Basic theme

Basic theme

Welcome!

Welcome to...

Add picture here

Audio

Here you add the general context for the theme

Add audio recording here

 

Learning objectives

Basic user - B1 of the CEFR

  • Learning objective here

 

Independent user - B2 of the CEFR

  • Learning objective here

 

Proficient user - C+ of the CEFR

  • Learning objective here

 

Success criteria

Basic user - B1 of the CEFR

✔ You can 

✔ You can 

✔ You can 

✔ You can 

 

Independent user - B2 of the CEFR

✔ You can

✔ You can

✔ You can 

✔ Your level of English is at least B2 of the CEFR

 

Proficient user - C+ of the CEFR

✔ You can 

✔ You can hold a conversation in English for 5 to 7 minutes.

✔ You can adequately discuss the topic.

✔ Your level of English is at least C1 of the CEFR.

Vocabulary and Grammar

Vocabulary

You will learn to describe your classroom in general, and also give more specific instructions, for instance where to find certain school supplies.

These are examples of words that you will be using:

(audio recording)

Furniture: bin, bookshelf, chair, coat rack, cupboard, desk, interactive whiteboard, reading corner, table, teacher's corner, whiteboard

School supplies: binder, crayons, folder, glue, hole puncher, notebook, paper, paper clip, pen, pencil, scissors, stapler, tape, textbook, workbook

(online resource here)

 

If you work on the ‘Independent’ or ‘Proficient’ exercises, you will make your own word lists.

 

Grammar

In your speaking exercises, you may make use of ‘linkers’, which are words that connect ideas. Here are some videos that help explain what linkers are and how to use them.

Examples of ....

 

Insert explanation videos here

 

More about...

 

B1 - Basic user

 

Introduction

specific context story here

(insert audio recording here)

 

Learning objective

Basic user - B1 of the CEFR

Learning objective here

(insert audio recording here)

 

 

Vocabulary

Vocabulary

Task to learn new words in context

(insert audio recording here)

 

(insert picture here)

 

 

For instance:

  • Skipping ropes, 3
  • Small shovels, 10
  • Small buckets, 10

 

Toets: refined vocabulary test

Start

Time to speak!

Speaking Task 1

Short context here

In this activity, you will practice ...

(insert audio recording here)

 

Print this document: 

Work with a partner.

  • Step 1: 
  • Step 2: 
  • Step 3: Then

(insert audio recording here)

 

For instance:

 

 

Speaking Task 2

Further mini-context

 

(insert picture) 

 

(insert audio recording)

 

 

Where needed, explanation video

 

You may do this task on your own or in small groups of ...

  • step-by-step instructions.

 

Speaking Task 3

mini-context

step-by-step of task

(insert audio recording here)

 

Where needed, add links to materials online

 

Give each other feedback. Was the explanation clear? Could they ... correctly? How could you improve your instruction?

Make notes for yourself about ...

(insert audio recording here)

 

Know it? Show it!

Success criteria

 

Basic user - B1 of the CEFR

✔ I can

✔ I can

✔ My level of English is at least B1 of the CEFR. (self-assessment checklist B1 of the CEFR)

 

 

Now what?

insert button to 'Independent User'

insert button to 'Proficient User'

Return to the Main Menu

 

Give feedback on this theme

 

B2 - Independent user

Playground duty

 

(insert picture here)

 

Write refined context here

 

Learning objective

 

Independent user - B2 of the CEFR

Learning objective here.

 

Story time - Listen and read

Input information

Bit of context

Read this article about... (link to article)

 

Step 1: Read the text (include link here). Look up the words you don't understand.

Tip: fill in a Frayer Model for new words:

Frayer Model
Frayer Model for new vocabulary

 

important words Do you have these roles or subjects at your school?

 

Step 2: Make a (graphic organizer here

(insert picture of graphic organizer)

Question about the text

 

Step 3: Can you describe your experience with ....? 

Use phrases such as...

  • In my experience…
  • I have noticed…
  • I have tried out…

 

Vocabulary

Introduction text

Make your own mind map. Think of the words you need for ...:

  1. ...
  2. ...
  3. ...

Which of these concepts is new to  you? Which are familiar? Make notes for yourself, or find examples for each of these concepts.

 

Time to speak!

Speaking task 4

You’re not the only teacher .... Discuss the following questions with a fellow teacher. Use your mind maps!

  •  
  •  
  •  

 

Speaking task 5

Speed date: divide the group into two equally large groups, group A and group B. Students from group A sit apart from each other. Students from group B find a speaking partner from group A. Sit across from each other and talk about the questions below. After 5 minutes, group B switches speaking partners.  >You can use any materials from the previous assignments as an aid in the conversation if appropriate.

Try to answer one or two of the following questions in your speed date

  • What are... at your placement school? Can you give an example from your own placement school whether this works or not?
  • What have you learned from the input text and did it change your view on any of the above questions?
  • What have you learned from the stories of other students?

 

For independent work using ChatGPT*:

Write down in a few bullet points about the questions provided and why. Give at least three arguments.

After that you open ChatGPT and argue in your own words and support with arguments.

Before speaking enter prompt 1 on ChatGPT: I want to discuss (insert question here). Please listen and estimate my CEFR level of speaking.

  • After speaking, enter prompt 2: Please estimate my CEFR level of speaking.
  • After speaking, enter prompt 3: What suggestions can you make to improve my vocabulary, based on my speaking?
  • After speaking, enter prompt 4: What suggestions can you make to improve my grammar, based on my speaking?

After each ‘After speaking’ prompt, make notes of the feedback ChatGPT gives.

 

*Please note: please do not share any personal data with ChatGPT, such as your own name, age, address, school, or other personal information.

 

Speaking task 6

In small groups you will... Together you will make a list with helpful pointers on the topic, and how you came to these pointers, and afterwards present it to the other groups.

If this is not possible in a classroom situation you can also make your own list of pointers, input these in genAI and ask for feedback and in-depth ideas.

 

Know it? Show it!

Success criteria

Independent user - B2 of the CEFR

✔ I can ...

✔ I can...

✔ My level of English is at least B2 of the CEFR (self-assessment checklist B2 of the CEFR)

 

 

Now what?

Insert button to 'Basic User'

Insert button to 'Proficient User'

Return to the Main Menu

 

Give feedback on this theme

 

C1 - Proficient user

Introduction

(insert picture here)

 

Added context here

In this section, you will ...

 

Learning objective

Proficient user - C+ of the CEFR

  • Learning objective here

 

Listen and read

Watch and think

Before watching the videos, answer the following question: (insert question to activate prior knowledge here)

 

Now, watch the following videos and take notes ...

(link to article  / video #1 here)

 

(link to article / video #2 here)

 

Tip: if you need help organizing your thoughts, try making a (graphic organizer)

(insert picture of graphic organizer here)

Processing the information

So far you have heard two perspectives on ....

 

give a task here to proces the information

 

Research the topic

Look up other information about this topic. You may choose between the online search or use information from your own school.

 

Online search:

  • Step 1: Look for another article or video about ...
  • Step 2: Read the article and make notes. What do you notice? What new things did you learn? Make notes.

 

From your own school: (alternative assignment)

  • Step 1: Look up the ... of your school. Think about how that is visible in your school.
  • Step 2: Read the ...and make notes. ....

 

Time to speak!

Preparing for a persuasive conversation

Make a choice: ...or graphic organizer

 

Choice 1: ...

 

  • Step 1: 
  • Step 2: 
  • Step 3: 

Remember: the ....doesn’t have to be a masterpiece, it just needs to be clear. The explanations are more important.

 

Choice 2: Graphic organizer

Make a (graphic organizer)

(insert picture of graphic organizer)

Step-by-step of making graphic organizer

  • Step 1:
  • Step 2:
  • Step 3:
  • Step 4: 
  • Step 5: 

 

Speaking task 7: practice your conversation

Make a choice: work with a classmate or independently with ChatGPT.

 

With a classmate

Find a classmate and practice your conversation.

Make sure to practice sentences like “…”

 

Using ChatGPT

ChatGPT prompt 1: I want to talk about .... Please listen and estimate my CEFR level of speaking.

Important: NEVER share personal details with any genAI machine!

  1. After speaking prompt 1: Please estimate my CEFR level of speaking.
  2. After speaking prompt 2: What suggestions can you make to improve my vocabulary, based on my speaking?
  3. After speaking, prompt 3: What suggestions can you make to improve my grammar, based on my speaking?

After each ‘After speaking’ prompt, make notes of the feedback ChatGPT gives.

Repeat the speaking task.

ChatGPT prompt 2: I will now repeat the speaking task. Please check if I have applied your suggestions correctly.

Make notes of the feedback ChatGPT gives.

 

Speaking task 8: a RAFT assignment*

*A RAFT assignment is a speaking assignment where you make choices regarding your role as a speaker, your audience, the format, and your topic.  

 

Topic: a new school building!

Task description

For this task, you will make one choice from each column: a Role, an Audience, a Format, and a Topic. You may work independently or with a partner.

Role

Audience

Format

Topic

 

Think about your role: what is your point of view?

Think about your audience: who are you speaking to? What does that person want, or need in a new building? Is there any conflict between what you see and what that audience wants?

Think about the format: what format will best convey your message?

Think about your topic: what is it, what are the pros and cons? Choose a standpoint and complete the task.

 

Know it? Show it!

Success criteria

 

Proficient user - C+ of the CEFR

✔ I can ...

✔ I can hold a conversation in English for 5 to 7 minutes.

✔ I can adequately discuss the topic.

✔ My level of English is at least C1 of the CEFR (self-assessment checklist C1 of the CEFR).

Now what?

Insert button to 'Basic User'

Insert button to 'Independent User'

Return to the Main Menu

Give feedback on this theme

 

 

Teacher's page

Downloadables

Here, we can put any material that teachers might need during the lessons, including assessment rubrics e.d.

Self-assessment checklists

  1. Self-assessment checklist B1 of the CEFR
  2. Self-assessment checklist B2 of the CEFR
  3. Self-assessment checklist C1 of the CEFR

Basic User

  1. LIST ITEM.
  2. LIST ITEM.
  3. LIST ITEM.

Independent User

  1. LIST ITEM.
  2. LIST ITEM.
  3. LIST ITEM.

Proficient User

  1. LIST ITEM.
  2. LIST ITEM.
  3. LIST ITEM.

 

Links used

Here is a list of the links used for this theme. Is there a broken link? Please let us know via the feedback form. Thanks!

Basic User

  1. LIST ITEM.
  2. LIST ITEM.
  3. LIST ITEM.

Independent User

  1. LIST ITEM.
  2. LIST ITEM.
  3. LIST ITEM.

Proficient User

  1. LIST ITEM.
  2. LIST ITEM.
  3. LIST ITEM.

 

Photo credits

Here is a list of the photos and credits used in this theme.

   
   
   
   
   
   
   
   

 

 

Now what?

Insert button to 'Basic User'

Insert button to 'Independent User'

Insert button to 'Proficient User'

Return to the Main Menu

Give feedback on this theme

 

Back to home page

Home page

Welcome to Speak UP! English for educators

 
 
08:00 School day starts
08:30 Silent reading
09:00 Maths (CLIL)
10:00 Snack time
10:30 Play time
11:00 Social skills training (CLIL)
12:00 Lunch
13:00 Fine arts (CLIL)
15:00 Tidy up time
15:30 Parent-teacher conference
16:00 Staff meeting

Are you ready? Click on any subject to begin.

Subjects in white are ready for use.

Subjects in green will be ready in the coming years.

'CLIL' is a theme to help teachers learn how to give CLIL instruction.

User manual

  • Het arrangement Basic theme is gemaakt met Wikiwijs van Kennisnet. Wikiwijs is hét onderwijsplatform waar je leermiddelen zoekt, maakt en deelt.

    Auteur
    Speak UP! English for Educators
    Laatst gewijzigd
    2025-09-29 10:03:02
    Licentie

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    Van dit lesmateriaal is de volgende aanvullende informatie beschikbaar:

    Toelichting
    This is a simple template for the other themes.
    Leerniveau
    HBO - Bachelor;
    Leerinhoud en doelen
    Engelse taal en cultuur;
    Eindgebruiker
    leerling/student
    Moeilijkheidsgraad
    gemiddeld
    Studiebelasting
    7 uur 0 minuten

    Gebruikte Wikiwijs Arrangementen

    Speak UP! English for Educators. (2025).

    home page

    https://maken.wikiwijs.nl/218768/home_page

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    Metadata

    LTI

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    Maak je al gebruik van LTI? Gebruik dan de onderstaande Launch URL’s.

    Arrangement

    Oefeningen en toetsen

    Vocabulary test

    refined vocabulary test

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    QTI

    Oefeningen en toetsen van dit arrangement kun je ook downloaden als QTI. Dit bestaat uit een ZIP bestand dat alle informatie bevat over de specifieke oefening of toets; volgorde van de vragen, afbeeldingen, te behalen punten, etc. Omgevingen met een QTI player kunnen QTI afspelen.

    Versie 2.1 (NL)

    Versie 3.0 bèta

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