{"id":608,"date":"2022-01-10T11:01:51","date_gmt":"2022-01-10T11:01:51","guid":{"rendered":"http:\/\/digi-ucsyd.dk\/?p=608"},"modified":"2022-01-10T11:01:51","modified_gmt":"2022-01-10T11:01:51","slug":"engelsk-undervisning-med-fokus-paa-lytning","status":"publish","type":"post","link":"https:\/\/digi-ucsyd.dk\/?p=608","title":{"rendered":"Engelsk undervisning med fokus p\u00e5 lytning"},"content":{"rendered":"\n
\"\"<\/figure>\n\n\n\n

Dear fellow students. When I had to write my first profession essay, I took great advantage of others\u2019 exemplary work. I felt both guided and inspired by reading through them and I hope my essay will have the same effect on you, should you need it.

My research included theory from ADDU, AUK, and English which gave me the opportunity to include multiple theories to create my lesson plan and to analyze the outcome. I especially focused on Oettingen\u2019s pedagogical paradoxes, Meyer\u2019s characteristics of good teaching, Freden\u2019s inclusion of creativity in our lessons, and Gibbon\u2019s theories on scaffolded language acquisition.

My research question went like this: How do you plan, complete, and evaluate an English lesson where the pupils divided into groups will practice listening through the activity \u2018Map Games\u2019, a content-based learning activity featuring the information gap? \u00a0 \u00a0

<\/em>I focused on using the English language and listening as the means for my pupils to obtain new knowledge and acquire new linguistic skills. We did so, by playing multiple versions of the listening activity game \u2018Map Games\u2019, where I scaffolded new knowledge onto the pupils\u2019 pre-existing knowledge. As the game become more and more communicatively explicit, it ultimately became successful rounds of gameplaying.
<\/p>\n\n\n\n