Theme - your classroom

Theme - your classroom

Welcome!

Welcome to your classroom!

Classroom
Flickr, permission granted
​​​
Audio

It’s morning, and you walk into your classroom. When you look around, you see everything as you left it: windows, desks, books and shelves. What else do you see? Do you see children’s work on the bulletin boards? Are the walls nicely decorated? You think about other classrooms you have seen, and why you organised your room the way you did. There’s a lot to think about!

 

 

Learning objectives

Basic user - B1 of the CEFR

  • You can name and describe classroom objects, tools, and materials clearly and correctly during a supervised activity.

 

Independent user - B2 of the CEFR

  • You can orally explain how you would set up wall displays in your classroom to help keep things organized, support learning, or motivate students. You can share your ideas by talking about how the displays would work, how they make learning more interesting, or how they help students learn better.

 

Proficient user - C+ of the CEFR

  • You can verbally articulate the connection between a classroom's design and furnishings and its underlying educational vision, supporting your explanation with well-founded justifications drawn from diverse sources, including scientific research.

 

 

Success criteria

Basic user - B1 of the CEFR

✔ You can can name classroom objects in full sentences.

✔ You can name and describe locations of objects in the classroom.

✔ You can name and describe classroom objects, tools, and materials clearly and correctly during a supervised activity.

✔ You can ask and answer questions about classroom objects.

 

Independent user - B2 of the CEFR

✔ You can list pros and cons for wall decorations in their various purposes

✔ You can participate in a debate

✔ You can express an opinion and substantiate it

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

 

Proficient user - C+ of the CEFR

✔ You can explain how pedagogical vision can be reflected in the classroom setup.

✔ 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:

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

 

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 linkers are: for example, because, therefore, by comparison&hellip

 

Because, as, since in one minute:

 

Linking words of contrast:

More about linkers:https://www.youtube.com/@bbclearningenglish/search?query=linkers

 

B1 - Basic user

Introduction

You look through your planning: today you will teach an English lesson! You teach this lesson in English, including things like ‘sit at your desk’, ‘hand in your notebooks’, and ‘put the pencils on the shelf’.  What else will you need to be able to say?

You are going to explore your classroom and everything you may find there.

In this section, you are going to name various classroom objects and describe their location in your own classroom.

 

Learning objectives

Basic user - B1 of the CEFR

You can name and describe classroom objects, tools, and materials clearly and correctly during a supervised activity.

 

 

Vocabulary

Vocabulary

Furniture: table, desk, interactive whiteboard/smartboard, bulletin board, screen, clock, poster, chart, bookshelf, coat rack

School supplies: lunch box, art supplies, musical instruments, sports equipment, notebooks, textbooks, pencil, colored pencil, crayons, pencil sharpener, eraser/rubber, ruler, marker, highlighter, glue, scissors, tape, stapler, paperclip, binder, calculator, clothespin, hole punch

 

 

Adjectives: bright, dark, clean, messy, big, small, crowded, quiet, noisy, organised, cluttered

Prepositions: across from, next to, between, on (the wall/the ceiling/the floor), in, behind, in front of, on the left, on the right, near, far from

 

 

Oefening: Vocabulary listening activity: the classroom

Start

Oefening: Vocabulary listening activity: the desktop

Start

Time to speak!

Speaking Task 1

Describe this classroom. Work with a partner. What do you see?

For instance:

  • What is that? Where is it?
  • It is next to the...
  • It is between the and the ....
  • It is across from the...

 

 

Speaking Task 2

Work with a partner. If you have a pencil case, empty it out and use it for this activity. Otherwise, use the picture here:

Take turns and give each other commands such as ‘put your pencil on the table’, ‘put your notebook in your drawer’, ‘put the eraser under the pencil case’. Be creative!

How many different commands can you make up?

Practice comparing different objects.  For instance: this white board is larger than the bulletin board,’ or ‘this table is messier than that one.’ Use the adjectives from the word list.

 

 

 

 

Speaking Task 3

Picture dictation

Work with a partner. Draw your own classroom like a map. Describe your classroom to your partner, and your partner will try to draw your classroom.  Your partner may ask questions, like ‘Is the bin to the left or the right of the board?’ Try to get it as precise as possible.

  • There is a...
  • There are…(noun) in the corner… (prepositions)
  • The classroom is… (adjectives)

 

Know it? Show it!

Success criteria

Basic user - B1 of the CEFR

✔ I can name classroom objects in full sentences.

✔ I can name and describe locations of objects in the classroom.

✔ I can name and describe classroom objects, tools, and materials clearly and correctly during a supervised activity.

✔ I can ask and answer questions about classroom objects.

 

B2 - Independent user

Introduction: Classroom and educational vision

When you enter a classroom, you see the various boards that teachers use to showcase students' work, display spelling rules, and share other educational content. You can also observe how the space is organised, with designated areas for independent work, a quiet corner for reading or focus, an art area for creative projects, and other zones designed for different learning activities and purposes.What’s on the various boards and walls? Are you happy with what you see?

The walls are part of the learning environment. As an educator, you need to think about the wall decoration of your classroom. Next to that, as an educational professional you must also be able to express yourself in English on this topic.

In this section, you will learn how to provide arguments for the choices made regarding the classroom layout.

Learning objective

 

Independent user - B2 of the CEFR

You can orally explain how you would set up wall displays in your classroom to help keep things organized, support learning, or motivate students. You can share your ideas by talking about how the displays would work, how they make learning more interesting, or how they help students learn better.

 

 

Listen and read

Story time!

Before you read, think about your own classroom. Think about what the walls look like. Do you have children's work on the walls? Perhaps the class rules are on display, or posters with helping hints? Make a list of everything that is on the walls of the classroom.

Read the article below. Make notes of words you don't understand.

Summarise the text in 4 sentences. Make sure that you include the arguments.

Can you argue why decorations should or shouldn't be banned?

  • Classroom decorations should not be banned, because…
  • Classroom decorations should be banned, because …

Use sentences like:

  • Personally, I (don’t) think that…
  • In my opinion...
  • Next to that…
  • Moreover…
  • In addition to …
  • I (don’t) agree with…
  • The way I see it…
  • As far as I’m concerned…
  • I’m (not) convinced that…
  • An advantage/disadvantage is…
  • First of all…/Secondly…/Thirdly…

 

Vocabulary

Look at the picture. Make a list of words you need to describe this classroom. Focus on the decorations on the wall.

Make your own wordlist. Think of the words you need for each of these tasks:

  1. Describe what you see on the boards and walls (maps, number lines, shapes, artwork) and the different areas in the classroom (quiet area, independent work area, doll corner).
  2. Explain why these things are on the walls or boards and why the classroom is organised the way it is.

 

Prepare for speaking

Tip: use phrases like this:

  1. It helps pupils…
  2. It makes them…
  3. Pupils need…
  4. From an educational perspective…
  5. Contribute to the students' learning process.

 

Words and sentences to expresss opinion: In my opinion, next to that, moreover, in addition to, I (don't) agree...

 

Time to speak!

Speaking task 4: Bingo!

 

Practise vocabulary together

Divide a sheet of paper into 16 boxes. In each box, write a word for something hanging on the wall in your classroom or a specific place in the classroom.

 

Round 1

  • Taking turns, use one of the words written on your sheet in a sentence. If anyone has the same word, cross it out on the sheet. Who has the first Bingo?

Round 2

  • Taking turns, describe one of the words written on your sheet without using the word.  If anhyone has the same word, cross it out on the sheet. Who has the first Bingo?

 

Speaking task 5: Preparing for speaking

 

Remember the words you practiced earlier.

Inside-outside circle: Talk about your classroom

 

Take your wordlist with you

Round 1

  • Tell your classmate about a thing in your classroom that you are proud of and why.
  • I am proud of … in my classroom, because…. How about you?

Round 2

  • Tell your classmate one thing that hangs on your wall and why. Ask whether the other person has the same and why (not). And vice versa.
  • I have…, because I think/believe/am convinced/in my opinion… How about you?

Round 3

  • Ask your classmate how they think about a certain area in the classroom or about a certain object hanging on the wall in a classroom. Ask if they think that would be a good idea to have in class.
  • What do you think about…/What’s your opinion on…/Do you agree…?
  • I (don’t) agree/The way I see it…

 

Tip: use phrases like this:

  1. It helps pupils…
  2. It makes them…
  3. Pupils need…
  4. From an educational perspective…
  5. Contribute to the students' learning process.

 

Words and sentences to expresss opinion: In my opinion, next to that, moreover, in addition to, I (don't) agree...

 

Speaking task 6: Group discussion

 

Group discussion

You are going to have a discussion with three classmates.

Step 1: Divide your group in half and decide by flipping a coin who is for or against ‘Heavily decorated classrooms’.  

Step 2: Write down four arguments for (not) hanging (certain) things on the walls in a classroom.

Step 3: Tell why you think a classroom with lots of things on the wall is (not) a good idea and why. Ask what the other team thinks of that and give counter-arguments.

Use the language you have practised before. Can you find some common ground?

 

For independent work using ChatGPT

Write down in a few bullet points why you think that heavily decorated classrooms are not a good idea. Give at least three arguments.

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

ChatGPT prompt 1: I want to argue why I think that heavily decorated classrooms are not a good idea. Please listen and estimate my CEFR level of speaking.

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

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

Then, write down in a few bullet points why you think that (certain) decorations in a classroom can be a good idea. Give at least three arguments.

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.

 

Know it? Show it!

Success criteria

 

Independent user - B2 of the CEFR

✔ I listed pros and cons for wall decorations in their various purposes

✔ I participated in a debate

✔ I expressed an opinion and substantiated it

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

 

C1 - Proficient user

Introduction: Classrooms and pedagogic vision

Think about classrooms that you have seen.  What makes them different?  What do they have in common?  Why did you organize your classroom the way you did?  If you could, what would you change about your classroom?

In this section, you will think about pedagogical vision* and how that is reflected in the way a classroom is organized.

As an educational professional you need to be able to be aware that there is a connection between the way your classroom is organised and your pedagogical vision, for instance tables in groups or rows. Next to that, as an educational professional you must also be able to express yourself in English on this topic.

*A pedagogical vision is an overarching philosophy and approach to teaching and learning that guides educational practice.

 

Learning objective

Proficient user - C+ of the CEFR

  • You will be able to verbally articulate the connection between a classroom's design and furnishings and its underlying educational vision, supporting your explanation with well-founded justifications drawn from diverse sources, including scientific research.

 

Listen and read

Comparing classrooms

Before you watch this video, think about your own classroom.  How is it arranged? Do you leave the door open or closed when you teach? Is there a common working area between classrooms? How does that affect your teaching? Make a few notes.

 

Watch this TEDx talk about a kindergarten in Japan. It looks very different from most kindergartens.

What do you see? What is different? What is similar? What decisions does the architect talk about?

 

Note: the pedagogical vision behind how children learn is central to the architecture of the school building. Pay extra attention to the pedagogical vision of the director and how the architect includes that in the design.

Think about why the school looked like it did.

  • Why is it round?
  • Why are children allowed on the roof?
  • Why are there no walls?

Would you like to teach at this school?  Why or why not?

 

Processing the information

What did you see? How is this school different from your own? How is it similar?

Make a Venn Diagram with your findings. Label one circle "Japanese kindergarten" and the other one "a kindergarten I have seen".

Make notes.

 

Look at your Venn Diagram. How would you talk about your findings?

 

Independent research task

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 classrooms and pedagogical visions. Handy search terms might be “classroom design” and “pedagogical vision”.  Look for something that will give you more information about how these two topics are connected.
  • 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 pedagogical vision of your school. Think about how that is visible in the classroom setups in your school.
  • Step 2: Read the vision and make notes. How do you think this vision should look, in a classroom?  How does it compare with your own classroom? Make notes.

 

Time to speak!

Preparing for a persuasive conversation

Make a choice: drawing or graphic organizer

 

Choice 1: drawing

Think about your own pedagogical vision. What do you think makes for good education? How would one see that in your classroom? Draw your ideal classroom, inserting notes about why you would arrange in in that fashion. (Tip: look up "Jan Rothuizen" and "Adoptie activist" for ideas)

  • Step 1: choose a perspective. Will you draw your classroom from a bird’s-eye perspective, or from the side? Draw your classroom as completely as possible.
  • Step 2: look at each item in your drawing. Think about why it is there. For instance, if you have a white board next to your interactive white board, what do you use that for? If you have a recycling bin next to the door, what goes in there? Where is the clock located in your room, and why?
  • Step 3: for each item, write one short sentence about it.

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

 

Choice 2: Graphic organizer

Make a ‘persuasion map’. A persuasion map helps you prepare thoughts and arguments for a speech or debate. In this case, you will also think of questions to ask your partner.

  • Step 1: re-read your texts.
  • Step 2: define the claim you want to make. For instance, ‘A good classroom has lots of windows,’ or ‘a good classroom has quiet corners.’ Be creative!
  • Step 3: write down reasons for your claim. Make sure to think about pedagogical vision and classroom design.
  • Step 4: write down facts and examples to back up your claim.
  • Step 5: add questions you can ask your partner about their ideal classroom.

.

 

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 “A good classroom needs lots of windows because…”

 

Using ChatGPT

ChatGPT prompt 1: I want to talk about classroom setup and pedagogical vision. 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!

Imagine, a new school is going to be built. Everyone wants a beautiful, functional school building, of course, but everyone also has very different ideas about what the ideal school looks like.

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

Architect

School director

Vlog

green playground

Teacher

(fellow) Teacher

Podcast

classroom decorations

News reporter

Student

Newspaper article

open learning areas in the school

 

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 explain how pedagogical vision can be reflected in the classroom setup.

✔ 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.

Teacher's page

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

Literature list

Here, make a list of the literature and sources used.

  • Het arrangement Theme - your classroom 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
    2025-07-30 18:37:45
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    Aanvullende informatie over dit lesmateriaal

    Van dit lesmateriaal is de volgende aanvullende informatie beschikbaar:

    Toelichting
    Practice speaking about the classroom at different levels of the CEFR: A2, B2+ and C+
    Leerniveau
    HBO - Bachelor;
    Leerinhoud en doelen
    Engelse taal en cultuur;
    Eindgebruiker
    leerling/student
    Moeilijkheidsgraad
    gemiddeld
    Studiebelasting
    9 uur 0 minuten
    Trefwoorden
    engels eigen spreekvaardigheid, english speaking, pabo, teacher education

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    Speak UP! English for Educators. (z.d.).

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    Vocabulary listening activity: the classroom

    Vocabulary listening activity: the desktop

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