Source: vrij naar Strijker, A. (2010) Leerlijnen en vocabulaires in de praktijk (SLO)
In year 4 you will improve your English by setting personal goals, and then showing what you've learned in projects.
Choosing your own pathway and learning activities will hopefully result in you improving your English in a methodical and logical manner in the areas where you need it.
By achieving intermediate goals with different exercises, you will eventually achieve your final goal for this year, which is B1 proficiency in English. This is where you have to be in year 4 and what you have to show your teacher.
Why are we doing this?
As a student, we believe you should be more in control of how and what you learn. This means that you will decide what you are going to do to improve your skills.
How are we doing this?
By doing various exercises, you will practice and showcase your English skills. In a document, you will keep track of your progress. During your English lessons, your teacher will have conversations with you regularly to discuss how you are managing your learning and what you can do/what you might need help with. The intermediate goals are chosen by us to safeguard you achieving your final goal and ensuring you end year 4 on the necessary level.
Every lesson/week/period, you will ask yourself and plan something like:
"I decided that I need to improve my reading skill. In the reading area, I have found five different intermediate topic (Orientating, Correspondence, Instructions, Gaining Information, and Leisure). Each topic has different activities and I decide to do several activities. However, I am mostly focused on 'Gaining Information', so I do all those activities."
After doing an exercise, you have to indicate in the Excel document that you did those activities and how it went. This will be the starting point for the conversations with your teacher.
Please push the button to find the course outline (don't forget to login with your DNS credentials):
I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure etc., including short narratives. I can understand straightforward factual information about common everyday or job related topics, identifying both general messages and specific details, provided speech is clearly articulated in a generally familiar accent.
30 seconds
You can play 30 seconds with a small group of people. You have to focus on what your partner is talking about, and understand what they're saying. This also practises your speaking skills.
Drawing blind
You and a partner are going to make a (simple) drawing. Don't show your partner what you've drawn. Then your partner is going to describe to you what they've drawn. You are going to draw what they've drawn, based on their instructions. When you're finished, switch roles. When you've both finished, compare drawings and reflect on what went well and what could have been better. This exercise also practises your speaking skills.
Keep talking and nobody explodes
You’re alone in a room with a bomb. Your friends, the “Experts”, have the manual needed to defuse it. But there’s a catch: the Experts can’t see the bomb, so everyone will need to talk it out – fast! Put your puzzle-solving and communication skills to the test as you and your friends race to defuse bombs quickly before time runs out!
This game practices both listening and speaking
Taboo
On this website, you'll find a digital version of the game Taboo. You'll see a 'card' with several words on it. Your partner needs you to guess the word in the red box. They have to describe the word as best as they can. However, they're not allowed to use any of the words on the card. You have to guess as many words as you can in 60 seconds (the website has a timer). If you play with multiple teams, you can compete, as the website has a score sheet. As with the previous exercises, this one practises your speaking skills as well.
Conversation between others
Do you have your headphones on?
I can follow much of everyday conversation and discussion, and I can understand the main points that are made in an extended discussion. I can understand a conversation about multiple different subjects, provided speech is clearly articulated in standard speech.
A lot of the websites below offer higher levels as well
British Council - Teens
On this website you can listen to short recordings of conversations about all kinds of different subjects. Keep in mind that some of the recordings can also help you improve some of the other listening sub-goals.
British Council
This website is very similar als the website of point 1. However, the subjects are a bit more mature. Keep in mind that some of the recordings can also help you improve some of the other listening sub-goals.
Exam English
This website has several different recordings about different subjects. Listen to the recordings and answer the questions. Keep in mind that some of the recordings can also help you improve some of the other listening sub-goals.
Listening comprehension
This website has several different recordings about different subjects. Listen to the recordings and answer the questions. Keep in mind that some of the recordings can also help you improve some of the other listening sub-goals.
Listening B1+
This website has several different recordings in a B1+ level, meaning they might be a tad more difficult than the ones in the websites above. Keep in mind that some of the recordings can also help you improve some of the other listening sub-goals.
Audience
I can follow in outline straightforward short talks on familiar topics, provided these are delivered in clearly articulated standard speech. I can follow a straightforward conference presentation or demonstration with visual support (e.g. slides, handouts) on a topic or product within his/her field, understanding explanations given. Can understand the main points of what is said in a straightforward monologue like a guided tour, provided the delivery is clear and relatively slow.
TedEd
The TedEd videos on youtube can help you achieve the goal: "I can follow a straightforward conference presentation or demonstration with visual support (e.g. slides, handouts) on a topic or product within his/her field, understanding explanations given." Find a video about a subject that interests you and make notes. You can combine this with either the writing or the speaking goal.
Public Speaking Study Guide
"The Listening Skills for Public Speaking chapter of this Public Speaking Study Guide course is the simplest way to master listening skills. This chapter uses simple and fun videos that are about five minutes long, plus lesson quizzes and a chapter exam to ensure you learn the essentials of listening skills for public speaking."
Crash Course
The Crash Course team has produced more than 32 courses on a wide variety of subjects, including organic chemistry, literature, world history, biology, philosophy, theater, ecology, and many more! Find a subject you're interested in and learn!
Guided Tours
The FreeToursbyFoot YouTube page provides different virtual tours in different cities. From Voodoo and Cemetry tours in #1 haunted city New Orleans to History or Harry Potter tours in London. Try to find a tour and a city you find interesting and watch it carefully.
Stand up comedy
If you do not want to have the additional benefits of learning other information/skills while practising your listening as an audience, you could watch stand up comedy. There are loads of stand up comedy shows on Netflix and Youtube, for example. If you write a review on the show you've seen, you can also practise your writing skills.
Announcements and instructions
I can understand simple technical information, such as operating instructions for everyday equipment or explanation videos on YouTube. I can understand public announcements at airports, stations and on planes, buses and trains, provided these are clearly articulated in standard speech with minimum interference from background noise.
Learn to Beatbox
In audiofile below you'll be explained how to beatbox. Listen carefully and follow the instructions in the audiofile to learn how to make basic beat box sounds. Try to make a song!
Learn to read palms
What you need is a partner with hands. Listen to the following audiofile to explain to your partner what kind of person they are, based on their hand. Did you partner recognise themselves in your assessment?
Listening at the airport
Airplane flights come and go at airports everyday. What kinds of public announcements would you expect to hear at an airport while waiting for your flight? Listen to the recording and answer the corresponding questions.
Music - Explained
One of the things you need to be able to, is to understand explanation videos on Youtube. This is incredibly useful for when you don't know how something works. In this video, you will be explained how music works.
TV, video- and audio recordings
I can understand the information content of the majority of recorded or broadcast audio material on topics of personal interest delivered in clear standard speech. I can understand the main points of radio news bulletins and simpler recorded material about familiar subjects delivered relatively slowly and clearly. Can follow many films in which visuals and action carry much of the storyline, and which are delivered clearly in straightforward language.
Newsround
One of the things you can do to practise your listening skills on this level is watch Newsround on the BBC website. This is a news program aimed at youngsters. There are new broadcasts every monday-friday. You can watch Newsround by clicking the picture below. Also, feel free to explore the Newsround website by clicking the word 'Newsround' at the top of the page. You'll find articles to read and other videos to watch, and even games to play.
CNN10
If the subjects of Newsround are not to your satisfaction, you can also watch the news program for youth of the CNN. There are new broadcasts every monday-friday with a wide variety of subjects and news items from around the world. The news items are a bit more serious than the BBC version.
Netflix - Explained
In this reader, you will find the subjects and assignments you will discuss in the next few lessons. Each lesson is based on the popular Netflix series Explained or the subsequent The Mind, Explained. The series covers a wide range of topics and should include something interesting for everyone. We will cover the episodes on Memory, Monogamy, Cults, Astrology and Pandemics. Every lesson will include listening and watching, and the ‘after watching’ assignments will help you practice not only different English skills, but also skills you can use outside the classroom. You can find the needed episodes on Youtube or on Netflix.
Films and series
There are of course a plethora of films and series you could watch. Find a film or series that you find interesting and watch it. If you use a streaming service, you can often choose whether you do or don't want subtitles. You are allowed to have English subtitles, but of course you practise your listening skills a bit better if you do not have any subtitles. If you watch the same video with a partner, you can then talk about it (to practise your writing) or ask each other questions about what you've seen (to practise speaking). This way you can also check whether you've both understood what you've seen.
Podcasts
Podcasts are a great way to practise your listening as well. In the linked site, you have someone's opinion on the 20 best podcasts for teens, you you should feel welcome to find one that interests you.
Test
To check whether you're on the B1 level, we have the following watching & listening test for you. It consists of a video part and a listening part about varying subjects and per part you will have to answer multiple choice questions.
Go to woots.nl. If you're logged in Magister as well, you can click 'inloggen' and then 'selecteer je school'. It should log you in automatically.
Do the 2018 test.
Reading
B1 - Lezen leerdoelen
Orientating
I can find and understand relevant information in everyday material, such as letters, brochures and short official documents. I can scan through straightforward, factual texts in magazines, brochures or on the Internet, and identify what they are about and whether they contain information that might be of practical use to me (for example in purchasing a video game, a CD or a hi-fi system.
Try to answer the following questions in your own words:
a. Which rides would be excellent for the thrill seakers?
b. Where to go to meet Mickey Mouse?
c. Do they have a baby switch? If so, explain how to use this.
d. How do you know the meals are healthy for kids?
e. If I would like to say in a Disney hotel with Wi-Fi, indoor swimming pool, and an all-you-can-eat buffet restaurant. What would you advice, based on the brochure?
f. Is it possible to enjoy lunch at 'Inventions' on a Sunday?
Try to answer the questions in the PDF document (source: British Council).
Correspondence
I can understand the description of events, feelings and wishes in personal letters well enough to correspond with a pen friend. I can understand formal letters about participating in projects, conformation of arrangements, requests for information, etc.
On this website you will find various short messages and your task is to check whether you understand the messages.
2. (Formal) Letters
Read several (at least 5) letters on this website. List a few thing which are typical of these types of letters. Try to list items about structure and vocabulary.
Instructions
I can follow clear, written instructions (for example for a game, the use of a cosmetic or when using a piece of electrical apparatus for the first time). I can follow written instructions for new experiments. I can understand most short safety instructions, for example, on public transport or in manuals for the use of electrical equipment.
Crash Bandicoot - Game Manual
Read the manual and try to answer the following questions in your own words:
a. How to make a Time Trial Run?
b. How do I get customized assistance?
c. Where and how do I get Gems and Keys?
Read the manual and try to answer the following questions in your own words:
a. Am I allowed to pour my boling water in the beaker?
b. I would like to prepare mayonnaise, do I have to use the XL chopper or handblender?
c. Courgetti is a thing I really love. Which steps do I need to follow to create the best courgetti?
d. Oh no, my appliance produces smoke, what should I do?
Read the package leaflet and try to answer the following questions in your own words:
Imagine that you have a child who is ill and you want to give your child a paracetamol.
a. Your child is allergic to peanuts, are you allowed to give paracetamol to your child?
b. Should your child swallow the pills with or without water?
c. Your child has side effects that are not listed in this leaflet, what should you do?
Read the information and try to answer the following questions in your own words:
a. You are not able to see the network. What could be a possible solution to this problem?
b. My signal is not strong enough, what should I do?
c. What is the fastest way to solve Wi-Fi issues according to the site?
Tie a Knot
Ask your teacher for a string. Use the instructions on the WikiHow (focus on the reading part) to tie various knots.
Which Colour season are you?
Your colour season determines which kind of colours harmonise with you, so you know which clothes to wear for example. This knowledge is therefore of great benefit when creating your personal colour palette. But finding out which colour season you are can be tricky. This comprehensive guide is designed to help you determine which of the twelve colour seasons you fall into. Take notes while reading on what fits you, to also practise writing - note taking.
Gaining information
I can satisfactorily read and understand straightforward, factual texts on subjects relating to my own interests or to school subjects, such as geography. I can understand short texts on topical subjects or familiar subjects in which people give their opinions, assessment, points of view (for example critical contributions to a discussion forum on the Internet or readers’ letters to the editor). I can recognize the important points in straightforward newspaper articles on familiar subjects.
On this site, we would like to ask you to do a reading test. Please do exam havo 2013-2 and write an analysis after you have finished your exam. You should use this code to join the correct group:
Read an article on either The Guardian or CNN. Copy the article to a Word document and try to highlight the most important sentences in each paragraph.
4. Breaking News English Level 5 or Level 6 reading.
Choose a level 5 or level 6 reading exercise. Read the article and try to answer the questions.
6. News in Education
Read an article (there are more articles if you press on the date(s) on the left) and try to highlight the most important sentence in each paragraph.
Leisure
I can read newspaper / magazine accounts of films, books, concerts etc. written for a wider audience and understand the main points. I can understand simple poems and song lyrics written in straightforward language and style. I can follow the plot of stories, simple novels and comics with a clear linear storyline and high frequency everyday language, given regular use of a dictionary.
While reading a novel of your choice (consult with your teacher to determine the appropriate level), you can practice with identifying the following elements of a story:
Who are the characters?
Where can you find a description of their appearance?
Where can you find examples of their personality?
Which characters are flat/round/dynamic?
What is the setting?
What are examples and hints that tell you about the time the story is set in?
What are examples of descriptions of the surroundings the story takes place in?
What is/are central themes in the book?
How are the events in the story linked to the theme?
What conflict is present in the story?
Is the conflict internal or external?
What build up is there to the climax of the story?
Are there examples of plot devices in the story? I.e. MacGuffin, deus ex machina etc.
Test
To check whether you're on the B1 level, we have made the following reading test for you. It consists of seven texts about varying subjects and per text you will have to answer questions. The texts are in a pdf-document, and the questions are in a Microsoft-forms document. Make sure you are logged into your school-account.
Tip: use the split screen function on your laptop to have both the texts and the questions visible on your screen. Press the Windows button + left or right arrow key to move any application to the left or right side of the screen. Or, click on a new tab and drag it to the left side of the screen. Repeat for the right side of the screen.
I can take notes while listening, for example when someone is asking for information or explaining a problem. I can write notes conveying simple information of immediate relevance to friends, service people, teachers and others who feature in his/her everyday life, getting across comprehensibly the points I feels are important.
1. Podcasts
Listen to an English podcast via your favourite platform (Spotify, Apple podcasts, Google podcasts, etc.). Choose a podcast about any topic you are interested in, such as; football, gaming, animals, make up, politics, etc. Take notes while you are listening. Write down who is talking, what they are talking about, and try to look at the topic through different perspectives.
2. Videos
Watch instructional or explanatory videos about a topic that interests you. ASAPscience is a YouTube channel that covers many different topics. Choose a topic that interests you and take notes while watching the video. Write down key elements from the video in which you summarise the main ideas.
3. Articles
Read an article on B1 level. For this, you can use the British Council , British Council for teens, or Breaking News English (read articles on Level 4). Choose an article that interests you and write down key elements with which you summarise the main idea.
Forms
I can fill in extensive forms, such as damage claim forms and the ones you fill in when you want to report a crime. I can express my hopes and wishes.
1. Visa application form
You and your family are planning to go on far away vacation. That’s great! Together you’re thinking about where you would like to go to, and it’s either going to be Australia or China. Before you can actually go to one of the two destinations, you need to complete a visa application form. Fill out the visa application for Australia and/or China and save them.
2. Having foreign friends over
While abroad, on vacation or for an exchange project, you’ve made some new foreign friends. After finishing your time abroad together, your friend would like to come and visit you in the Netherlands. Unfortunately, they need to go through the trouble of applying for a Schengen Visa. Since you are such a good friend, you would like to help them by completing the visa application form.
3. Reporting a theft
During a fantastic road trip through the United States, your backpack was stolen. This happened in Dallas, Texas of all places! Your backpack contained some valuable items such as your laptop, Airpods, a swiss pocket knife and some clothes. You need to report this theft to the local authorities by completing the form.
4. London wasn’t as welcoming as expected
Together with some friends you went on a city trip to London. Unfortunately, one of your friends fell victim to a hate crime. This was a big disappointment, especially because you all had such a good time there. Since you think no crime should go unpunished, you decide to report the crime to local authorities. Therefore, you need to complete the Report Hate Crime Form.
5. Staying at a hotel
While on vacation in the Philippines, you would like to stay at the Pan Pacific hotel in Manila. While checking in, you are asked to complete a form in which you express your personal preferences in regard to your stay.
Report / proposal
I can write short, simple essays on topics of interest. I can write a text on a topical subject of personal interest, using simple language to list advantages and disadvantages, give and justify his/her opinion. I can summarize. I can present a topic in a short report or poster, using photographs and short blocks of text.
1. General writing practise
Take a look at the British Council Writing website for a wide array of controlled writing practise on the B1 level. Select an exercise that interests you and put your pen to good use!
2. What do you think?
Write a short essay (200 – 300 words) on one of the topics on this list. While preparing your essay, take a look at this WikiHow to learn more about writing essays. Contact your teacher for feedback on your essay and hand it in when you’re done.
3. What sparks your interest?
Using 200 – 300 words, talk about something that really interests you. This can be a personal hobby, sport, culture, game, series, or any other personal interest you have and would like to talk about. In your report, (1) explain why this interests you, (2) how you found out about this interest and (3) what place it takes in your (daily) life.
Alternative assignment
Design a poster about one of your interests (see above). Use photos as well as short textual explanations of what’s to see or happening in the photos. Make this poster digitally on your computer or get old-school and display your creativity on paper.
Correspondence
I can ask for specific information in a letter. I can react to other people's stories in informal correspondence. I can write personal letters, asking for and giving news. I can write personal letters about abstract or cultural topics such as literature, music and films. I can engage in online transactions that require an extended exchange of information, provided the interlocutor(s) avoid complex language and are willing to repeat and reformulate when necessary.
Pen Pals
SLOWLY lets you meet pen pals from your smartphone! Match with someone that shares your passion, write a letter and collect stamps from around the world. Speak your mind – one letter at a time! Use this app to practise your informal letter writing with people from all over the world.
Je gaat in de vakantie samen met een aantal vrienden naar een festival in België. Jij hebt de taak gekregen om de tent te regelen. Op de website ‘www.amazon.com’ vond je onderstaande advertentie (foto 1), maar wat je ontving was iets héél anders (foto 2). In de tent die je hebt ontvangen is maar 1 bij 1 meter en dus niet geschikt voor jou en je 3 vrienden. Je hebt voor je tent 100 euro betaald en je voelt je dus behoorlijk belazerd. Je schrijft een brief om hierover te klagen. In dit document vind je wat je precies in je brief moet vermelden. Nadat je de brief hebt geschreven lever je deze in bij je expert Engels voor feedback.
foto 1
foto 2
Damn you, Domino's!
Afgelopen weekend vierde je je 16e verjaardag. Je had je beste vrienden uitgenodigd, en s ’avonds voor iedereen pizza’s gekocht bij Domino’s Pizza, locatie Korvel, Tilburg. Echter, er was ontzettend veel mis met de bestelling: van de 10 pizza’s waren er vier koud, op de pizza salami zat maar 1 plakje salami, op een pizza zat geen kaas, en bij een pizza was er één punt opgegeten en de korst overgelaten. Toen je belde om te klagen kreeg je te horen dat ze niets voor je konden doen. Het hele gebeuren drukte zo de sfeer dat iedereen naar huis is gegaan uit teleurstelling, en je verjaardag meteen over was. Je hebt besloten om een klachtenbrief te schrijven naar het hoofdkantoor. In dit document vind je wat je precies in je brief moet vermelden. Nadat je de brief hebt geschreven lever je deze in bij je expert Engels voor feedback.
Review
Write a review after having finished a book, watched a film or series, or after a visit to a museum, a zoo, or an exhibition. In your review, you have to summarise the story you’ve read or watched, explain what you saw in a museum or zoo, or what kind of exhibition you have visited. If you aren’t sure on how to start with your review, take a look at https://www.wikihow.com/Write-a-Review . After having finished your review, give it to your teacher in order to receive feedback.
Online correspondence
Do you ever engage in online interactions in English? For example while playing videogames or through Discord? Record these exchanges by taking a screenshot of the exchange on your computer or phone. You can also choose to record your spoken conversation and save it. Important notes:
Always let your correspondence partner know that you will be sharing the conversation with other people. If they don’t agree with this, do not save the conversation.
This assignment needs to be used for school and needs to be shared with your teacher. Therefore, it is important to think about the language you will be using and the topics you will be discussing. In other words: make sure you don’t swear or use foul language, and make sure that the topics you discuss are appropriate.
Creative writing
I can write a simple review of a film, book or TV programme using a limited range of language. I can clearly signal chronological sequence in narrative texts. I can write simple, relatively short and relatively understandable texts on things I have experienced without any help (such as dictionaries). I can write a report on an important event or a personal experience in a school newspaper (for example my first journey without my parents, about moving house or on a meeting providing information about job opportunities or my future education).
1. Learning how to sequence
When writing a text, it is important to keep your reader engaged and willing to continue reading. One of the techniques you can use to make this happen, is the use of signal words to make clear in what order certain events took place. To learn more about the use of those signal words and how to use them correctly, take a look at this document. Read the explanation and practise with the exercises. Good luck!
2. Review
Write a review after having finished a book, watched a film or series, or after a visit to a museum, a zoo, or an exhibition. In your review, you have to summarise the story you’ve read or watched, explain what you saw in a museum or zoo, or what kind of exhibition you have visited. If you aren’t sure on how to start with your review, take a look at https://www.wikihow.com/Write-a-Review . After having finished your review, give it to your teacher in order to receive feedback.
Those of you paying attention will have noticed that you can also find the ‘Review’ task under ‘Correspondence’. It goes without saying that you can write multiple reviews!
3. Report on a life event
Have you recently had an important life experience? Think about going on vacation without your parents, moving to a different house, applying for a (new) job, getting a new puppy, going on a (first) date with your boy/girlfriend, etc. Write a report about what happened, in which you give some background information and explain in a certain amount of detail what you did. Think about the signal words you can use (take a look at task 1 on this page) and try to not use a dictionary while writing. When you’re finished, give it to your teacher so you can receive feeback on your writing skills.
4. Finish the Story / Write the Prompt
A fun way to practise your creative writing, is by writing fiction. However, it can be quite daunting to come up with a completely original idea. Therefore, you can use the following websites to get you started. The websites contain writing prompts, which are brief passages of text (or sometimes an image) that provides a potential topic idea for an original piece of writing. Pick one that appeals to you and have fun writing! https://self-publishingschool.com/fiction-creative-writing-prompts/ https://hobbylark.com/writing/100-short-story-novel-prompts
Speaking
B1 - Spreken leerdoelen
Addressing
I can give a prepared presentation on a familiar topic within my field, outlining similarities and differences which is clear enough to be followed without difficulty most of the time, and in which the main points are explained with reasonable precision. I can take follow up questions, but may have to ask for repetition if the speech was rapid.
Speech - live
Of course the best way to see whether you are proficient in this particiular sub-goal, is by actually addressing people. Give a prepared presentation of a topic of your choice to your class. Set a date with your teacher so they know when to expect your speech.
Preparation - But how?
To prepare for giving a speech, you of course need to know how to give a good speech. Please read the following articles to learn how to give a good speech. Fun fact; reading this will of course also improve your reading. Article 1 Article 2 Article 3
Addressing your audience. It is important to know how to speak to your specific audience. Look up a famous content creator/YouTuber/influencer. Analyse their content and figure out how the creator addresses their audience in terms of greeting, salutation, formal/informal speech. What's typically them? Take notes and explain.
Someone did the thinking? Look up a speech or public address by a public figure in the political field. Memorise the speech (up to 3 minutes long) and recite the speech to practice your pronunciation and speaking. This will help you focus on your presentation skills, tone and articulation, because the memorised content will come automatically.
Telling something
I can give a clear explanation of familiar subject areas, such as personal experiences, school subjects, feelings and reactions, plots of books and films, hopes, dreams and ambitions. I can explain the main points in an idea or problem with reasonable precision, and how to use a piece of equipment.
Talk for a minute
Pick a letter of the alphabet. Go to the page of that specific letter, and you'll see the subject about which you have to talk for a minute. Time yourself, or have a partner time you. If you work together, you can get feedback from your partner. They would also be practising their listening skills.
Keep in mind: you have to be logged in with your DNS credentials to open this exercise.
Topics to talk about
Work with a partner. On the website, you'll find different questions for different topics. Pick two topics from the website, and let your partner choose which of these two topics they would like to talk about. When they have chosen the topic, pick a question from that topic to ask them. For example, if they pick the topic daily routine, you can ask them "what time do you normally get up in the morning?'. Both you and your partner should talk about / answer this question. Make sure your answers are extended; in other words, try to talk for more than half a minute. When you've had your conversation about the picked question, you switch roles.
#Goals. Prepare an interview in which you are the one coming up with and answering the questions regarding your goals and ambitions. You can focus the discourse on talking about i.e. academic goals, short term and long term goals, goals regarding a relationship, goals regarding skill-building and travel goals. Go in detail with every question as if you're intensely interested in the answers.
Favourites. Pick your favourite movie or book. Practice speaking about it as if the person you are talking to has absolutely no idea what that movie or book is about. Explain what characters, plots and entertainment value it has.
What's trending? Go to the Twitter or TikTok trending page/for you page. Take note of what the current topics are. Discuss these topics with a partner and explain what you think of them, what relevance they have for you or the world and if you think it deserves to be a trending topic or not.
Test
Speaking exercise.
The speaking exercise which you have to hand in in week 22 consists of two parts. You will hand in a video of ± 6 minutes long.
The first part:
In the first part, you have to introduce yourself. You talk about your hobbies, your family, your favourite film, etc. This part should last about 2 minutes.
The second part:
For the second part, you can choose between two exercises. No matter whether you choose option 1 or option 2, this part should last 3-4 minutes. Read through the two options below and make a choice. State in your video whether you’ll do option 1 or option 2.
Option 1:
Choose one of the following statements and talk about your opinion on the statement. Make sure you use arguments and examples to support your opinion.
Students should be able to study different subjects on different levels.
Clothing is the most important way to express yourself.
Everyone should spend at least one year abroad.
The world would be better if everyone earns the same salary.
Phones should be banned in the classroom.
A child always needs a mother and a father.
It is important that a country has nuclear weapons.
Torture can be used when a criminal has very important information.
Climate change is more political than scientific.
Men and women are equal.
Option 2:
Give a speech about a subject of your own liking. Make sure the speech has an introduction, a body, and a conclusion. Try to engage your audience while speaking. Use arguments and examples to support your opinion. Use convincing language in your speech. You can use the ‘Addressing’ page in your preparation.
The speech can be about a favourite tv-show, sport, book, etc.
I can take part in routine formal discussion of familiar subjects which is conducted in clearly articulated speech in the standard dialect and which involves the exchange of factual information, receiving instructions or the discussion of solutions to practical problems. I can follow argumentation and discussion on a familiar or predictable topic, provided the points are made in relatively simple language and/or repeated, and opportunity is given for clarification.
Ideas and topics to have a conversation about with someone else..
Controversial topics
This website gives you 125 controversial topics, so you can practise talking about your opinion and reacting to other people's opinions. Also, some of them can help your practise giving solutions to problems. Try to structure your speech so you have both arguments and support for those arguments.
Planning and organising
I can explain why something is a problem, discuss what to do next, compare and contrast alternatives. I can give brief comments on the views of others. I can make his/her opinions and reactions understood as regards possible solutions or the question of what to do next, giving brief reasons and explanation. I can invite others to give their views on how to proceed.
Role playing activities - complaining at a hotel
Work with a partner. Decide who is an employee at the hotel and who is a guest (try to switch this up). Read through your roles, and act them out accordingly. Try to use your imagination to really give depth to your role; don't just read your role discription.
Conversation
I can express my thoughts about literature, music, films and art, and express simple opinions on abstract/cultural matters in a limited way or offer advice within a known area. In discussions, I can briefly express my own point of view with regard to opinions expressed by other people.
Questions to ask each other
Make sure you answer in full. In fact, try to aim for answers that include arguments and examples. Try to talk for about a minute. Also, ask your partner questions about their answer to keep the conversation going.
Random picture generator
This websites generates random pictures. Change the setting on the website so you get 5 or 6 pictures per round. Try to have a conversation about the pictures. You don't have to take the pictures literally; when you see a picture about confetti, for example, you can talk about what your favourite party ever was.
I can exchange, check and confirm accumulated factual information on familiar routine and non-routine matters within his field with some confidence. I can summarise and give his or her opinion about a short story, article, talk, discussion interview, or documentary and answer further questions of detail. I can obtain more detailed information and offer advice on simple matters within my field of experience.
Drawing blind
You and a partner are going to make a (simple) drawing. Don't show your partner what you've drawn. Then your partner is going to describe to you what they've drawn. You are going to draw what they've drawn, based on their instructions. When you're finished, switch roles. When you've both finished, compare drawings and reflect on what went well and what could have been better. This exercise also practises your listening skills.
To go to the wikiwijs that has the projects, please click the following link:
Unlike previous years, we won't learn many new words or grammatical structures. We expect you to be able to use the right vocabulary and grammar to succesfully read, write, speak and listen in English. If, however, you feel like you want / need to improve on your vocabulary and grammatical knowledge, you're in the right spot. Below you'll find different websites/pdfs that will help you to improve the basis.
Basis vocab (A2-B2)
If you're doing the skills exercises and notice that your vocab is not sufficient enough, you might want to build on your basis vocabulary knowledge. In the PDF you'll find exercises from A2 level to B2 level. Some exercises might be a bit easy, but some might be a bit challenge. The answers to the exercises are also in the PDF file.
Advanced vocab (B2+)
If you feel like you have a good grasp of the English vocabulary already, and you want to go above and beyond, you can download the Advanced vocabulary exercises. These exercises will life your English beyond the B2 level. You can also find the answers in the PDF file.
Idioms
A big part of being proficient in a language is being able to use expressions and idioms. You might want to do these exercises just for kicks, or to be able to give someone a piece of your mind. If you haven't got the foggiest what I mean, these exercises might be just for you!
Word Order
Word order refers to the way words are arranged in a sentence. The standard word order in English is: Subject + Verb + Object. The sequence of words is critical when communicating in English because it can impact the meaning of what you’re trying to say. The sentence, “The chicken crossed the road” and “The road crossed the chicken” take on two different meanings because the subject and object are inverted. The exercises under the link above go a bit further beyond the simple Subject + Verb + Object sentences, so it's a good practise for more difficult sentences.
Grammar
On the website linked under 'grammar', you'll find an overview of the grammatical structures we expect you to be able to use. You can then, on that website, click the grammatical structure you want to practise and it will lead you to a website to do so. You can also find some advanced structures that you don't need to know quite yet, but that might help you lift your English to the next level.
WaspReporter
The WaspReporter is a magazine that helps you improve your reading, but more importantly your vocab and grammar. You'll find the magazine, the student file (exercises) and teacher's file (answers) below. Magazine Student file Teacher's file
Project - Unsolved Mysteries
Part 1 - Introduction
On the evening of September 1, 1969, an unexplained phenomenon occurred in Berkshire County, Massachusetts. Multiple witnesses reported seeing strange lights and experiencing other strange occurrences. Some witnesses reported being abducted and taken aboard a strange craft before being released. Others reported experiencing a phenomenon known as "Missing Time". To this day, their experiences remain unexplained.
Today we'll watch an Episode of Unsolved Mysteries on Netflix. You'll have to answer the questions below.
As we've seen last lesson, there are big unanswered questions like 'are aliens real and have they visited earth?', but there are also other types of unsolved mysteries. Below, you have texts on different mysteries. Choose one, and then answer the questions below.
Texts
The Pyatlov Pass incident
The Dyatlov Pass incident was an event in which nine Soviet trekkers died in the northern Ural Mountains in uncertain circumstances.
The Boy in the Box
The "Boy in the Box" is an unidentified murder victim; a 3- to 7-year-old boy.
Mary Reeser
A woman whose death was purported to be a case of spontaneous human combustion.
Havana Syndrome Havana syndrome is an alleged set of medical symptoms with unknown causes, experienced mostly abroad by U.S. government officials and military personnel.
Questions
Who is / are the main subject(s) of this mystery?
When and where does the mystery take place?
How come it isn't / can't be solved?
Summarise in Max. 10 sentences what the mystery is about.
What are the (main) theories about the sollution to the mystery?
Which of these theories do you think is most likely? Why?
Part 3 - Listening
You've read one or more articles about an unsolved mystery, but they're also a very popular genre on other platforms. For example, there are loads of 'ghost hunters' on youtube, or podcasts about all different kinds of mysteries. There's a selection of mysteries that you can listen to / watch below. Choose one and then answer the questions below. Note, one of the exercises asks you to summarise the podcast/video you've listened to/watched, so take notes while listening/watching.
Granger Taylor
Granger Taylor leaves a note for his family, explaining that he is leaving on a 42-month journey throughout the galaxy, with aliens. Then he drives off into a blinding rain, never to be seen again.
Lost in the Ashes
On the evening of September 23, 2012, EMTs respond to the report of a fire at a farmhouse in rural Tennessee. It is assumed that Bubba and Mollie McClaren and their two young grandchildren were trapped inside. However, they find the remains of Bubba and Mollie and two family pets, but not of the children.
D. B. Cooper
A hijacker extorted $200,000 in ransom (equivalent to $1,338,000 in 2021), asked to be flown to Mexico City, then parachuted to an uncertain fate over southwestern Washington part-way through the second flight.
Inexplicable TikToks
Loey Lane takes you through 13 videos from the scary side of TikTok. (To answer the questions, choose a few of the videos)
Overnight
Elton Castee, Corey Scherer, and their friends investigate loads of haunted locations.
Questions
Write a summary of the podcast/video you've listened to/watched. Use the notes you've made.
What background knowledge is given about the subject of your chosen mystery?
What exactly happened to make it a mystery?
What is the most popular theory about the solution to the mystery?
What is the solution you believe in?
Part 4 - Research
You've now learned about a few mysteries, but in the coming lessons you're going to research your own chosen mystery. Eventually you'll put your findings in an article and in a video. If you already know an interesting mystery, you can research that one. If not, there's a list below that you could choose from.
Things that you should include in your research:
Background info on people / location / item that is/are involved.
Now you've researched your mystery, you're going to write an article about it and present it in a short video. We use this article and video to establish your starting point this year, so we can let you know what you can still improve and how.
Article - 250 words
You're going to write an article of about 250 words. In this article, you will write about the mystery you've chosen. To start, you have to think about what type of article you want to write; do you want to just give the facts (expository), or do you want to convince the reader of something (argumentative)?
When you've chosen the style of the article, you can make an outline of your article. An article consists of an introduction, a body, and a conclusion. Think of your research, and decide what should go where in your article.
The introduction should immediately captivate your reader. You can, for example, use an anecdote, interesting fact, or rhetorical question to start your article.
The body should be divided into paragraphs, and each paragraph should have a separate topic. To make this clearer, you can use topic sentences. Don't forget to use linking words to let your reader know how the different paragraphs relate to each other.
The conclusion should summarize your article and leave your readers satisfied. You might want to look back at your introduction and refer to something said in that.
Write a fitting title for your article.
Video ~ 3 min (p.p.)
To assess your speaking skills, you're also going to make a video about a chosen mystery. You can choose to use the same mystery as the one from your article, or you can choose a new one. Keep in mind that if you choose the same one, you do not read the article out loud. This is a speaking exercise and not a reading exercise.
If you work in pairs, you can choose to go deeper into one mystery, tell each other about your chosen mysteries, or pretend that one of you is interviewing the other who has experienced this mystery. Keep in mind that you both need about 3 minutes of text.
During this project, you will create a story based on the elements of a story. These elements have already (partly) been discussed in year 3. They will also be discussed this year and you can find them in this reader. Reading and incorporating this information will be part of your final product.
The way you are going to tell this story is entirely up to you. You can, for example:
- write a short story
- write/draw a graphic novel
- make a film
- design a video game
- design a board game
- write a play
And those are only a few examples of what your actual product can be. As you can imagine, it is important to think about which skill you want to practise. If you'll write a story, you'll of course practise writing, and if you for example make a video, you'll practise speaking.
In any case, you will have to work in GoogleDocs with your group and add your teacher to the document. They will give feedback and this is part of your mark, just like your work ethic in class. Some information on the project:
- You have to work together in a group of 3-4 people. Your teacher will decide whether you can create your own groups or whether the groups will be created by your teacher.
- You will receive a mark for this project.
- You will find the rubric in the attachment.
- We will spend several lessons on this project. Assignments you will do in class are part of the preparation for your final product and have to be handed in as well.
To prepare yourselves for making the best product, you have to ask yourself 'what makes a good story?'. Think about your favourite piece of art/entertainment (written story, film, game, etc.) and think about what makes it good.
Writing
Describe a few of your favourites (mentioned above) using elements from the reader such as plot diagram, characters, setting, themes, genres, conflicts, etc. Discuss what elements your favourites have in common, and what about those elements make these stories appealing to you.
Speaking
Find a partner and compare your favourite stories (in the broadest sense of the word). Think of what makes these works your favourites and describe them to your partner. What do your favourites have in common? What does a good story entail?
By now you should know who you're going to work with, and what you think makes a good story. Before you start, it's smart to make an overview of what you want to include in your story. Sit together with your partner(s) and answer the following questions.
Characters
who are the characters?
what is their past/present/future?
who lives/dies?
what are the relationships among them?
Setting
where/when does it take place?
what effect does this have on the story?
what locations/times are we in?
Theme
what is a general message you’re trying to get across?
what does the audience need to take with them?
Conflict
what is a turning point?
what events lead up to the conflict?
Besides the basic elements of a story, you should also include the following in your preparation:
Storylines
explain how different storylines are intertwined or paralleled, how do they influence each other.
Plot devices
Look up: MacGuffin, Deus ex machina, Shoulder angel, Red herring, Plot voucher. Include one of these in your story and explain how it is included/why it works in your story.
Materials
Make a list of the materials you will need to actually produce your story so you can bring them next time.
1. Section 1: INDIVIDUAL section where every group member includes their answers/research/notes on the following:
7 Basic plots
Examples of critically acclaimed work
Text where you describe your favourite (with words like characters, setting, theme, conflict, storylines, plot devices)
Text where you compare your favourites with your group
2. Section 2: PREPARATION section where all these elements are discussed in texts (don’t copy these questions and write your answers behind them).
Characters
who are the characters?
what is their past/present/future?
who lives/dies?
what are the relationships among them?
Setting
where/when does it take place?
what effect does this have on the story?
what locations/times are we in?
Theme
what is the general message you’re trying to get across?
what does the audience need to take with them?
Conflict
what is a turning point?
what events lead up to the conflict?
internal or external conflict?
Storylines
explain how different storylines are intertwined or paralleled, and how they influence each other.
Plot devices
Look up: MacGuffin, Deus ex machina, Shoulder angel, Red herring, and Plot voucher. Include one of these in your story and explain how it is included/why it works in your story.
Materials
Make a list of the materials you will need to actually produce your story so you can bring them next time.
3. Section 3: PRODUCT
The written story, link to video, etc.
Presentation
Every group will give a 5-10 minute presentation about their final product. Every group member should contribute to the presentation. Your presentation should include:
A brief summary of the story you’ve created (you can spoil the ending)
Mention how you have included the elements of a story (characters and their types, setting, theme, genre, conflicts and their type etc.)
What plot device and plotlines you’ve worked out
How you handled working together with your group
What kind of feedback you received and how you chose to approach it
Project - Job Interview
Most studies educate their students to function in international businesses. Whether you find a job in a social direction or a science direction, English will be an important part of your future life. There is a great possibility that English is a requirement in your future job, and therefore that your job interview will be in English. This project will help you prepare for future job interviews. You will learn how to write a formal letter that catches your future boss's attention and how to sell yourself during a job interview.
In the grid below you'll find the different parts of this project, and which skills you can use to walk through these parts. Besides these segments of the project, we'll also have some class-exercises, that require different skills, such as reading and speaking.
Part
Skill 1
Skill 2
Skill 3
Introduction
Reading
Orienting
Reading
Writing
Speaking
Letter + CV
Reading
Watching / listening
Job interview
Watching / listening
Speaking
Part 1 - Introduction
Entrepreneurs who are interested in the field of internationalization of business need to possess the ability to think globally and have an understanding of international cultures. (CTI Reviews, 2016) By appreciating and understanding different beliefs, values, behaviours, and business strategies of a variety of companies within other countries, entrepreneurs will be able to internationalize successfully. Entrepreneurs must also have an ongoing concern for innovation, maintaining a high level of quality, be committed to corporate social responsibility, and continue to strive to provide the best business strategies and either goods or services possible while adapting to different countries and cultures. (Hyena, 2016)
Motives can be resource orientated for example access to raw materials, workforce and so on. They can also be efficient orientated which refers for example to cost reduction potential by moving the production abroad. They can also be strategic motivated for instance the wish to expand the competencies of the company and by that to become more competitive. The main reason however is to access new markets (Coexinternationaltradeweb, 2016).
Most studies educate theirs students to function in international businesses. Whether you find a job in a social direction or a science direction, English will be an important part of your future life. There is a great possibility that English is a requirement in your future job, and therefore that your job interview will be in English. This project will help you prepare for future job interviews.
The coming 5-6 lessons will be spent on finding job opportunities, writing a formal letter, making a CV, and learning how to do well during a job interview. You will make a video in pairs in which you pretend to have a job interview.
Goal reading: I can find and understand information. I can satisfactorily read and understand straightforward, factual texts.
Goal Job Interview: I can understand why I need to be able to perform well in a job interview.
Part 2 - Orienting
Some of you might know what you want to be when you grow up, others might have no idea whatsoever. When you’re looking for a job, you start by orientating on what your abilities are and what you like to do. Based on that you might find which jobs you like.
Do at least one of the exercsies below (based on the skill you want to practise) and then visit one of the websites at the bottom of this page, to look for job offers that suit you. Pick 3 job offers that you would like, and write down for each of them what kind of employee they are looking for, and what they need from their employee.
Reading
If you have no idea what you want to be when you grow up, you can do an online test to see what kind of jobs fit you. Keep in mind that this says nothing about your future just yet. Go to www.16personalities.com and click on 'take the test'. Fill in the questions honestly to get a discription of your personality. Read (at least) the introduction, the strenghts and weaknesses, career paths and workplace habtis to get inspiration on what kind of job would suit you.
Writing
Make a wordweb in which you first write your interest, hobbies and skills, and then connect them to jobs that go well with hobbies/skills/interests. Highlight the ones you like best.
Conversing
SIt together with a classmate who knows you well. Talk about your strengths and weaknesses, and your hobbies/interests and skills. Then brainstorm about which jobs would suit you and why. Take notes while speaking for later use.
Final exercise - Orienting
Use the Internet to find several job offers that might interest you. Below you can find a few websites that might help you, or you can use your own Google-skills to find a (international) job offer that interests you.
Reading: I can follow clear, written instructions. I can scan through straightforward, factual texts and identify what they are about and whether they contain information that might be of practical use to me
Writing: I can write notes conveying simple information of immediate relevance, getting across comprehensibly the points I feel are important.
Conversing: I can obtain more detailed information and offer advice on simple matters within my field of experience.
Job interview: I can think about what I would like in a job, and find a job that suits these requirements
Part 3 - Letter + CV
They say that the first impression in the most important one, and when you apply for a job, your letter of application is your first impression. Aletter of application, also known as a cover letter, is a document sent with your resume to provide additional information about your skills and experience to an employer. The letter of application is intended to provide detailed information on why you are are a qualified candidate for the job. In this segment of the project, you'll learn how to write a letter of application and a CV. When you feel adequately prepared, you'll write a letter of application and CV.
Watching and Listening
application letter
Resume
Reading
Application letter
When writing a formal letter, you stick to a certain lay-out and a certain type of language (formal). In very formal letters, you should:
• make use of set formal expressions
• not use contractions
• not use idiomatic expressions or colloquialisms
• use indirect rather than direct questions
• express ideas in clear, polite language
• use the most academic vocabulary he or she knows (usually words of Latin, Romance or Greek origin)
• have a good, organised paragraph structure even for short letters.
Your future employer would like a clear overview of the experience you have so far. This includes not only your work experience, but also you education and qualifications, your interests and achievements, your skills, and even persional details such as your date of birth and your place of residence. Please read through this website on how to write a resume.
Note: when asked what would make them automatically reject a candidate, employers said:
CVs with spelling mistakes or typos 61%
CVs that copied large amounts of wording from the job posting 41%
CVs with an inappropriate email address 35%
CVs that don’t include a list of skills 30%
CVs that are more than two pages long 22%
CVs printed on decorative paper 20%
CVs that detail more tasks than results for previous positions 16%
CVs that include a photo 13%
CVs that have large blocks of text with little white space
Final exercise - Letter + CV
In a previous segment you've chosen a job you'd like. Now it's time to apply for this job. Write a letter of application and a CV to apply for one of the job openings you've chosen. Pretend that it's 10+ years later, and you have the right education, skills and job experience for the job. This takes some imagination, but try to keep it somewhat realistic.
Watching/listening: I can understand straightforward factual information about common everyday or job related topics, identifying both general messages and specific details, provided speech is clearly articulated in a generally familiar accent. Reading: I can follow clear, written instructions. I can scan through straightforward, factual texts and identify what they are about and whether they contain information that might be of practical use to me.
Writing: I can ask for specific information in a letter. I can write personal letters, asking for and giving information.
Job Interview: I can write a letter and CV that look appealing to an employer.
Part 4 - Job Interview
In this part we’ll practise for an upcoming job interview. Together we'll look at how to dress during a job interview, we'll talk about the types of questions you can be asked during a job interview, for example how they test your critical thinking skills. Besides these class-exercises, you can prepare for 'your' job interview by watching/listening or through a speaking exercise.
Speaking
You’ll have to work together with a partner, and one of you will be the interviewer and the other will be the interviewee who wants to work at that company. Find a partner to work with and choose one of your picked jobs to continue with. Decide who will be the interviewer and who will be the interviewee. Write down what you can say/ask in the interview. This means you will probably have to look up information about the company online. If you cannot find the answers to a question, you have to imagine the answer yourselves. Try to be realistic.
The interviewer:
Asks about past education
Asks about past employment
Asks about best skills
Asks about pitfalls
Asks for reaction on a certain case
Answers questions
The interviewee
Answers interviewer’s questions
Asks about the future of the company
Asks what the interviewer’s favourite thing is about working at the company
Other fitting questions
Watching / listening
Watch this Mock interview, and listen to the feedback this person gets on the answers he gives. Write down how this feedback might help you.
Watching/listening: I can understand the main points that are made in an extended discussion. I can understand a conversation about multiple different subjects, provided speech is clearly articulated in standard speech.
Speaking: I can take part in routine formal discussion of familiar subjects which is conducted in clearly articulated speech in the standard dialect and which involves the exchange of factual information, receiving instructions or the discussion of solutions to practical problems. Job interview: I know what to expect during a job interview. I know which questions I might be asked and which questions I can ask.
Project - Perspectives
Introduction
In the past few years, there have been big movements all around the world that are aimed at creating more equality for all. However, these movements have been met with the same amount of resistance and hate at the same time, which means change will not come easily.
We, as teachers and as a school, feel it is our duty to prepare you as best as possible before you step out into the world as an adult. In doing so, we recognize that there is a high need for our students to possess cultural competence. This means being aware and understanding of differences in cultures, and the ability to effectively navigate interactions with people from these different cultures and backgrounds. Offering you this Perspectives Project is aimed at helping you gain an understanding of specific concepts, perception, thinking, acting and feeling from other (non-dominant) groups of people as well as your own.
Globalization has played a big role in the need for this competence. Today's world promotes and encourages culturally competent and linguistically appropriate exchanges and collaborations among families, professionals, students and communities in order to become responsive towards issues such as culture, race, gender, social and economic status. It is therefore important to understand and develop cultural competence (Source: Role of Multicultural Fiction in Fostering Cultural Competence, Parveen, 2015)
Before we start, you're going to fill in the following form to give shape to the ending of this project: click this link and fill it in. This will give you some idea of the different topics you might encounter in the next few weeks.
This project is part of the B1 Learning Objectives. The goals we have for this project are not only related to English skills though.
Part
Skills
1 and 2
Speaking, Watching and Listening, Writing
3, 4 and 5
Reading, Researching, Speaking
6
Watching and Listening, Reading, Speaking and Conversing
Goals Perspectives Project: 1) Ik ben respectvol naar anderen en het onderwerp toe. 2) Ik sta open voor meningen die afwijken van mijn mening en stel me leerbaar op. 3) Ik stel me empatisch op naar anderen. 4) Ik ben bewust van mijn woorden en de impact van wat ik zeg. 5) Ik onderbouw mijn mening wanneer daarnaar gevraagd wordt.
Goals 'Burgerschap': 1) Leerlingen leren hun mening onderbouwd te uiten en anderen daar in discussie, debate of dialogue van te overtuigen. En hoe verschillen van inzicht, waarden, overtuigingen, belangen en emoties niet altijd overbrugd kunnen of hoeven worden. 2) Leerlingen verkennen hun ambities en toekomstverwachtingen. Ze onderzoeken met welke groep(en) ze zich verbonden voelen en waarom. Ze leren over spanningen tussen identiteitsaspecten. 3) Leerlingen verkennen de diverse samenleving in Nederland in de context van een globaliserende wereld; met aandacht voor levensbeschouwelijke stromingen, waarden en overtuigingen. 4) Leerlingen ontwikkelen inzicht in vraagstukken rond in- en uitsluiting, rechtvaardigheid en solidariteit, en hoe daarop te handelen. Ze herkennen het gelijkheidsbeginsel uit artikel 1 van de grondwet en passen het toe. 5) Leerlingen leren kritisch denken, ethisch redeneren, communiceren en ontwikkelen empathische vermogens. Deze denk- en handelswijzen worden toegepast in samenhang met de inhouden van de overige bouwstenen.
Part 1 and 2
In parts 1 and 2, we're going to watch an episode of Girls Incarcerated, an American documentary television that follows the teenage inmates of the Madison Juvenile Correctional Facility in Madison, Indiana.At the bottom of the page, you can find the Goals we're working on today.
In class, we're going to watch the episode in roughly 2 parts. There are questions that will have to be answered before, during, and after watching. The goal of this watching and listening exercise on one hand is to practice your English skills. On the other hand, we hope to have an open and safe discussion relating to the topics in the video.
Questions before watching.
What is a Juvenile Correctional Facility?
What do you expect the girls to be like?
Age
Educational level
Family situation
Ethnic background
Mental health
Type of friends
Other influences
What do you expect the crimes the girls have committed to be like?
What do you expect the Juvenile Correctional Facility to be like? Think for example of the facilities the building might have or the activities they might offer.
What do you expect the staff of the facility to be like?
What do you think the goal(s) of a Juvenile Correctional Facility should be?
Before watching, you were asked what you expected the girls to be like.
- Were your assumptions correct?
- Were there any prejudices in your answer?
If you think about the girls you’ve seen in the video, what are some of the similarities between them that might have led to their incarceration?
Before watching, you were asked what you thought the types of crimes these girls committed were. Were you right? How come you did(n’t) expect this?
Several adults were shown doing their job in this episode; would you enjoy doing their job? Why (not)?
The highest juvenile recidivism rates were 76% within three years and 84% within five years. Recidivism is a person’s tendency to relapse into a previous condition or mode of behaviour. If you think about the four girls that were in the spotlight this episode, which of them do you think are/were in danger of recidivism? Why?
You can check whether you were right on this website: https://thecinemaholic.com/girls-incarcerated-season-1-cast-where-are-they-now/
Writing
You've hopefully lead a very different life so far than the girls featured in the series, maybe because you have some privileges in your life that they do not have. A privilege is a special right, advantage, or immunity granted or available only to a particular person or group. For example, in the context of the series, a stable family to grow up in could be one of the privileges that some children have and others not.
You're going to write about how your life is similar or different to the girls in the video, taking those privileges in mind. Take another look at the statistics of youth criminality in the Netherlands, and think about your answer to the question 'If you think about the girls you’ve seen in the video, what are some of the similarities between them that might have led to their incarceration?'. Then try to answer the following question in an essay of ~250 words:
Why are you (not) susceptible to committing crime? Explain the most important influences in your life.
Goals Watching and Listening: 1) Ik begrijp wat mij verteld wordt, wat iemand ergens van vindt. 2) Ik begrijp de hoofdpunten van een discussie, een gesprek over muziek, acitiviteit, onveiligheid op straat, milieu. 3) Ik volg de presentatie van een klasgenoot. 4) Ik begrijp instructies van mijn docent. 5) Ik begrijp films over vertrouwde onderwerpen, documentaires en hoofdpunten.
Goals Writing:1) Ik noteer de belangrijkste punten van een artikel. 2) Ik schrijf een kort verslag over iets wat ik gedaan en gezien heb. 3) Ik reageer op een verhaal van anderen. 4) Ik geef mijn mening. 5) Ik schrijf over een ervaring, persoonlijke reactie op een film/boek of een zelfverzonnen verhaal.
This is one of the 2 works written by the controversial Pulitzer Prize-Winning African American Novelist, Political and Human Rights activist Alice Walker which were censored/banned. Am I Blue is a short story about an African American woman who bonds with a male horse named Blue. The short story will be used to practice some reading, writing and speaking. During the next two lessons, you will read the story, answer questions and discuss topics like racism, animal cruelty and how that is related to each other. This preparation will lead to a debate in the third lesson. At the bottom of the page, you can find the Goals we're working on.
Lesson 1
Reading comprehension questions. Read the text linked above. Answer these questions while you're reading the story.
What is the reason the writer doesn't ride horses anymore?
What did the writer notice in Blue's eyes at first?
What was Blue's initial reaction to the new horse?
What did the writer notice in Blue's eyes in the end?
After reading. Answer these questions when you're done reading.
Write down any phrases, passages or ideas that you find particularly interesting.
Write down any questions you have about plot, character, setting or theme.
What is the significance of the title? In what ways does it have multiple meanings?
What similarities do you see between human beings and animals? What differences do you think exist?
Discussing the N-word
In the text, the N-word is used twice. In a respectful class discussion, your teacher will talk to you about the following things:
Why the N-word is chosen by the writer
What effect using the N-word in literature can have
Why we, as white teachers, choose to use/not use the word in this context
Why it is absolutely not to be used in modern society
What other options there are
What language and word choice does for teaching perspectives
What (the Dutch) language implies with words like white/caucasian/blank/Black/Blacks/African-Americans
Interferences: Making inferences about a story involves using the information in a story, as well as your own common sense, to make logical guesses. This will help you understand characters as writers seldom explain everything about a characters' background, thoughts and emotions.
Choose one of the following options.
Option 1. Interferences about character's background
1. Look for details on the physical environment and about any social, cultural and moral influences. Describe them. If you're feeling up for it, create a drawing of the environment.
2. Describe what it would be like to live in the story's setting. Consider details about the context in regards to what you know about the history of slavery.
Option 2. Interferences about character's feelings
1. Connect to the writer's experiences in the story. Talk about similar experiences you've had and how you felt.
2. As you read the events leading up to the writer spitting the meat out, what emotions is the writer feeling from the beginning of the story up until the end? Explain how you make your guess.
Lesson 2
Reading and writing to prepare for the debate
Over the course of the story, Walker humanizes Blue by comparing him to a person born into slavery and describing his 'crazed' reaction to the removal of his partner. Her experiences with Blue lead her to ultimately reject the exploitation of animals and to 'spit out' the 'steak' that she is eating.
First, we're going to read an article (linked below) that discusses the connection between human and animal oppression. Use this in your debate preparation.
Goals Reading: 1) Ik vind relevant informatie voor een project. 2) Ik begrijp persoonlijke gevoelens en wensen van vrienden of iets dat gebeurd is. 3) Ik begrijp instructies. 4) Ik begrijp specifieke informatie, de hoofdgedachte van een artikel, een jeugdroman of songtekst.
Debate questions to prepare
In class, we will have a debate concerning the ethicality of eating meat and how the topics in the story relate to the oppression of all kinds. You will have to prepare arguments for both sides and should be ready to argue for and against eating meat. The questions to help you prepare are:
Is it ethical for humans to eat meat?
In what situations is it ethical/in what situations is it not?
What are alternatives to eating meat? Are these alternatives sustainable?
What is the effect of eating meat on the individual/groups of poeple/the animals/the climate?
What is the connection between eating meat and feminism? (use the article you have read and researchthis articlein Dutch to help)
The statements you will argue are:
It is not ethical for humans to eat meat.
There are situations where it is ethical for humans to eat meat, and people should not be criticized for eating meat.
There are plenty of alternatives to eating meat. Eating vegetarian or vegan food is just as, if not more, healthy than other foods.
Eating meat has an effect on the climate and should be banned or taxed a lot more.
There is a clear connection between eating meat and harm to individuals/groups of people
In order to be a true feminist, you have to stop eating meat.
Goals Writing:1) Ik noteer de belangrijkste punten van een artikel. 2) Ik schrijf een kort verslag over iets wat ik gedaan en gezien heb. 3) Ik reageer op een verhaal van anderen. 4) Ik geef mijn mening. 5) Ik schrijf over een ervaring, persoonlijke reactie op een film/boek of een zelfverzonnen verhaal.
Goals Speaking and Conversing: 1) Ik kan iets uitleggen en redenen geven, toespraken houden over leerervaringen en gelezen teksten. 2) Ik kan verslag doen van een leerervaring, verwachting of ambitie, of een verhaal dat ik bedenk. 3) Ik breng een standpunt over en geef commentaar. 4) Ik uit gevoelens en reageer op gevoelens van een ander, geef mijn standpunt/mening/commentaar, leg een probleem uit, stel oplossingen voor en reageer op standpunten van anderen. 5) Ik geef en volg aanwijzingen en toelichtingen.
Part 6
Speaking and Conversing
Being able to speak about these difficult topics is crucial to any and all social change. Luckily, the younger generations are more willing to open up about all taboo topics and are far wiser in dealing with them already. Speaking and Conversing are essential in fostering the Cultural Competence we read about in the introduction. At the bottom of the page, you can find the Goals we're working on.
In the last few lessons, you have come across different perspectives on life that might seem very unfamiliar or extremely familiar to you. Understanding perspectives that we're included in this project will go hand in hand with understanding how privileges work and what privileges are at work in your life. We've already mentioned having privileges in the writing exercise about your susceptibility to yourth criminality.
Today's lesson is aimed at discussing this topic as well as the social impact it can have. It will include watching and listening (short video), reading (doing a quiz) and speaking (discussing the results).
Before we start, we need to go deeper into what a privilege is, because the term is often met with resistance and confusion.
Privilege (noun), prerogative refer to a special advantage or right possessed by an individual or group. A privilege is a right or advantage gained by birth, social position, effort, or concession.
a right, immunity, or benefit enjoyed by a particular person or a restricted group of people beyond the advantages of most: the privileges of the very rich.
the unearned and mostly unacknowledged societal advantage that a restricted group of people has over another group: white privilege based on skin color; male privilege; children of privilege.
a special right, immunity, or exemption granted to persons in authority or office to free them from certain obligations or liabilities: the privilege of a senator to speak in Congress without danger of a libel suit.
a grant to an individual, corporation, etc., of a special right or immunity, under certain conditions.
the principle or condition of enjoying special rights or immunities.
any of the rights common to all citizens under a modern constitutional government: We enjoy the privileges of a free people.
an advantage or source of pleasure granted to a person: It's my privilege to be here.
Note that the definition of having privilege does not imply that one's life is easier, struggle-free or comfortable. It simply means that the privilege in question does not make that person's or group's life harder when the privilege is absent. (Source: https://www.dictionary.com/browse/privilege)
1. Watch the video. Share your response with the class.
2. Open this link. Do the Privilege Quiz and find out how privileged you are. The questions in the quiz contain some language that might be unfamiliar to you. You can ask your teacher what it means, or you can look it up to see if the statement applies to you.
Part 7
At the beginning of this project's launch, students voted on the subjects they would like to have lessons about. In that vote, the most requested topic was 'lichaamsomvang, vetfobie en dieetcultuur'. Because there is a lot of stigmatization surrounding this topic and everyone thinks they know what's healthy and what's right, you often see hate online for people that are bigger. With this in mind, it is no wonder that the number of children with eating disorders is increasing rapidly. Researchers believe that every 62 minutes, someone dies as a result of their eating disorder. It might be something you or someone close to you is struggling with, and therefore we're offering a trigger warning on subjects like body image and disordered eating.
Please note the following: these are not your usual lessons on how being fat is bad and unhealthy. Being fat is not something that always can be, or needs to be fixed and it is not always a simple fix with diet and exercise (you will learn more about that later). Even if you have learned/always thought that it should be criticized or avoided, the point of this part is to also show you that even in disagreement, a person should still have basic equal rights (like proper healthcare and accessible basic necessities). It is also intended to offer you some historical perspective on how we came to see fat as bad. The stigmatization of fat people has not erased their existence, because even if everyone would eat and exercise the same, there would be differences in sizes and shapes. Comments about someone's appearance, weight or habits should be reserved at the invitation of that person and between them and their doctor.
One of the privileges that we don't often talk about is thin privilege*. Just think about the following situations from the perspective of a petite or straight-sized person:
going into a clothing store, you will find clothing in your size
going into a clothing store, you will not have to pay more for the same item
going into a clothing store, you will find trendy and fashionable items
looking at the TV or in ads, you are more likely to find yourself represented
looking at the TV or in movies and books, characters are more likely to be good/funny/attractive/important to the story (research shows this happens!)
going into a public place like a pub, the seats will fit your body
going into public transit, the seats will fit your body
people are more likely to assume you are healthy
going into a doctor's office, the conversation will be centred on finding the root of your issue before ever/even talking about your weight
your chance of being misdiagnosed is a lot lower (research shows this happens!)
you will not be discriminated against in the workforce based on your weight alone (research shows this happens!)
you don't worry (as much) about eating in public for fear of staring
*these problems are enhanced when adding other factors/intersections like being of colour, disabled, queer etc.
These are all examples of how fatphobia is ingrained in our society. Fatphobia is a term that is pretty self-explanatory, but it refers to the fear of fat people or fatness itself. In a modern society where there is a lot of misinformation or one-sidedness on fatness, it is normalised to not want to have anything to do with fatness and think of it as bad. This is also where diet culture has found its origin. However, this fatphobic message hasn't always been the case and is often untrue or unnuanced, to say the least.
This topic will be split up into two. On one hand, we will discuss beauty standards and superficial features that also tie racism to fatphobia. On the other hand, we will talk about how health is measured and the science that is behind it.
Task 1 - Beauty Standards
Beauty standards and ideals have changed drastically over the centuries and across continents. Some examples of beauty ideals include the "heroin chic look" for women, the palest skin possible for Asian people, being fat as a sign of wealth in African countries and so on.
You're going to try and find examples yourself. Write down your answers to the following questions.
1. Research and find at least 3 different beauty ideals in history. Write down what the beauty ideal is (i.e. a small waist and a big bottom, big lips etc.). You can choose to focus on either female or male presenting bodies. If you struggle to answer this question, think of some of the most popular celebrities and beauty icons and how their appearance influences people.
2. Now write down what the context for 3 beauty ideals you have found is (i.e. is it only popular in a certain country? Who is this beauty ideal for?)
3. Now describe how those 3 beauty ideals are obtainable (=haalbaar). Who can follow this beauty ideal? Who cannot? Why?
Task 2
Beauty ideals go hand in hand with a subjective opinion of what is beautiful and what is ugly. Knowing this, there are a lot of industries that play into the idea of fixing someone's problem by selling them a product or service. This explains why the beauty industry has an estimated market value of over 503 billion US dollars.
Create a table with 4 columns.
1. In column 1: think of a list of physical features that are considered imperfections, ugly or flawed. Write down as many examples as you can.
2. In column 2: after every list item from question 1, write down a product or service that promise to 'solve the problem' of the imperfection.
3. In column 3: if possible, mention the consequences or side effects of using these products and services.
4. In column 4: write down your opinion. Have any of the products or services you could find actually worked on a large scale and in the long term? Explain.
Task 3
As mentioned before, there are ties between fatphobia and racism that go back to colonial times. You will learn more about this by learning about a specific woman in this task.
1. Look up information on Saartjie Baartman (or Sarah Bartmann). Take notes on what you can find about her life to write a summary. (One link to help you get started).
2. When reading about Saartjie's life, it will become clear that white women with smaller features were not pleased with the attention she was getting. How is this negative comparison still apparent today? In other words: what criticism do Black women still face?
3. Go to this website and take notes on the origin of the body-positive movement. Write down information that is new to you.
Task 4 - UK Health System Report
Read pages 3, 5 and 6 (numbered in the document) of this report. Answer the following questions.
1. What does the report think the effect of social media use and online advertising is?
2. What is said about specific groups of people including women, people with disabilities and transgender people?
3. What is the difference in funding between general mental health research and eating disorder research?
4. What is said about the use of BMI?
5. How effective was the Obesity Strategy?
6. How are Black children negatively impacted by the NCMP?
7. Why is it important for the adverts online and offline to be more diverse?
8. What suggestions does the report make in regard to The Online Harms Bill?
Goals Watching and Listening: 1) Ik begrijp wat mij verteld wordt, wat iemand ergens van vindt. 2) Ik begrijp de hoofdpunten van een discussie, een gesprek over muziek, acitiviteit, onveiligheid op straat, milieu. 3) Ik volg de presentatie van een klasgenoot. 4) Ik begrijp instructies van mijn docent. 5) Ik begrijp films over vertrouwde onderwerpen, documentaires en hoofdpunten.
Goals Reading: 1) Ik vind relevante informatie voor een project. 2) Ik begrijp persoonlijke gevoelens en wensen van vrienden of iets dat gebeurd is. 3) Ik begrijp instructies. 4) Ik begrijp specifieke informatie, de hoofdgedachte van een artikel, een jeugdroman of songtekst.
Goals Speaking and Conversing: 1) Ik kan iets uitleggen en redenen geven, toespraken houden over leerervaringen en gelezen teksten. 2) Ik kan verslag doen van een leerervaring, verwachting of ambitie, of een verhaal dat ik bedenk. 3) Ik breng een standpunt over en geef commentaar. 4) Ik uit gevoelens en reageer op gevoelens van een ander, geef mijn standpunt/mening/commentaar, leg een probleem uit, stel oplossingen voor en reageer op standpunten van anderen. 5) Ik geef en volg aanwijzingen en toelichtingen.
End of the project
Diversity and inclusion include an extensive list of topics to cover. During this project, we tried to cover a few and to give you a taste of what is going on outside of DNS. This was all in an effort to give you more nuanced and neutral perspectives on some difficult topics.
Please fill in this questionnaire to help round up the project. Also feel free to share feedback there.
Because you hopefully feel inspired to learn more, here is a list of Instagram accounts that could help you find some sources and possibly some comfort if you're struggling with any of these topics. Feel free to speak to your teachers or vertrouwenspersonen if you feel the need to.
Instagram accounts
Bronnen en accounts die je kan aanraden/zelf kan raadplegen omtrent de volgende onderwerpen met in steekwoorden de core message:
Racisme, kleur, migratie achtergrond
Kozwartepiet (alle zaken rondom racisme in Nederland)
Zetjein (samenvattende posts omtrent maatschappelijke thema’s met veel bronnen)
Veelgehoord (pagina vol opmerkingen die als naar ervaren worden maar vaak gemaakt worden, reacties op spraakmakende gebeurtenissen)
Blackandembodied (representatie voor issues van donkere mensen)
Browngirltherapy (struggles omtrent bi-cultureel opgroeien en identiteitscrisis ervaren)
Brandonkylegoodman (de Black experience en ally zijn voor witte mensen)
Feminisme, activisme
Feminist (verzamelplatform van alle diversiteitsthema’s)
Blairimani (divers en intersectioneel activisme met korte educatieve video’s genaamd Smarter in Seconds)
Damnhoneyhetboek (podcast makers en schrijfsters over allerlei onderwerpen en huidige ontwikkelingen)
Debroervanroos (maatschappelijke thema’s en schending van grondwetten)
Mignonnus (diverse onderwerpen omtrent kunst, neurodiversiteit en validisme)
Zeikschrift (analyseert media outlets op woordkeuzes en inherente boodschap)
Glographics (beeldend en samenvattend over maatschappelijke thema’s)
Shaunking (nieuwsupdates omtrent grote zaken)
Beeldvorming in media, zelfvertrouwen, zelfzorg
Danaemercer (beeldvorming van vrouwenlichaam en instagram vs realiteit)
Directiekamers (visuele representatie van besturen in top bedrijven)
Alexlight_ldn (beeldvorming van vrouwenlichamen)
Mentale gezondheid, therapie
Findyourshinetherapy (samenvattende posts met coping mechanisms)
Dr.marielbuque (self-healing)
Sitwithwhit (samenvattende posts met suggesties)
Dr.thema (self-healing)
Nedratawwab (therapeute van kleur gefocust op grenzen bewaken)
Gender expressie, geaardheid
Zegmaardeen / debrusvanroos (transgender man, positief voorbeeld, activist voor prullenbakken op mannentoiletten)
kutmannen (transgender mannen over hun struggles in de maatschappij en doorbreken van taboe)
thorn.vineyard (non-binair person, positief voorbeeld en activist)
Lovaeij (positieve representatie en andere problematieken)
Jennifer_rollin (eetstoornis therapeute)
Haes_studentdoctor (wetenschappelijke onderzoeken en ontwikkelingen die zorg en stigma breken voor alle lichamen)
Bodyposipanda (positieve representatie)
Mayralouise (positieve representatie en inzet voor health at every size)
dikgelukkig (dik zijn is niet per definitie het probleem, de maatschappij en gebrek aan basic respect wel)
_queenmojo (positieve representatie)
Yrfatfriend (open vragen en discussies over vetfobie en dieetcultuur)
Short stories
We think that literature is very important because it could give you a better understanding of the wold around you. You could say that literature is able to enrich your life.
This year we will read various literary works written by famous and also by somewhat unknown authors. Our main focus is reading short stories.The literature part of the domain test will consist of reading a short story and answering questions on the content as well as the literary elements you've studied before. There might also be a poetry element in the test.
To truly understand a short story we have to work with the rollercoaster diagram. Besides this, you also have to know some literary terms. Please click on the button below to download the reader so you can read the explanation.
Poetry is the key to your heart, or that is what some people say...
We think that poetry is important because it is a special way to express your feelings. Besides this, you'll also learn a lot about language when you read poems.
During this project, we are going to read a lot of different types of poetry. These poems range from tongue twisters to slam poems. By using sush a variety of poetry, we hope we'll find a type of poetry that appeals to you.
We will also analyse these poems. This will help you understand the different kinds of poetry you will come across during the rest of your school career and your life. Poetry might also be a part of the domain test.
First, have a look at the documents below to learn how to analyse a poem and to learn about different poetic elements.
Given the recent mainstream popularity of poets like Rupi Kaur, it’s no secret that there’s been a poetry revival over the last few years. Poems are no longer only read by aspiring writers, English majors, and souls who find refuge in words. They’re being circulated to the masses.
Now, poems are skimmed through in noisy coffee shops, comforting lines are read in moments of weakness, and an average reader can get through at least ten poems before breakfast. With many modern poems being only a few lines long, poem-reading has shifted from being a marathon to a sprint, and from a five-course meal to a quick snack.
Now, in 2020, I can open Instagram and find morsels of poetry from accounts across the world. Thanks to social media, anyone has the agency to become their own publisher, catalyzing major artistic growth and shifting power dynamics in the literary world.
Our ability to read dozens of poems at once on the internet also allows us to escape from reality without the headache of reading a piece multiple times to understand its meaning. Simplicity brings us accessibility and the instant gratification of an immediate emotional response.
The goal of these lessons is to expose you to different kinds of poetry, and to show you that they are very varied and enjoyable. We will teach you different types of poetry and their format/layout/rules. You will write your own poetry as well. Mainly, we hope you'll find that poetry isn't 'old and boring', but can be modern and joyfull as well.
Even though tongue twisters are not necessarily the first thing you might think about when you think about poetry, there are several poetic elements that do appear in tongue twisters. Take a look at the presentation below to learn more about those poetic elements and to learn about fairytale poems.
Alphabet poems and shape poems are both umbrella terms for different types of poetry. Although they're very different from each other, there are some similarities as well, such as the creativity needed to make such poems. For both catagories you need to think outside the box to come up with a product to inspire your audience. Click the link below to learn more about these types of poetry.
When you first think of Fixed Form poetry and Nonsense poetry, they seems like they couldn't be any more different. However, both are very interesting from a language point of view. For one you need a great grasp of the language, and for the other you need to be able to let that all go.
Below you find an example of one of the most famous nonsense poems; The Jabberwocky by Lewis Carol.
American poet Marc Smith, believing the poetry scene at the time was "too structured and stuffy", began experimenting by attending open-microphone poetry readings, and then turning them into slams by introducing the element of competition in which poets perform spoken word poetry before a live audience and a panel of judges.
While formats can vary, slams are often loud and lively, with audience participation, cheering and dramatic delivery. Hip-hop music and urban culture are strong influences, and backgrounds of participants tend to be diverse.
Whereas most poems are meant to be read / experienced on paper, a slam poem is meant to be heard. There are many examples to be found online, and the videos of the winners of the grand slam are uploaded on youtube every year. Below you find just one example of many.
Dit lesmateriaal is gepubliceerd onder de Creative Commons Naamsvermelding 4.0 Internationale licentie. Dit houdt in dat je onder de voorwaarde van naamsvermelding vrij bent om:
het werk te delen - te kopiëren, te verspreiden en door te geven via elk medium of bestandsformaat
het werk te bewerken - te remixen, te veranderen en afgeleide werken te maken
voor alle doeleinden, inclusief commerciële doeleinden.
Leeromgevingen die gebruik maken van LTI kunnen Wikiwijs arrangementen en toetsen afspelen en resultaten
terugkoppelen. Hiervoor moet de leeromgeving wel bij Wikiwijs aangemeld zijn. Wil je gebruik maken van de LTI
koppeling? Meld je aan via info@wikiwijs.nl met het verzoek om een LTI
koppeling aan te gaan.
Maak je al gebruik van LTI? Gebruik dan de onderstaande Launch URL’s.
Arrangement
IMSCC package
Wil je de Launch URL’s niet los kopiëren, maar in één keer downloaden? Download dan de IMSCC package.
Wikiwijs lesmateriaal kan worden gebruikt in een externe leeromgeving. Er kunnen koppelingen worden gemaakt en
het lesmateriaal kan op verschillende manieren worden geëxporteerd. Meer informatie hierover kun je vinden op
onze Developers Wiki.
niveaubeschrijvingen_a1_a2_b1.pdf
he main points of radio news bulletins and simpler recorded material about familiar subjects delivered relatively slowly and clearly. Can follow many films in which visuals and action carry much of the storyline, and which are delivered clearly in straightforward language.
Afgelopen weekend vierde je je 16e verjaardag. Je had je beste vrienden uitgenodigd, en s ’avonds voor iedereen pizza’s gekocht bij Domino’s Pizza, locatie Korvel, Tilburg. Echter, er was ontzettend veel mis met de bestelling: van de 10 pizza’s waren er vier koud, op de pizza salami zat maar 1 plakje salami, op een pizza zat geen kaas, en bij een pizza was er één punt opgegeten en de korst overgelaten. Toen je belde om te klagen kreeg je te horen dat ze niets voor je konden doen. Het hele gebeuren drukte zo de sfeer dat iedereen naar huis is gegaan uit teleurstelling, en je verjaardag meteen over was. Je hebt besloten om een klachtenbrief te schrijven naar het hoofdkantoor. In 
reported seeing strange lights and experiencing other strange occurrences. Some witnesses reported being abducted and taken aboard a strange craft before being released. Others reported experiencing a phenomenon known as "Missing Time". To this day, their experiences remain unexplained.
literature is able to enrich your life.
there are some similarities as well, such as the creativity needed to make such poems. For both catagories you need to think outside the box to come up with a product to inspire your audience. Click the link below to learn more about these types of poetry. 
