Memo Technology Lessons

Rosalie Reede (1638927)

For this curriculum we have used content and language integrated learning
(CLIL). We are teaching the students a content subject that they learn in a
language which is not the mother tongue of our students (CLIL, sd). The language
in our curriculum is English and the content is pop culture, which could be
labelled by the subject social studies at a secondary school. For my technology
lessons I have mixed subjects like gadgets, social media, games and
technological growth with the English language. I have chosen for these subjects
because the students will like them and, according to the article on the HUBL,
students will be motivated to acquire language to communicate when they are
interested in a topic (CLIL, sd).
I have used Flipping the Classroom in each of my lessons, because according to
Knewton the students can get feedback immediately and there is more time
available in the lesson to really dive into the subject (Flipped Classroom, sd). The
students do exercises at home that activate their pre-knowledge and the
students send their answers to the teachers through an answer box. This way,
the students can get instant feedback. Also, because the pre-knowledge is being
activated at home, the teachers can skip the first part of a lesson and start with
exercises immediately.
I have included Task Based Learning in my lessons, because it can bring teaching
from abstract knowledge to real world application (TBL Methodology - What is
Task Based Learning? , sd).
The structural framework of TBL contains three phrases: pre task, task cycle and
post task (TBL Methodology - What is Task Based Learning? , sd). If we take a
look at my social media lesson, all three phrases are present. As a pre task the
students need to create a mindmap at home about social media to get their preknowledge activated, to raise their consciousness and to introduce them to the
subject. As a task cycle I have created an exercises which allows the students to
work with the target language and experiment with the grammar by letting them
fill in an information gap exercise. As a post task the students are going to
identifying common words that go along with the grammar and they will practice
with the grammar in class.
Duarte says the following about reading strategies: Students today have difficulty
getting through a short reading assignment, such as a newspaper article. This
difficulty is associated with the lack of ability to focus and concentrate on written
words. Due to this, many students need guidance and strategies to help focus on
reading and to do more than just read the words on a piece of paper. (Duarte, sd)
This is way the students will learn strategies in my lessons. For example, in the
games lesson the students need to discuss the subject of a clip we will watch.
This way, the students might be able to guess what the clip is about. Also, in my
social media lesson the students need to predict the subject of a text before
reading it.
I have also used the Penta-pie in my lessons and you clearly see this in my
gadget lesson.
The students need to do a pre task at home which will prepare the students for
what they are about to read and hear, which can be called strategisch handelen
(A penta-pie lesson, sd). In class the students will read a text and listen to a clip,

which is the input, and after that they will answer questions which allows them to
process the content and the form. Wh-questions are asked to see whether the
students understood the main points of the text and clip, regarding the content.
After that the students will process the form by looking at the vocabulary in the
text. At the end of the lesson, the students will do an exercise as output, based
on the new vocabulary that fits the goal of the lesson.

Bibliography
A penta-pie lesson. (n.d.). Retrieved from http://hubl.hu.nl:
https://hubl.hu.nl/sites/hu.learn.mentorix.dk/files/userfiles/u1349/documents/Curriculumdesign/penta%20pie%20lesson%20%20.pdf
CLIL. (n.d.). Retrieved from http://hubl.hu.nl:
https://hubl.hu.nl/sites/hu.learn.mentorix.dk/files/u1349/Curriculumdesign/
Content%20and%20Language%20Integrated%20Learning_0.pdf
Duarte, P. V. (n.d.). Reading Comprehension in Teaching English as a Foreign
Language. Retrieved from http://hubl.hu.nl:
https://hubl.hu.nl/sites/hu.learn.mentorix.dk/files/u1349/Curriculumdesign/r
eading%20comprehension.pdf
Flipped Classroom. (n.d.). Retrieved from http://hubl.hu.nl:
https://www.knewton.com/infographics/flipped-classroom/
TBL Methodology - What is Task Based Learning? . (n.d.). Retrieved from
http://hubl.hu.nl: https://hubl.hu.nl/sites/hu.learn.mentorix.dk/files/userfiles/u1349/documents/TBL%20Methodology.pdf