Name: Jette Lykke Møhl, Silkeborg Ungdomsskole
Age Group: 4th to 10th grade
Title and competence area:
• Integrating the four skills of reading, writing, listening and speaking in English
• Kompenenceområde 2: Sprogtilegnelse og fremmedsproglig kommunikation
• Kompetenceområde 4: Fremmedsprogsdidaktik
Name: Jette Lykke Møhl
Age Group: 4th to 10th grade
Title and competence area:
• Integrating the four skills of reading, writing, listening and speaking in English
• Kompenenceområde 2: Sprogtilegnelse og fremmedsproglig kommunikation
• Kompetenceområde 4: Fremmedsprogsdidaktik
Introduction and background:
My years as an English teacher has challenged me when it comes to bringing the four skills, reading, writing, listening and …show more content…
Just to mention some of the subjects contained in the course it can be, drugs, alcohol, taking chances in life, gang violence, human rights, teenagers and cyberbullying. I like to use Evan Hunter’s short story “The Last Spin” even though it is a story from 1961 it appears to be of relevance also today because it brings in perspectives of friendship and how dangerous it is to connect to bad relationships. Usually, I read the text to my students and if I find the class able to listen for a longer period I read the whole story otherwise, I choose to split it into parts and continue the story for several days. To bring in the aspect of meaning-focused input I read very slowly I pause a lot during reading just to see if someone has something to ask me about. I pick out words from the text and write them on the board, with a quick explanation of the meaning. I attempt to keep the students’ focus on the narrative, but also to apply them a brief agreement to pay regards to the different levels in class. After listening to the part I have read, the students consider if there are things in the text they didn’t quite understand and ask questions about different aspects of the story. Sometimes students in the class can help each other to figure out how to understand difficult words or content parts of the text. Meaning-focused input also means raising awareness of language features and in “The Last Spin, ” I can do that, e.g. in a sentence like this “Tigo was studying him with large brown eyes. The eyes were moist-looking. He was not a bad-looking kid, Tigo, with thick black hair and maybe a nose that was too long, but his mouth and chin were good. You could usually tell a cat by his mouth and his chin” (Hunter, 1961). This sentence can be analysed in different ways. We can discuss how to describe a person and which words to
Age Group: 4th to 10th grade
Title and competence area:
• Integrating the four skills of reading, writing, listening and speaking in English
• Kompenenceområde 2: Sprogtilegnelse og fremmedsproglig kommunikation
• Kompetenceområde 4: Fremmedsprogsdidaktik
Name: Jette Lykke Møhl
Age Group: 4th to 10th grade
Title and competence area:
• Integrating the four skills of reading, writing, listening and speaking in English
• Kompenenceområde 2: Sprogtilegnelse og fremmedsproglig kommunikation
• Kompetenceområde 4: Fremmedsprogsdidaktik
Introduction and background:
My years as an English teacher has challenged me when it comes to bringing the four skills, reading, writing, listening and …show more content…
Just to mention some of the subjects contained in the course it can be, drugs, alcohol, taking chances in life, gang violence, human rights, teenagers and cyberbullying. I like to use Evan Hunter’s short story “The Last Spin” even though it is a story from 1961 it appears to be of relevance also today because it brings in perspectives of friendship and how dangerous it is to connect to bad relationships. Usually, I read the text to my students and if I find the class able to listen for a longer period I read the whole story otherwise, I choose to split it into parts and continue the story for several days. To bring in the aspect of meaning-focused input I read very slowly I pause a lot during reading just to see if someone has something to ask me about. I pick out words from the text and write them on the board, with a quick explanation of the meaning. I attempt to keep the students’ focus on the narrative, but also to apply them a brief agreement to pay regards to the different levels in class. After listening to the part I have read, the students consider if there are things in the text they didn’t quite understand and ask questions about different aspects of the story. Sometimes students in the class can help each other to figure out how to understand difficult words or content parts of the text. Meaning-focused input also means raising awareness of language features and in “The Last Spin, ” I can do that, e.g. in a sentence like this “Tigo was studying him with large brown eyes. The eyes were moist-looking. He was not a bad-looking kid, Tigo, with thick black hair and maybe a nose that was too long, but his mouth and chin were good. You could usually tell a cat by his mouth and his chin” (Hunter, 1961). This sentence can be analysed in different ways. We can discuss how to describe a person and which words to