authentic and also one-sided UK accents
real-life listening as well as only one group of people
situations. appearing in every listening clip.
18
Topic Criteria Conclusion Rating (1-5)
Level text 6. The course book offers Taalblokken attempts to build up the
reading and texts that are at a level complexity of the text as well as the
listening just above the student’s comprehension task which is important for
level (i+1). the students' success-experience as well as
getting used to the foreign language before
being exposed to the more complex texts
and comprehension tasks.
Grammar 7. The course book Taalblokken provides an appropriate

presents grammar topics context and suitable exercises to teach the
in context, using a grammatical rule. However, the authors
generative situation. should take it one step further and give the
student the opportunity to deduct the rule
from the exercises himself.
Vocabulary 8. The course book On the one hand, the vocabulary exercises
presents new vocabulary and input are extensively presented in the
in different contexts. course book. Also in different contexts.
However, the same input (text) is used for
listening and speaking interaction. At some
point, the input is not inspiring and
motivating anymore. In the other hand, for
the purpose of memorising, repetition is
highly effective. Secondly, the course book
does not offer much opportunity or
suggestions for incidental learning. It would
be recommendable to add to each book
chapter some additional reading materials
such as a magazine or e-book for the
purpose of extensive reading, which would
enhance incidental vocabulary learning.
Speaking 9. The course book offers Taalblokken offers speaking exercised with
speaking exercises with an information gap. This is effective for
an information gap. motivating students to speak the target
language.
Writing 10. The course book Taalblokken uses Neuner's ABCD model
contains tasks that very clearly in the writing section of the
promote fluent writing. chapter. The exercised build in clear steps
towards using the target language freely
and independently with a communicational
purpose.
5. Recommendations
Overall, Malmberg’s Taalblokken is a good course book for mbo level 4 and makes a good attempt to be a real
communicative learning method. the authors could make improvements in terms using the CEFR ‘can-do'
statements in each section where the students are learning a different language skill. Secondly, Malmberg should
look at the diversity of students appearing in the clips. Students appearing should be a reflection of today's society
and vocational students for them to connect to the listening texts. Third, Malmberg could extend opportunities for
incidental learning by adding also texts, stories, and reports on topics in the chapters to promote extensive reading
on top of intensive reading. Finally, Malmberg could move the grammar rules to the end of the grammar section.
This enhances opportunities for deductive grammar teaching as well as meaningful grammar learning for the
student.
19
Bibliography
Anderson, L., & Krathwohl, D. E. (2001). A Revised Taxonomy for learning teaching and assessing: A revision of
Bloom's taxonomy of educational objectives [Abridged]. New York: Addison Wesley Longman, Inc.
Neuner, G., Kruger, M. & Grewer, U. (1981). Übungstypologie zum kommunikativen Deutschunterricht. Berlijn.
Richards, J.C. (2006). Communicative Language Teaching Today. Cambridge University Press. Retrieved 16 March
2018 from: https://www.professorjackrichards.com/wp-content/uploads/Richards-Communicative-Language.pdf
Schmitt, N. (2010). Key issues in teaching and learning vocabulary. In Chacón-Beltrán, R., Abello-Contesse, C., and
Torreblanca-López, M. (eds.), Insights into Non-native Vocabulary Teaching and Learning. Multilingual Matters.
Staatsen, F., Heebing, S. (2015). Moderne Vreemde Talen in de onderbouw. Bussum: Coutinho
Thornbury, S. (2005). Uncovering grammar. Oxford: Macmillan Education
Ur, P. (2012). A course in English language teaching. Cambridge: Cambridge University Press.
Willis, D., & Willis, J. (2007). Doing task based teaching. Oxford: Oxford University Press.
20
Coursebook Chapter plan
Coursebook Name: M a l m b e r g T a a l b l o k k e n A 2 - N 4
Chapter number: 2
Information about students: Vocational students level 4 – Management Assistants and Office Managers. Year 2
Lesson Nr
Learning Objectives Language skill(s) Topic Text/exercise from Text/exercise Additional materials Additional exercises
(CEFR Can-do the e-learning section from t h e
statements) workbook
Addendum lesson 1 - 6
Spoken interaction A2: Listening/watching/ 1. Call between 1. Listen text 1: call between 2. P. 45 Exercise 1 – 3. Watch youtube 2. Classroom
Can exchange limited friends: formal and friends Formal/ informal video clip using polite conversation on formal
information on familiar and Spoken interaction informal communication English and informal
routine operational matters communication 1. Exercises 1, 2, 3, 4, 5 (vocab/ https://www.youtube communication.
. Writing word order) 2. Exercise 2 – .com/watch?v=h1gGk
2. At the reception Translating sentences in 291Op4 3. Gap fill exercises:
Listening B1: Form: desk: Checking in 2. Listening text 2. At the preparation for TBL https://first-
1 SPOKEN INTERACTION – CHECKING IN
Can generally follow the Vocabulary/Gramm reception desk: checking in 4. Hotel reservation english.org/english_lear
main points of extended ar 3. Using polite 3. Page 46: Grammar form ning/english_beginners/
discussion around him/her, language> Want or 2. Exercises 7, 8, 9 (vocab) want / would like would_want_to/01_wo
provided speech is clearly would like uld_like_to_courses.ht
articulated in standard 4. page 47: TBL m
dialect. 4. TBL: Conversation Assignment: Have a
Written interaction A1: at the reception desk conversation at the 4. Fill out the hotel
Can write numbers and reception desk. reservation form, while
dates, own name, (information gap). doing the TBL speaking
nationality, address, age, exercise.
date of birth or arrival in
the country, etc. such as on
a hotel registration form.
21
Lesson Nr
(CEFR Can-do the e-learning section from workbook
statements) Addendum lesson 1 - 6
Listening B1: Listening/ watching/ 1. Introduction 2. Listening text 3: At the 4. TBL Assignment: 1. Watch a funny clip 1. Classroom
1. Can generally follow the Giving directions reception desk: Exercise 4 page 47. about giving conversation about
main points of extended Spoken interaction checking in at the hotel. Switch roles. directions: giving directions
discussion around him/her, 2. At the reception https://www.youtube
provided speech is clearly Form: Vocabulary/ desk: Giving 2. Exercises 16, 17 - Vocab .com/watch?v=SXiG4h 1. Work in pairs. Give
articulated in standard grammar directions jvrBo your classmate
2. SPOKEN INTERACTION – GIVING DIRECTIONS
dialect. 3. Exercise 10 – 15 - Word order directions from school

2. Can catch the main 3. Grammar - Word 1. Worksheet to the (chose from):
points in TV programmes order Directions. - nearest train station
on familiar topics when the - De Ballon (snack bar)
delivery is relatively slow 4. TBL: Giving - The nearest toilet in
and clear. directions 3.Watch a clip about the building.
word order in English: Use Worksheet.
Spoken interaction A2: https://www.youtube
Can give and follow simple .com/watch?v=ZpzG6J
directions and instructions I7-XM
e.g. explain how to get
somewhere
22
Lesson Nr
(CEFR Can-do the e-learning section from t h e
Spoken interaction A2: Listening/ watching/ At the receptions 2. Listening text 4. At the 3. Exercise, page 50. 1. Watch clip Faulty 1. Classroom
Can give and receive desk: A complaint. reception desk – A Complaint Build conversations towers handling conversation on
information about Spoken interaction (scripts) using a complaints handling complaints.
quantities, numbers, prices, Grammar (word 2. Exercise 19 + 20 (Vocab) complaint and a solution https://www.youtube Internship experience.
etc. Writing order) to the complaint. .com/watch?v=tcliR8k
2. Exercise 21 – 27 Abzc 5. After activity and
Listening B1: Form: Vocabulary/ (Vocab + word order) 4. TBL: Group Assignment Homework:
3. SPOKEN INTERACTION – COMPLAINTS
1. Can generally follow the grammar page 51. Tell each other Write an e-mail to your
main points of extended about a situation in which boss about a complaint
discussion around him/her, you made a complaint that came in and how
provided speech is clearly and also how your you handled it. You can
articulated in standard complaint was handled. use experience from
dialect. your internship. If you
2. Can catch the main don’t have any
points in TV programmes examples ask your
on familiar topics when the supervisor at your
delivery is relatively slow internship.
and clear.
Written interaction A2:
Can write very short, basic
descriptions of events, past
activities, and personal
experiences.
23
Lesson Nr
Learning Objectives Language skill(s) Topic Text/exercise from e- Text/exercise Additional materials Additional exercises
(CEFR Can-do learning section from workbook
Spoken interaction A2: Listening/ watching At the receptions 2. Presenting vocabulary: 3. Pair work: 1. Funny clip about 5. Homework:
Can give and receive desk: checking out. Listening exercise 28 Exercise 7 page 54 misunderstandings: Exercise 8 page 55.
information about Form: Vocabulary Bloom level 3 Applying https://www.youtube Adapted. Write an e-
quantities, numbers, prices, Dealing with 2. Processing vocabulary: .com/watch?v=naleyn mail to your friend and
4. SPOKEN INTERACTION – CHECKING OUT – VOCABULARY
etc. Spoken interaction misunderstandings Exercises 29 - 34 4. TBL: Pair work page 55. XS7yo tell him about a
Bloom level 2 – Understanding Bloom level 3. Apply misunderstanding you
Listening B1: acquired vocab in experienced.
Can generally follow the speaking activity. Bloom level 3 Applying
main points of extended Information gap.
discussion around him/her, Bloom level 3 Applying
provided speech is clearly
articulated in standard
dialect.
Written interaction B1:

Can write very short, basic
descriptions of events, past
experiences.
24
Lesson Nr
Learning Objectives Language skill(s) Topic Text/exercise from e- Text/exercise Additional materials Additional exercises
(CEFR Can-do learning section from workbook
Spoken interaction A2: Listening/ watching Planning a weekend 3. Listen to the text Planning a 3. Use workbook text 1.Watch funny 1. Discuss the topic
Can discuss what to do in break break – Exercise 42. page 57 Planning a break. youtube video shown in the video in
the evening, at the Spoken interaction suggestion: class. Which forms used
4. Exercises 44 – 50. Practice
5. SPOKEN INTERACTION – PLANNING A BREAK- GRAMMAR
weekend. Grammar: making 5. page 59 exercise 12. https://www.youtube for suggestions?

Can make and respond to Form: Grammar suggestions and promises and suggestions. Work in pairs. Create a .com/watch?v=xmzLIg
suggestions. promises to-do list for organising a oQnAk 2. Discuss in class about
big meeting. Make a promise. Which form
Listening B1: suggestions using could 2. Watch funny do you use for a
Can generally follow the and make promises using youtube video promise?
main points of extended will. promise:
discussion around him/her, https://www.youtube 3. Underline the
provided speech is clearly 6. TBL: Group Assignment .com/watch?v=woPiLx phrases where
articulated in standard page 60. Work in groups wvJUE someone is making a
dialect. of 4 and organise a trip. suggestion and
Written interaction A2: Make a task list and underline in a different
Can write very short, basic assign to group members. colour the phrases of
descriptions of events, past making a promise.
experiences. 7. Page 58 Exercise 10
. (adapted): write an e-
mail to your friend. Ask
him if he could join you
for 2 of the activities
shown in the pictures
25
Lesson Nr
Learning Objectives Language skill(s) Topic Text/exercise from e- Text/exerc Additional materials Additional exercises
(CEFR Can-do learning section ise from
Reading comprehension Reading Text 1, 2: a request and 1.Processing content: Text 1 Not applicable. 1, 2 Hand out 5.Output CLT: Send an
A2 comprehension a response by e-mail; Exercise 1, 2, 3, 4 required vocabulary e-mail to your friend
1.Can identify specific Processing form Text 1 list. and persuade him to
information in simpler Writing Text 3: a website about Exercise 5 spend his holiday at The
6. WRITING/ READING– A JOB AT THE HOTEL- PENTA-PIE
written material he/she the facilities of a hostel; 4. Hand out/ Bristol Hotel. Use:
encounters such as letters, Form: Vocabulary 2. Processing content: Text 2 PowerPoint Author’s - exercise in Addendum
brochures and short Text 4: information Exercise 6, 7, 8 purpose. lesson 6.
newspaper articles Strategic Acting: about house rules of a Processing form Text 2 - use new vocabulary as
describing events. Redundancy hotel; Exercise 9, 10, 11 5. Text 5 from the e- presented in the
2.Can understand basic (guessing of learning section used handout.
types of standard routine meaning and work Text 5: Tourist sites 3. Processing content: Text 3 for the additional
letters and faxes (inquiries, with the structure near the hotel Exercise 12 exercise (in
orders, letters of of the text. Processing form Text 3 addendum lesson).
confirmation, etc.) on Exercise 13
familiar topics
4. Strategic acting reading skill:
Written interaction A2: Text 4
Can write personal letters Exercise 30 and 31
describing experiences, Processing form Text 4
feelings, and events in Exercise 32 – 38
some detail.
26
Addendum lesson 1 - Print screens online section & additional materials
27
28
29
30
31
32
Addendum Lesson 2 – Print screens online section & additional materials
33
34
35
36
37
Addendum lesson 3 – Print screens online section & additional materials
38
39
40
41
42
43
44
45
46
47
48
49
50
Addendum lesson 6 - Print screens online section & additional materials
Text 1
51
\
52
Text 2:
53
54
55
56
Text 3:
57
58
59
Text 4
60
61
62
63
64
Text 5
65
Lesson 6 – Communicative task
Send an e-mail to your friend
Imagine you are working at the Bristol Hotel and you would like your friend to book a weekend in your hotel facilities. Persuade him to visit your hotel for
the weekend and tell him about:
- Facilities at the hotel

- Tourist attractions in Bristol
- Check in- and check out times
- The Bristol boat festival upcoming weekend
Use the texts we read during the lesson this lesson for information about the Bristol Hotel, as well text 5 below. You may use the e--mail correspondence as
an example to write your e-mail.
Good luck!
Text 5:
66
67
68
LESSON PLAN Vocabulary lesson – Dealing Subject information:
• Subject: English
with misunderstandings Subject area: vocabulary
• Specific topic: Dealing with misunderstandings
Name: Tatjana Volkerts • Kerntaken Qualification file Management Assistant and Office
Student number: 1097091 Manager: Provides professional oral (telephone)
communication.
Class: 2B
General information: Materials:

• Name school: MboRijnland • Laptop with HDMI function
• Type of education: MBO level 4 • Digiboard
• Class: GO7E-MAD1 • Coursebook: Taalblokken workbook and e-learning license
• Date & time: April 8th, 2019 • Video clip:
• Duration of lesson: 60 minutes https://www.youtube.com/watch?v=izbQZ0gvs-A
Cognitive learning objectives: Starting situation:
objectives: CEFR level: A2 The students are familiar with the context of working at the
The students can… reception desk at the hotel. Most students have reached level A2
reading and listening. The students have a basic level of English and
Can give and receive information about quantities, numbers, are building their vocabulary and fluency to use the English
prices, etc. language in different contexts.
After this particular lesson, the student can deal with The students have had three lessons of Spoken Interaction lessons
misunderstandings at the reception desk. I.e. apologise, reassure in the weeks behind them in which they have learned how to:
someone and discussing prices. - Greet, welcome and check in a hotel guest
- How to give directions
Affective learning objectives: - How to handle complaints and find solutions to
The student: complaints.
Feels confident dealing with basic conversation and small

misunderstandings with customers, or hotel guests.
Time Teacher activity Indicate what the teacher has to do. Student activity Indicate what the
students have to do. Make sure
you refer to activities and work
forms (class/groups/pairs).
Beginning (warming-up)
7 mins. 1. Greeting Students come in, take a seat and

take out their books. Students
Teacher greets all students at the door and makes all students feel engage socially with each other
welcome. and with the teacher.
Teacher ties last week’s lesson to this week by activating existing
knowledge:
Students: “We apologise, make a
“Last week we have worked on the topic ‘Complaints’. What is important promise, and we ask if we can do
when we handle complaints?” Teacher gives turns and compliments the anything to help the customer.”
students for participating in the classroom conversation
69
2. Lesson objectives Students listen to the teacher.
The teacher starts with the lesson’s learning objectives and writes these
down on the whiteboard (slide 1 appendix I):
• After this lesson, you can deal with misunderstandings with a hotel
guest or client.
• After this lesson, you can handle money transactions with a hotel guest
or client.
3. Today’s programme (Appendix II):
Students listen
Teacher continues by explaining what today’s activities will be:
1. Watch together: youtube clip about misunderstandings in

communication.
2. Listen: Taalblokken’s e-learning: Spoken interaction Exercise 28 -

34. Build vocabulary on today’s topic.
3. Workbook exercise 7 page 54: Translations on today’s topic, and

refresh existing vocabulary.
4. Task Based Assignment – Pair work. Spoken Interaction page 55.
5. Homework: workbook exercise 8 (adapted) page 55: Write an e-

mail to tell your friend about an experience with
misunderstandings.
4. Getting in the mood for today’s topic
Teacher plays a short and funny clip of Comedy Central ‘Key & Peele’ Key & Students listen and relax. Getting
Peele - Text Message Confusion - Uncensored. used to spoken English.
https://www.youtube.com/watch?v=naleynXS7yo
Teacher discusses with the class what went wrong in the communication in Students engage in the
de video. Create a collective meaning of a misunderstanding. conversation.
Middle: Pre-activity – Presenting new vocabulary
10 mins. 1. Teacher plays the clip Taalblokken’s e-learning: Exercise 28 At the Students participate and engage in
reception desk: checking out. Play twice. Give instruction the second the classroom discussion. Students
time to read along in the workbook page 53. make notes.
2. Classroom discussion: discuss the stages in the conversation.
a. What was the misunderstanding about?
b. What did the receptionist David do/ say to resolve it?
c. Summarize the stages of dealing with a misunderstanding

professionally. Use appendix II.
d. Go over the new vocabulary workbook page 55 and 56. This is

the required vocabulary list students need to know. Discuss
form and meaning of the new vocabulary.
70
Processing new vocabulary
10 mins. 1. Instruct students to process new vocabulary by making exercise 29 – 34
in the e-learning section. Students work on the exercises.
In the e-learning section, students can check their answers.

The teacher walks around in the classroom guiding students to choose the
correct answers and complementing the students who can manage to
choose the correct answers independently.
2. Instruct students to close their laptops and prepare students for pair
10 mins. work. Instruct students to take out their workbook, page 524 exercise 7. Students close laptops and work on
“Work with your neighbour on the translation exercise on today’s topic, the workbook exercise.
and refresh existing vocabulary. Discuss your answers. Try to speak the
sentences out loud. (Bloom level 2: Understand new vocabulary)
The teacher walks around and guides students who struggle and
compliments students who manage independently. After 8 minutes the
teacher shows the correct answers on the whiteboard. Emphasize that
there are more correct answers to the translations! Balance focus on
fluency and form.
Middle: Main activity – Communicative task – At the reception desk

1. Introduce the main activity. Instruct students to:
15 mins. a. Work in same pairs as previous activity Students decide for themselves if
they want to be student A or B.
b. Go to workbook page 55 and decide which of the students is
student A or B. All students A go to page 206 and students B Student starts preparing
go to page 218. themselves for the speaking
c. The first round students A prepare for the role of receptionist. activity. They make notes and
Read your instruction carefully and prepare for a collaborate to be prepared for the
role play.
misunderstanding.
d. The first round students B prepare your role according to
instructions.
e. Use the new taught vocab and conventions on how to deal
with a misunderstanding. Bloom level 3 – Apply vocabulary
freely
2. Explain to the students that they have 5 minutes to prepare for their
role and to make some notes if necessary. Students prepare together
for both parts, customer, and waiter.
3. Walk around to assist, listen and guide where necessary.
Main activity – Roleplay
Tell students to start the role play. Students work together and
1. Walk around in the classroom. Listen, but do not give too much perform the role play. They speak
the target language.
attention. This motivates students to speak freely.
2. Teacher asks the students to switch roles and allows a few minutes to
prepare
3. The teacher tells students to start the role play for the second time.
4. Round off the role play activity after approximately 15 minutes and ask
the students in L1:
a. How they experienced the roleplay?
b. What went well, what did they enjoy?
Do they feel comfortable in the conversation? Why, why not? Perhaps
practice more?
71
After-activity (Homework) – Write an e-mail to your international classmate.
5 mins. Page 55 Exercise 8 (adapted): Instruct students to go to page 55 exercise 8. Students write the homework
Instruct to write an e-mail to your international classmate in English. assignment in their school diaries.
Tell him/ her about a misunderstanding you experienced about money or

dates at your internship, holidays or perhaps while doing some shopping.
Please post your written material in your online portfolio for feedback.
Closing Teacher summarises today’s lesson objectives and activities and thanks all Students say good bye to the
students for their work and attention and allows all students to pack the teacher and thank the teacher for
belongings in the school bag and wishes everyone a pleasant day. the class.
Appendix I: overview of (smart)board - Warming up
Appendix II : overview of (smart)board - pre-activity
72
Appendix III: assignments + key
73
74
Subject information:
LESSON PLAN Grammar lesson – Planning a • Subject: English
break Subject area: grammar/ Spoken interaction
• Specific topic: Planning a Break – Suggestions and
Name: Tatjana Volkerts promises
Student number: 1097091 • Kerntaken Qualification file Management Assistant and
Class: 2B Office Manager: Provides professional oral (telephone)
communication.

• Class: GO7E-MAD1 • Course book: Taalblokken workbook and e-learning
• Date & time: April 9th 2019 license
• Duration of lesson: 60 minutes • Video clip suggestion:
https://www.youtube.com/watch?v=xmzLIgoQnAk
• Video clip promise:
https://www.youtube.com/watch?v=woPiLxwvJUE

Most students have reached level A2 reading and listening.
objectives: CEFR level: A2 The students have a basic level of English and are learning to
The students can… build their vocabulary and fluency to use the English language
in different contexts and tasks at the CEFR level A2.
Can discuss what to do in the evening, at the weekend. The students have had four lessons of Spoken Interaction
Can make and respond to suggestions. lessons in the weeks behind them in which they have learned
how to:
After this particular lesson, the student can make suggestions for plans
on a weekend trip and make a commitment to carry out a task. - Greet, welcome and check in a hotel guest.
- Give directions.
Affective learning objectives: - Handle complaints and find solutions to complaints.
The student: - Handle misunderstandings professionally.
Feels confident in discussing with friends while making plans for a
holiday or weekend break.
Time Teacher activity Indicate what the teacher has to do. Student activity Indicate what
the students have to do. Make
sure you refer to activities and
work forms (class/groups/pairs).
15 mins. 1. Greeting Students come in, take a seat and
Teacher greets all students at the door and makes all students feel take out their books. Students
welcome. engage socially with each other
and with the teacher.
2. Lesson objectives
Teacher ties last week’s lesson to this week by activating existing
knowledge: Students: “We acknowledge the
“Last week we have worked on the topic ‘Misunderstandings’. What is problem, apologise, reassure
important when we encounter a misunderstanding in a professional someone, resolve the
situation?” Teacher gives turns and compliments the students for misunderstanding.”
participating in the classroom conversation
Today we’ll step away from the reception desk and David will spend some Students listen to the teacher.
time with friends. After today’s lesson you will be able to do the following:
(slide 1 appendix I):
• After this lesson, you can make suggestions for plans on a weekend Students listen to the teacher
trip.
75
• After this lesson, you can make a commitment to carry out a task to
organize the trip.
3. Today’s programme (Appendix II):

1. Watch together: two youtube clips about making suggestions and
making a promise.
2. Analyse how to formulate a suggestion or a promise. Both
important forms to make plans and organize trips.
3. Listen: Taalblokken’s e-learning: Spoken interaction Exercise 42.
Workbook text page 57. Listen and read and underline the forms.
4. Online exercise 44 - 50. Practice the form promise and suggestion.
5. Workbook exercise 12. Work in pairs. Make a to-do list
6. Task Based Assignment – Group work. Spoken Interaction page 60.
7. Homework: workbook exercise 10 (adapted) page 58: Write an e-
mail to your friend and make a suggestion to plan two chosen
activities.
4. Getting in the mood – provide contexts for today’s grammar topic
1. Teacher plays the first video clip: Students watch and write
https://www.youtube.com/watch?v=xmzLIgoQnAk
2. Ask the students to notice the moments where people in the clip make a
suggestion. Please write down phrase if possible. Students participate in classroom
3. Ask for feedback. Did the students manage to notice the phrases for discussion.
making a suggestion. Write on white board the phrases students come up Students relax and watch. It is a
with. funny clip.
4. Teacher plays second video clip:
https://www.youtube.com/watch?v=woPiLxwvJUE
Middle: Pre-activity – Deduction grammar rule

15 mins. Students watch video
1. Teacher plays Taalblokken video exercise 42 – Spoken Interaction. Students do exercise.
Instruct students to listen - Planning a break.
2. Teacher hands out the written listening text. Page 57 Taalblokken. Students engage in the exercise,
a. Instruct students to underline the phrases making a promise they find out the rule themselves.
b. Instruct students to underline the phrases making a suggestion in Students make notes.
a different colour. Bloom’s Taxonomy level 2 – Understanding
3. Teacher discusses if students can find the grammar rule of today. Discuss
in class, walk around and encourage students to help each other. Give
them 5 minutes.
4. Present the rule. Appendix II. Teacher also points out the rule in the
workbook page 57 and 59.
Middle: Pre-activity – Repetition grammar topic

10 mins. 1. Instruct students to go to the e-learning section of Taalblokken, Students work on exercises and
chapter 2, Spoken Interaction. ask questions if needed.
2. Instruct students to do exercises 44 – 50. Appendix III Exercises +
key. Bloom’s Taxonomy level 3 – Apply the rule freely in spoken
interaction.
In the e-learning section, students can check their answers.

Teacher walks around in the classroom guiding students to choose the
correct answers and complementing the students who can manage to
choose the correct answers independently.
76
Middle: Main activity – Spoken Interaction – Communicative task Planning a break
15 mins. 1. Instruct students to close their laptops and take out their workbook on Students perform the
page 60. communicative task and start
2. Prepare students for group work. Ask students to form groups of four discussing and negotiating what
and carry out the task. to do and whom to assign the
3. Instruct students that they are planning to go on a trip for the weekend task to.
together and that they need to follow instructions in the workbook.
Make suggestions for activities and accommodations as well as for travel
arrangements. Decide who will do what and create a to do list.
Bloom’s Taxonomy – level 3
Teacher walks around and listens in when the groups are discussing.
Compliment or help out if necessary.
Students engage in classroom
After 15 mins. Evaluate the outcome with the different groups. Ask conversation.
questions like:
a. Did you manage to assign tasks to everyone?
b. How did that go? Who was the initiator or suggestions. How did you
come to an agreement?
c. Would you feel comfortable doing this with an international group of
people?
After-activity (Homework) – Write an e-mail to your international classmate.

5 mins. Page 58 Exercise 10 (adapted): Instruct students to go to page 58 exercise Students write the homework
10. Instruct to write an e-mail to your friend. Ask him if he could join you in assignment in their school
the summer holidays for 2 of the activities in the pictures on page 58. diaries.
Please post your written material in your online portfolio for feedback.
students for their work and attention and allows all students to pack the teacher and thank the teacher for
belongings in the school bag and wishes everyone a pleasant day. the class.
77
Appendix II : overview of (smart)board - pre-activity
78
Appendix III: assignments + key
Exercise Pre-activity - Deduction
Exercises Pre-activity – Repetition
79
80
Subject information:
LESSON PLAN Penta-pie lesson – • Subject: English
Subject area: Written Interaction
Write a persuasive e-mail • Specific topic: The Bristol Hotel
• Kerntaken Qualification file Management Assistant and
Name: Tatjana Volkerts Office Manager: Performs written correspondence.
Student number: 1097091
Class: 2B

• Class: GO7E-MAD1 • Course book: Taalblokken e-learning license
• Date & time: April 15th, 2019 • Worksheet – Writing an e-mail to your friend
• Duration of lesson: 60 minutes • Video: https://hanlonshappenings.weebly.com/authors-
purpose.html
objectives: CEFR level: A2 The students are familiar with the context of working at the
The students can… reception desk at the hotel. Most students have reached level A2
Reading comprehension: reading and listening. The students have a basic level of English
1.Can identify specific information in simpler written material he/she and are building their vocabulary and fluency to use the English
encounters such as letters, brochures and short newspaper articles language in different contexts.
describing events. The students have had three lessons of Spoken Interaction
2.Can understand basic types of standard routine letters and faxes lessons in the weeks behind them in which they have learned
(enquiries, orders, letters of confirmation, etc.) on familiar topics how to:
Written interaction
Can write personal letters describing experiences, feelings, and - Greet, welcome and check in a hotel guest
events in some detail. - Give directions
- Handle complaints and find solutions to complaints.
After this particular lesson, the student can write an e-mail to his - Handle misunderstandings
friend to persuade him to come over to his hotel and spend a - Plan a break with friends
weekend in Bristol.
Affective learning objectives:
The student:
Feels confident dealing with basic conversation and small
misunderstandings with customers, or hotel guests.
Time Teacher activity Indicate what the teacher has to do. Student activity Indicate what
the students have to do. Make
sure you refer to activities and
work forms
(class/groups/pairs).
5 mins. 1. Greeting Students come in, take a seat
Teacher greets all students at the door and makes all students feel welcome. and take out their books.
Teacher ties last week’s lesson to this week by activating existing knowledge: Students engage socially with
each other and with the
“Last week we have worked on the topic ‘Planning a break with friends’. We teacher.
used a grammatical rule for making suggestions and making a promise. Do
you remember how we formulate a suggestion? Students: “Could for a
Do you remember how to formulate a promise?” suggestion.” “Will for a
promise”.
We have written a couple of e-mails in the past few lessons. To our friends,
and to our supervisor. Today we will also perform a writing activity.
Teacher compliments class for taking part in the refreshing knowledge,
2. Lesson objectives (Appendix I slide 1) Students listen to the teacher.
81
Teacher starts with the lesson’s learning objectives and writes these down
on the whiteboard:
After this particular lesson, you can write an e-mail to your friend to persuade
him to come over to your hotel and spend a weekend in Bristol. Students listen
In order to do this, we will do some intensive reading exercises and get
acquainted with different types of texts.
3. Today’s programme (Appendix I slide 2):
N.B. to view all texts and exercises, go to addendum chapter plan lesson 6
1. We read 4 texts in the e-learning environment of Taalblokken and
do some comprehension exercises and acquire new vocabulary.
a. E-mail correspondence between David (receptionist) and a
hotel guest.
b. Website about the Bristol Hotel facilities
c. Information about Bristol Hotel’s house rules
d. Information about tourist sites near the Bristol Hotel
2. Learn theory about the author’s purpose (different types of textst)
3. Write an e-mail to a friend to persuade him to visit your hotel in
Bristol
Input & Processing form and content
20 mins. 1. Instruct students to go to the e-learning section of Taalblokken. Click Students go to Reading chapter
along with the students on the Digiboard. Go to chapter 2 – Reading 2 e-learning section
section. Taalblokken.
2. Start with a short introduction that students will read an e-mail Students work on the exercises.
correspondence between David and a hotel guest.
3. Instruct students to start with reading text 1 and 2 individually and
process content and form. Make exercise 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.
4. After 5 minutes show the correct answers on the Digiboard (appendix
III).
5. Discuss the comprehension questions and form exercises. Discuss from
15 mins. exercise 5, 9, 10, 11 the vocabulary, pronunciation, connotation, and
formality aspects of the words and phrases in relation to the context of Students engage in the
the text. Hand out the vocab list and introduce this as the required classroom conversation and try
vocabulary list. (Appendix IV). to find their own strategy to
6. Instruct students to go the next page in the e-learning section and read match the right headers with
text 3. Make exercises 12 and 13. This is not required vocabulary, this is the paragraphs of the text.
part of incidental learning.
Strategic acting reading skill:
1. Instruct students to go to page 6 in the reading section in the e-learning

environment. This is text 4.
2. Use teacher questioning to make the students aware that the headers are
missing in the text.
Ask:
- “How would you start this exercise?”
- “What kind of strategy would you use to solve this task?”
- “Why would you think it is an important strategy of you are reading
a text such as this one?”
Teach students that this is a way to structure information or an easer way to
find specific information. Scanning for the right information you need at a
certain moment.
3. Instruct students to do exercise 30 and 31. After 5-7 minutes round off the
exercise and discuss the correct answers in class.
While discussing exercise 31 teach the student that an author writes a text
for different kind of purposes. Introduce this subject ‘Author’s purpose’ and
hand out PowerPoint slide appendix II. Also, explain that in the main activity
the students will write a persuasive text.
Communicative Task: Written Interaction – Persuade your friend to visit the Bristol Hotel
82
15 mins. Students relax and watch the
1. Introduce the main activity. Show this video about persuasion: video
https://hanlonshappenings.weebly.com/authors-purpose.html
Students engage in classroom
2. Discuss the final question in the video: conversation.
‘What was the purpose of this video? Why do you think? What kind of
elements were there? What elements would you use to persuade Students start writing activity.
someone?”
3. Hand out the Written Interaction activity. Appendix V with the extra text 5
‘Tourist attractions near Hotel Bristol’ . Give instruction and explain the
writing task:
Imagine you are working at the Bristol Hotel and you would like your friend
to book a weekend in your hotel facilities. Persuade him to visit your hotel
for the weekend and tell him about:
Use the texts we used this lesson for information about the Bristol Hotel,
as well as the e-mail correspondence as an example to write your e-mail.
Teacher explains that this assignment is due for the next lesson. "Students,
bring your output to next week's class."
First activity next lesson as an after activity for the main activity is this
lesson plan:
Everyone brings their persuasive e-mail to class. Next assignment is
collaborative peer feedback. Classmate will assess whether or not he was
persuaded to spend the weekend at the Bristol Hotel. Also, motivate why
you were persuaded or give recommendations for more persuasion.
students for their work and attention and allows all students to pack the teacher and thank the teacher
belongings in the school bag and wishes everyone a pleasant day. for the class.
83
Appendix II : overview of (smart)board - Strategic Acting
Source: https://hanlonshappenings.weebly.com/authors-purpose.html
84
Appendix III: assignments (reading comprehension) + key
85
86
Appendix IV - Required vocabulary Penta-pie lesson
Vocabulary list – Write a persuasive e-mail to your friend.
English Dutch
Leisure activities Vrijetijdsbesteding
In the area In de buurt
I’ve made a reservation Ik heb een reservering gemaakt
Discount Korting
Free access Gratis toegang
Sites Bezienswaardigheden
To admire Bewonderen
To hesitate Aarzelen
To contact Contact opnemen met
To be located Zich bevinden
87
Appendix V – Assignment main activity
Send an e-mail to your friend
Imagine you are working at the Bristol Hotel and you would like your friend to book a weekend in your hotel
facilities. Persuade him to visit your hotel for the weekend and tell him about:
Use the texts we read during the lesson this lesson for information about the Bristol Hotel, as well as text 5 below.
You may use the e--mail correspondence as an example to write your e-mail.
Good luck!
Text 5:
88
Theoretical justification lesson plans
1. Vocabulary lesson – Dealing with misunderstandings
As Norbert Schmitt (2010) states in his article, there is no right or best way to teach vocabulary. It all depends on the
target group and the school system. This lesson plan is created for vocational students level 4, who are studying to
become Management Assistant, they have more experience with the language and therefore their vocabulary is
probably more developed. Secondly, all vocabulary lists in Taalblokken exceed the number of 10 words per lesson.
The reason for this lies probably in the fact that the vocab list contains predominantly high-frequency words and
many phrases for communicative purposes. These words are not all completely new words, but the students need to
learn to use the phrases in particular communicative purposes in the context of the lesson. The vocabulary is
relevant and necessary for the student to be able to perform the role play in the final assignment. Furthermore, this
lesson is not just about learning new words, rather than about learning how to resolve a misunderstanding in a
professional manner.
The start of the lesson is about directing the students' attention towards today's topic and presenting learning
objectives and prepare them for today's programme. The video clip used for getting in the mood is funny, relaxed, a
very different environment than the workplace, but it does appeal to their experience world and this helps to
motivate them to engage in the learning activities.
In order to present the new vocabulary the students do not only get to listen to the text, but they also get the text in
written form. According to Ur (2012), page 66, to optimize impact new vocabulary should be presented in context, in
spoken form as well as in written form. In the teacher questioning section, the teacher makes use of ‘IRF. –
‘Initiation-Response-Feedback' (Ur, 2012), page 18. The teacher initiates an exchange in the form of a question, one
of the students responds, and the teacher gives feedback. This way the teacher creates a collective understanding of
the stages of a conversation to resolve a misunderstanding. At the same time students in the classroom process the
vocabulary in terms of form, meaning, connotation, pronunciation, and appropriateness (Ur, 2012), page 61-62.
Individual processing of the vocabulary happens through the exercises in the online section of Taalblokken. The only
downside is that the words are not presented in different contexts, as Schmitt (2010) recommends to do in order to
optimize learning impact. However, the gap-fill exercises or focused clozed, one-to-one matching and translation
tasks are also good ways to process the vocabulary, as also stated by Ur (2012), page 72.
The lesson concludes with a communicative task ‘checking out a hotel guest', in which students are required to
perform a role play with an information gap. Of course, the central topic of this lesson, a misunderstanding, is part of
the roleplay instruction The students have to apply the tools, information and newly acquired vocabulary in order to
do this task. The students show that they can use the vocabulary at level three of Bloom's Taxonomy: they do not
just understand the words as shown in the processing part of the lesson, but they apply the new vocab freely in a
task based assignment (Anderson & Krathwohl 2001).
2. Grammar lesson – Planning a break

In this lesson, the grammar topic is not explicitly presented at the beginning of the lesson. If that would have been
the case, the topic had to be about modal verbs for example. According to Ludescher (n.d.) students do not have
sufficient metalanguage skills to be able to understand in-depth grammatical concepts. So, instead of presenting the
grammatical concept, students learn how to make a suggestion or a promise. Ur (2012), page 80 suggests that the
grammatical feature should be presented in a meaningful context. This lesson attempts to do that in two ways:
At the start of the lesson the teacher plays an engaging clip where a group of friends sit together and make plans on
how to spend their evening, and in the second activity in which the students have to understand the text in order to
be able to underline the forms in which the grammatical topic features. Ludescher (n.d.) calls this method the ‘rule
discovery path’, also known as inductive grammar teaching. However, at the end of the exercise, after some IRF (Ur,
2012), page 18, the teacher does present the rule to create a sentence expressing a promise versus a suggestion.
Therefore this approach could be regarded as a mix of deductive and inductive grammar teaching.
The inductive teaching approach does not only enhance meaningful grammar teaching, but it also adds to the
intrinsic motivation of the students (Deci & Ryan, 2000) as inductive grammar teaching creates a feeling of
autonomy (Ludescher, n.d.)
According to Ur (2012) page 82, in order for the students to consolidate and automatize the new grammar topic they
89
do not only practice the rule in specific grammar exercises, but they also get the task to perform the topic freely in a
task based assignment when the students need to communicate with each other. This lesson provides both form-
focused exercises, such as online exercise 44-50, as well as meaning-focused exercises such as the task based
assignment in the workbook on page 60.
To consolidate the topics learned during this lesson the students get the task to perform a writing activity and to
adapt an existing exercise just slightly from a speaking exercise into a writing exercise. This is to ensure that the
students do not only produce in the oral form, but also in written form. Both exercises, the main activity, and the
writing activity require the student to apply the grammar freely in a new situation, which is level three in Bloom's
taxonomy (Anderson & Krathwohl 2001).
3. Penta-pie lesson – persuading a friend to visit Bristol Hotel

According to Westhoff (2008), it is difficult to measure the correlation between lesson activities and Second
Language Acquisition (SLA). He does recommend a structure which is called the Penta-pie. This lesson structure
should contain five elements. First of all, the Penta-pie lesson must start with extensive language input in the form of
reading or spoken texts (Westhoff, 2008). This lesson starts with reading activities from the Taalblokken e-learning
Reading section. In chapter 2 the students have not yet had a lesson with written language input, therefore in terms
of variety, it is important for them to start with reading texts. Secondly, the student should not only be exposed to
the language, but he also needs to actively process the content in order to learn from the language input (Westhoff,
2008). Taalblokken also offers many comprehension exercises on different levels of comprehension, from detailed
comprehension, inference and also form-processing such as deriving word-meanings from the context.
Taalblokken does not offer output related assignments in the Reading section, which is a key element of the Penta-
pie lesson. As Westhoff (2008) states: ‘…facilitating and stimulating role of output production. Several arguments are
given in its favour. It is assumed to enhance fluency; it makes language learners conscious of their deficits and
through that increases their motivation to learn’. Secondly, every lesson should have an element of language
communication in it in order to perform Communicative Language Teaching (Wills & Wills 2007). Therefore I have
created a meaningful task based assignment which matches the strategic acting exercise, as well as the topic of the
texts used in the reading comprehension activity.
Finally, in order for the students to collaborate with each other, the lesson concludes with a collaborative task
‘homework check' (Ebbens, 2015). The students read each other’s written work and give each other feedback. The
assignment is not to focus on form but on the actual persuasive style of the text.
Bibliography
Anderson, L., & Krathwohl, D. E. (2001). A Revised Taxonomy for learning teaching and assessing: A revision of
Bloom's taxonomy of educational objectives [Abridged]. New York: Addison Wesley Longman, Inc.
Ebbens, S. (2015). Effectief leren. Groningen/ Houten: Noordhof Uitgevers
Ryan, R.M. & Deci, E.L. (2000). Intrinsic and extrinsic motivations. Classic definitions and new directions.
Contemporary Educational Psychology, 25, 54-67.
Ludescher, F. (n.d.). How to teach Grammar. Pädagogische Hochschule Vorarlberg, Austria. Retrieved 16 March 2018
from: http://www2.vobs.at/ludescher/pdf%20files/grammar.pdf
Schmitt, N. (2010). Key issues in teaching and learning vocabulary. In Chacón-Beltrán, R., Abello-Contesse, C., and
Torreblanca-López, M. (eds.), Insights into Non-native Vocabulary Teaching and Learning. Multilingual Matters.
Ur, P. (2012). A course in English language teaching. Cambridge: Cambridge University Press.
Westhoff, G.J. (2008). Een schijf van vijf voor het vreemdetalenonderwijs (revisited). Enschede: NaB-MVT.
Willis, D., & Willis, J. (2007). Doing task based teaching. Oxford: Oxford University Press.
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METHODOLOGY III -OAEN-METH3-14

Effective use of lesson materials

Student: Tatjana Volkerts

1.1 Target group and examination levels

1.2 Description & rationale Taalblokken

1.3 The chapters

Skill Topic/ Situation Grammar subject Vocab/ input/ practise Task

Spoken 4. Planning a break p. 57-59 p. 61 p. 60 Group work

Reading Different types of texts None Vocabulary and phrases Variety of

Spoken 2. Job interview Tips: Word order 1. Listening p. 74 Group work:

2.1 List of criteria

General 1. The course book has elements of the ‘mixed or multi-strand

2. The course book makes use of the target language.

Grammar 7. The course book presents grammar topics in context, using a

Vocabulary 8. The course book presents new vocabulary in different contexts.

2.2 Explanation of criteria and theoretical justification

1. The course book has elements of the ‘mixed or multi-strand’ syllabus.

8. The course book presents new vocabulary in different contexts.

9. The course book offers speaking exercises with an information gap.

Print screen 1: Example learning objectives Taalblokken

8. The course book presents new vocabulary in different contexts.

9. The course book offers speaking activities with an information gap.

General 1. The course book has Malmberg’s Taalblokken does show

2. The course book makes Taalblokken provides sufficient exposure

3. The course book makes Taalblokken provides two important

Reading 4. The course book Taalblokken does build on the students’

Listening 5. The course book offers Taalblokken attempts to offer real-life

Grammar 7. The course book Taalblokken provides an appropriate

Thornbury, S. (2005). Uncovering grammar. Oxford: Macmillan Education

dialect. 3. Exercise 10 – 15 - Word order directions from school

Written interaction B1:

weekend. Grammar: making 5. page 59 exercise 12. https://www.youtube for suggestions?

- Facilities at the hotel

General information: Materials:

Cognitive learning objectives: Starting situation:

Feels confident dealing with basic conversation and small

7 mins. 1. Greeting Students come in, take a seat and

1. Watch together: youtube clip about misunderstandings in

2. Listen: Taalblokken’s e-learning: Spoken interaction Exercise 28 -

3. Workbook exercise 7 page 54: Translations on today’s topic, and

4. Task Based Assignment – Pair work. Spoken Interaction page 55.

5. Homework: workbook exercise 8 (adapted) page 55: Write an e-

4. Getting in the mood for today’s topic

Middle: Pre-activity – Presenting new vocabulary

2. Classroom discussion: discuss the stages in the conversation.

a. What was the misunderstanding about?

b. What did the receptionist David do/ say to resolve it?

c. Summarize the stages of dealing with a misunderstanding

d. Go over the new vocabulary workbook page 55 and 56. This is

In the e-learning section, students can check their answers.

Middle: Main activity – Communicative task – At the reception desk

Main activity – Roleplay

Tell him/ her about a misunderstanding you experienced about money or

Appendix I: overview of (smart)board - Warming up

Appendix II : overview of (smart)board - pre-activity

• Name school: MboRijnland • Laptop with HDMI function

Cognitive learning objectives: Starting situation:

3. Today’s programme (Appendix II):

Middle: Pre-activity – Deduction grammar rule

Middle: Pre-activity – Repetition grammar topic

In the e-learning section, students can check their answers.

After-activity (Homework) – Write an e-mail to your international classmate.