Memo

For our curriculum we selected several theories to support the structure and
goals of our lessons. As follows, a theoretical justification of our made choices:
Content and Language Integrated Learning
We believe our future sales specialists can successfully meet their learning and
language goals through doing this course. We have integrated the second
language learning goals as well as the MBO kerntaken students need to learn in
our lessons through motivating real-life situations tasks. The topic of the lessons
include tasks and activities designed in a motivating manner to keep students
motivated and interested to learn their subject through the English language. The
lessons are designed in such matter that the use of language structure learned in
the lessons are necessary to meet the kerntaken goals. Through a variety of
reading and listening activities, students are naturally exposed to the target
language to acquire language skills that can be used in their future profession.
Bloom Taxanomy
One of my personal favourite theory integrated in my lessons is Blooms steps for
effective learning. As a group we integrated tasks and activities in which students
remember what they read or listened to in the input part of the lesson. Following
by a task or activity students understand the content of the given input
information. In order for students to apply what they remember and understand,
they do another task or activity to put into practice the language structure or
information from the input. After the students completed these tasks, students
can take the learning process to the next level to create something new to
demonstrate what they have learned. Thus, in all the lessons students will be
guided step by step in Blooms steps for effective learning.
The Penta-pie (Westhofs Schijf van Vijf)
Another personal favourite theory of mine is the use of the Penta-pie method in
second language learning. We based all our lessons on the simple structure of
always providing an input rich of information and language structure that
students have to use in the processing activities to produce an output. Through
compensating strategies, such as answering WH-questions or practising with a
language structure, is important for students to process the meaning and form of
the input. These compensating strategies we applied through either a receptive
or productive exercise or activity. The output is the assignments students do to
demonstrate what they have learned in the lesson by producing something new,
meaningful and creative. This is the i + 1: students obtain new knowledge that
can be added to the sources of knowledge they already own.
Task Based Instruction
Each lesson is designed with a buildup of tasks including a pre-task to activate
the pre-knowledge and to introduce the topic, followed by a task cycle to do
various activities to practice the meaning and language structure. We used realword tasks, listing tasks, sorting and ordering tasks, comparing tasks, and

creative tasks. Some tasks involve working in pairs of groups to stimulate the use
of communicating strategies in the target language.

Teaching vocabulary
For our students to learn new vocabulary and practice vocabulary we used
several activities and tasks described in the books of Ur (1991) and Thorbury
(2002) such as brainstorming, identifying, selecting, matching and sorting words,
creating a vocabulary association network, and ranking and sequencing.
Teaching grammar
For our students to learn grammar we applied the inductive approach of
Thornbury (2002) and presenting grammar as a language structure according to
Ur (1991). In some of our lessons we used the inductive approach to let students
learn the necessary language structures to reach their learning goal. The
inductive approach allows our students to understand and come up with their
own way of how to use a language structure. Of course, some grammar
exercises are provided to practice the form of the structure to let the students
apply the meaning through their learning goals.
Teaching reading
In many lessons we chose to use many and various reading texts as input.
Students can read comprehensively by answering after reading questions and
using the reading text as information for their output assignment. We also
integrated many reading strategies according to Ur (1991) to be used as
compensating strategies as well, such as WH questions, comparing and
analyzing.
Teaching speaking
In our lessons we incorporated speaking activities to practice the language
structures focusing more on fluency than accuracy (Ur, 1991). We stimulated
speaking by group work, real-life situation activities, topic based tasks, and easy
language structures. (Ur, 1991)
Teaching listening
Not to forget ,we also incorporated listening in our lessons primarily used as a
good input. We emphasized the listening material and tasks that is associated to
real-life situations. We provided various informal and formal speaking texts with
listening tasks such as answering WH questions, taking notes, and summarizing
(Ur, 1991).

Lastly, all of our lessons topic goals are based on the MBO Kerntaken 1, 2, 3, and
5 for the course MBO Verkoop Specialist.

Written by: Damara Jager