Theme - snacktime

Theme - snacktime

Welcome!

It's snack time!

Snacktime
from Flickr

You call the class to attention, noting that it is now snacktime. ‘You’ve all worked well, but look at the clock. It is time for you to stop working. It is time to eat your snack. You can walk quietly to the hall and pick up your bag.’ Once everyone has their snack unpacked, you can tell them to start with a simple: ‘Enjoy your snack.’ While the students are eating, you can ask them what they have to eat or drink. You can comment on whether a snack is healthy or not. ‘You have strawberries. That’s healthy.’; ‘Do you think these biscuits are healthy? Maybe an apple is better?’ You can also comment on where a snack comes from in light of cultural diversity. ‘You can eat this also in .’ In this theme, you will learn to lead the snacktime in the classroom, and talk about food habits in the school context.

 

 

 

About this theme

Learning objectives

Basic user - B1 of the CEFR

  • You can name snacktime foods, give short and clear instructions to the class, say if a snack is healthy or not, and comment on the cultural diversity of the snack.

 

Independent user - B2 of the CEFR

  • You can observe and reflect on snacktime practices in the classroom, and ask colleagues about school rules and expectations. You can also discuss differences in pupils’ snacks showing awareness of health and equity issues.

 

Proficient user - C+ of the CEFR

  • You can prepare for and contribute to a school meeting about snack time policies by discussing allergy management, involving parents, and identifying cultural and educational opportunities related to snack time. You can also support communication with parents during a welcome event at the start of the school year.

 

Success criteria

Basic user - B1 of the CEFR

✔ You can name relevant snack foods in correct sentences.

✔ You can give simple instructions to the class to organise snacktime.

✔ You can comment on healthy versus unhealthy snacks.

✔ You can add the culturally diverse value of the snack.

✔ The level of your English is at least B1 of the CEFR.

 

Independent user - B2 of the CEFR

✔ You can discuss school expectations about snacktime.

✔ You can compare and contrast snacktime policies.

✔ You can talk about sharing versus not-sharing snacks.

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

 

Proficient user - C+ of the CEFR

✔ You can share information about a specific topic, such as allergy management.

✔ You can contribute to a conversation in a meeting about school snack policy.

✔ You can substantiate your point of view using various sources.

✔ You demonstrate cultural sensitivity in your discussions.

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

 

Vocabulary

Vocabulary

fruitkabobs
AI-generated, from Stockcake

Vocabulary for the basic user includes fruit and drinks, simple classroom language for instructions (getting, eating, finishing, wrapping up) and classroom rules. Commenting on healthy and unhealthy snacks.

You can find flashcards with samples of fruits, vegetables, and other foods here:

Fruit flashcards: https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/flashcards-fruit.pdf

Vegetable flashcards: https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/flashcards-vegetables.pdf

Other food flashcards:

https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/flashcards-food-set-1.pdf

https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/flashcards-food-set-2.pdf

 

veggies
AI-generated

Vocabulary for the independent user includes discussing healthy and unhealthy snacks; the importance of keeping the classroom clean, defining snacktime rules together with the students in your class. What can you do when you are finished?

 

allergy
Source unknown

Vocabulary for the advanced user includes allergy management, parental involvement, educational opportunities in combination with cultural diversity.

 

If you work on the 'Independent' or 'Proficient' exercises, you will make your own word lists. Use Frayer Models to help clarify new words:

Frayer Model
Frayer Model for new vocabulary
 

 

 

Grammar

In your speaking exercises, you may use classroom instructions, including imperatives or conditionals. Here are some examples and videos that help explain what each of these are and how to use them.

 

Classroom instructions (examples):

  • Washing hands: "Everyone, please wash your hands before you eat."
  • Sitting down: "Get your bag and return to your seat quietly."
  • Opening snacks: "You can now open your snacks and start eating."
  • Eating politely: "Remember to eat politely. Chew with your mouth closed."
  • Sharing nicely: "If you want to share, ask your friend first."
  • Cleaning up: "When you finish, throw away your rubbish and clean your area."
  • Waiting quietly: "After you clean up, sit quietly. Wait until you can go outside to play."

 

Imperatives:

Examples of imperatives:

  • Washing hands: "Wash your hands."
  • Sitting down: "Sit down, please."
  • Opening snacks: "Open your snack."
  • Eating politely: "Eat quietly."
  • Cleaning up: "Throw away your rubbish."
  • Cleaning up: "Clean your table."
  • Cleaning up: "Put your lunchbox away."
  • Waiting quietly: "Wait for your friends."

This website has a basic instruction of how to make imperatives by writing instructions: https://learnenglish.britishcouncil.org/skills/writing/a2-writing/instructions-colleague

 

Conditionals:

Examples of conditionals:

  • Washing hands: "If you have washed your hands, you may get ready to eat."
  • Sitting down: "When you eat your snack, sit on your chair."
  • Opening snacks: "When we have sung our song, you may eat your snack."
  • Eating politely: "When you eat, remember to eat quietly."
  • Finishing up: "If you finish your snack, you may read a book."
  • Cleaning up: "When you are done, you may help a friend."
  • Cleaning up: "When you are finished, you can put your lunchbox back in your bag and wait quietly for the bell."
  • Waiting quietly: "When you finish your snack, you can talk quietly with your friends."

You use these to discuss possibilities or conditions. For instance, 'If I had ... then I would ...'  

 

Grammar for the Proficient User

 

At the CEFR C1 leve, you can use a variety of advanced langauge structures to dicuss these topics effectively. Here are some useful structures:

  1. Complex sentences: use subordinating conjunctions (although, because, since) to connect ideas. 
    • "Although healthy snacks are important, managing allergies is crucial."
  2. Passive voice: to focus on the action rather than the subject.
    • "Healthy snacks should be provided by parents."
  3. Modal verbs: to express necessity, possibility, ar advice (should, must, might).
    • "We should consider cultural diversithy when planning snack options."
  4. Conditionals: to discuss hypothetical situations or consequences.
    • "If we incorporate educational opportunities, students might learn more about nutrition."
  5. Relative clauses: to add extra information about a noun.
    • "Parental involvement, which is crucial for providing healthy snacks, can be encouraged through newsletters."
  6. Reported speech: to relay what someone else has said.
    • "One colleague suggested that we manage clean-up more efficiently."
  7. Linking words and phrases: to connect ideas smoothly (furthermore, in addition, however).
    • "Furthermore, time management is essential to ensure snack time fits within the daily schedule."
  8. Adverbial phrases: to add detail about how, when, or where something happens.
    • "Efficiently managing clean-up after snack time is important"
  9. Noun phrases: to provide detailed descriptions.
    • "A variety of nutritious snacks that kids enjoy can be shared among colleagues."
  10. Emphatic structures: to emphasize a point.
    • "It is crucial that we handle food allergies with utmost care."

 

B1 - Basic user

Introduction

It’s snacktime! The children are already tidying up the classroom, getting ready to eat. What do they need to do? What instructions do you need to give? Learn and practice classroom English. Share vocabulary about snacks, and talk about if they are healthy or unhealthy, and possibly if they have a different cultural origin.

 

Learning objective

Basic user - B1 of the CEFR

  • You can name snacktime foods, give short and clear instructions to the class, say if a snack is healthy or not, and comment on the cultural diversity of the snack.

​​​​​​​

 

Vocabulary

Vocabulary

It’s 10 o’clock, time for a snack. You’re going to organise your group.

Exercise 1:

Exercise 2:

  1. Think about the rules you have seen.
  2. Think about snacktime at your own school.
  3. What other rules would you like to add?
  4. Write these down.

 

Vocabulary

Here are some useful rules for the classroom during snack time to ensure it is a safe and enjoyable experience for everyone:

  1. Wash Hands: Before eating, all students should wash their hands to keep germs away.
  2. Stay Seated: Students should stay seated while eating to avoid accidents and keep the classroom clean.
  3. No Sharing Food: To prevent allergies and other issues, students should not share their snacks with others.
  4. Healthy Snacks: Encourage students to bring healthy snacks like fruits, vegetables, and nuts.
  5. Clean Up: After snack time, students should clean up their area by throwing away trash and wiping down their desks.
  6. Quiet Voices: Students should use quiet voices during snack time to maintain a calm environment.
  7. Respect Others: Remind students to be respectful and kind to their classmates during snack time.
  8. These rules help create a positive and safe snack time for everyone in the classroom.

Read these rules. Are these the same as in your own classroom?

Oefening: Vocabulary test

Start

Time to speak!

Speaking Task 1

snacktime

Often, teachers use language that is too difficult for children to follow. In this exercise, you will practice simplifying instructions to fit your children's level of English.

 

Complex English uses longer sentences and no physical modelling.

Regular English uses shorter sentences and some physical modelling.

Simple English uses shorter sentences and lots of physical modelling.

For example:

  • Complex English: Everyone, please wash your hands before you eat.
  • Regular English: Wash your hands before eating.
  • Simple English: Wash your hands. (model washing your hands)

 

In this task, you will simplify the instructions in steps.

  • Complex English - use the instructions given.
  • Regular English - simplify the language to suit older learners.
  • Simple English - shorten the sentence and combine it with modelling for younger learners.

Task procedure: work in groups of three

  1. Prepare your Regular and Simple sentences for the commands below. You may also download and use this document: Snacktime commands
  2. Student one chooses a complex command and reads it aloud.
  3. Student two gives the 'Regular' example to fit that command.
  4. Student three gives the 'Simple' example to fit that command.
  5. Discuss the three examples.
  6. Student three selects a new complex command, and the group repeats the process.

Classroom instructions for practice:

  • Get your bag and return to your seat quietly.
  • You can now open your snacks and start eating.
  • Remember to eat politely and chew with your mouth closed.
  • If you want to share, ask your friend first.
  • Eat your own food only – no sharing snacks.
  • When you finish, throw away your rubbish and clean your area.
  • After you clean up, sit quietly and wait until you can go outside to play.
  • Wash your hands before eating.
  • Sit at your table or designated snack area.
  • Wait until everyone is ready before starting to eat.
  • Try to eat healthy snacks like fruit, vegetables, or whole grains.
  • Use quiet voices while eating.
  • Be respectful of what others bring – everyone’s snack is different.
  • Clean up after yourself – throw away wrappers and leftovers.
  • Ask for help if you forgot your snack or have a problem.
  • Be aware of allergies – some foods may not be allowed.
  • Celebrate differences – snacks can be part of different cultures.
  • Special treats (like birthday snacks) must follow school rules.

 

Bonus

Often, teachers open snacktime using a song. This website has different examples of songs you can use to open snacktime in your classroom. Choose one and try it out. Tip: If you don't know the tune, look it up ('sung to...') on youtube.

https://preschooleducation.com/songs/lunch-and-meal-time-songs/

 

Speaking Task 2

The children open their bags. They all brought different things.

Watch this video. Would your kid eat this?

Then work in pairs to play Connect 3.

  • Download the playing board: Is it healthy?
  • Choose a food on the playing board and find a picture of it on Google. Insert the picture on the board.
  • Comment on it: is it healthy or not? If it's not healthy, name a healthy alternative.

  • If your sentences are correct, you may mark that spot with your name or initials.

 

For example:

  • "These are strawberries. These are healthy."
  • "These are biscuits. These are not healthy. An apple is a healthier choice."

 

cultural food
(generated using Co-Pilot)

 

Speaking Task 3

The children have brought different things to eat. How interesting! You see snacks from around the world.

Watch this video. What do children around the world eat for their lunch? Make notes.

Lunch around the world in 23 meals: https://www.youtube.com/watch?v=pD9mk0Y_pyo

spinner
Example 'random country generator"

Then, work in groups of 3 or 4.

  • Use the 'random country generator' and select a region for your group. (You find the 'region' underneath the spinner.)
  • Click on 'spin'. Then, find a primary school snack for that country. Tip: use 'school snack + country' as search terms.
  • Find different primary school snacks for your region for at least three different countries. Find pictures of each snack.
  • Present these three snacks to the class.

 

For example:

Your group selects 'Europe' for a region, then gets 'Estonia' on the spinner. Fresh fruits and vegetable sticks are eaten in Estonia. They also eat 'pirukas'.  These are savory pastries that can be filled with meat, cabbage or carrots.

 

Know it? Show it!

Success criteria

Basic user - B1 of the CEFR

✔ I can name relevant snack foods in correct sentences.

✔ I can give simple instructions to the class to organise snacktime.

✔ I can comment on healthy versus unhealthy snacks.

✔ I can add the culturally diverse value of the snack.

✔ The level of my English is at least B1 of the CEFR.

 

 

B2 - Independent user

Introduction

lunch break

It’s lunch break and you are sitting at the table with a colleague. During snack time, one of your pupils brought a very sweet snack with biscuits and lemonade, and another pupil had nothing to eat. Yet another had a snackbox full of fresh vegetables of carrots and cucumber sticks. You’re new at the school and wonder if there are any school rules about snacktime.

 

Learning objective

Independent user - B2 of the CEFR

  • You can observe and reflect on snacktime practices in the classroom, and ask colleagues about school rules and expectations. You can also discuss differences in pupils’ snacks showing awareness of health and equity issues.

 

Listen and read

Read and think

You want to know what the rules are for snack time. What is your role as the teacher? What are the children allowed to bring?

In this section you will read two texts about snack time, your role as a teacher and rules which are useful for snack time. Difficult words are underlined in text 1, please underline difficult words yourself in text 2.

 

Text 1: Snack Time at Primary School

Snack time is an important part of the day for primary school students. It usually happens in the morning or afternoon and gives children a chance to rest and recharge. During snack time, students eat small meals or snacks that they bring from home or get from the school.

The role of a teacher during snack time is very important. Teachers need to make sure that snack time is organized and that all students are safe. Here are some of the things teachers do during snack time:

  • Supervise: Teachers watch the students to make sure they are eating their snacks safely and not choking. They also make sure that students are not sharing food, as some children might have allergies.
  • Encourage: Teachers encourage students to eat healthy snacks like fruits, vegetables, and nuts. They talk to students about the importance of eating healthy foods and drinking water.
  • Clean Up: After snack time, teachers help students clean up their area. They teach students to throw away trash and keep their space tidy.
  • Social Skills: Snack time is also a good opportunity for teachers to help students develop social skills. Teachers encourage students to talk to each other and share their thoughts and feelings.

In conclusion, snack time is not just about eating. It is a time for students to relax, learn about healthy eating, and practice social skills. Teachers play a key role in making sure that snack time is a positive and safe experience for all students.

 

Read and think, text 2

Here are two TED talks about the importance of eating at school. Choose one and watch it. take notes.

Feeding kids for 3.41: https://www.ted.com/talks/dan_giusti_feeding_kids_for_3_41

The impact of school meals: https://www.ted.com/talks/abby_miller_the_impact_of_school_meals

Vocabulary

You’ve already started making a vocabulary list in the previous exercise; which words would you need to add to:

  • Discuss the rules with your class (cause and effect)
  • Discuss the rules with other teachers or parents
  • Discuss the rules within the school organization

Make a list of these words or ideas.


Time to speak!

Speaking task 4: Snack time role play

snacktime
From Flickr, Adam Mansfield

In this game, you will practice using vocabulary related to snack time and classroom rules. You may use examples from the 'Basic User' speaking activities.

Instructions

  1. Pair Up: you pair up with a classmate.
  2. Role Assignment: One student will play the role of the teacher, and the other will play the role of a student.
  3. Scenario: The teacher will guide the student through snack time, using the vocabulary words: opportunity, encourage, supervise, wash hands, stay seated, no sharing food, healthy snacks, clean up, quiet voices, and respect others.

Dialogue Example:

  • Teacher: "It's snack time! This is a great opportunity to eat your healthy snacks. Please wash your hands before you start."
  • Student: "Okay, I will wash my hands."
  • Teacher: "Remember to stay seated while you eat. I will supervise to make sure everyone is safe."
  • Student: "I have an apple and some nuts."
  • Teacher: "Those are very healthy snacks! Please ask me before you share your food with others."
  • Student: "I understand. I will ask before I share anything."
  • Teacher: "After you finish, please clean up your area and use quiet voices so we can all enjoy snack time."
  • Student: "I will clean up and be quiet."
  • Teacher: "Great job! Let's also respect others by being kind and polite."

Follow-Up: After the role-play, you can switch roles and repeat the exercise to practice both parts.

 

Speaking task 5

kids cooking
from Stockcake, AI-generated

How does snack time work in your own classroom? What are the rules regarding snacktime? Are children allowed to bring anything they want, or does the school stimulate healthy snacks? What happens if a child has no snack? Write some notes.

During this game, you will practice using 'speed dates'.

  • Walk around the room, and find a speaking partner.
  • Take turns speaking about your questions above. Ask each other questions.
  • After three minutes, make some notes. What is one new idea you heard?
  • walk around the room and find a new speaking partner.
  • Take turns speaking about the questions again. Do this at least three times.

 

Speaking task 6: One stray

You have read two texts and discussed school rules for snack time.

Now, you will choose your own standpoint: should schools decide that children may only eat healthy snacks at school? Or... should schools let parents choose for themselves what their children should eat?

What if parents cannot afford healthy food? What if children come to school without any food at all? Should the school provide food for those children? What do you think?

child
From Pexels, by Yan Krukau

Playing 'One stray':

  1. Work in groups of 4.
  2. Share your ideas about the questions above. Speak for about 4 to 5 minutes.
  3. The teacher gives a signal to stop. One student (the 'stray') in each group stands up, the others raise their hand.
  4. The teacher calls 'Stray'.
  5. The 'stray' goes to a team with their hands up.
  6. The team lowers their hands when a 'stray' joins them.
  7. The groups work again, speaking for 4 to 5 minutes.
  8. The teacher gives a signal to stop. Another student becomes the 'stray' in each group and stands up. The others raise their hand.
  9. This proces is repeated about two more times.

 

For independent work using ChatGPT

Write down in a few bullet points whether or not schools should only allow healthy food at snack time. Give at least three arguments.

After that, open ChatGPT and share your thoughts. Include your supporting arguments.

 

ChatGPT prompt 1: I want to discuss why I think schools should or shouldn't only allow healthy food at snack time. Please listen and estimate my CEFR level of speaking.

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

Then, write down in a few bullet points why you think schools should or shouldn't only allow healthy food at snack time. Give at least three arguments and 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.

  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?

 

Know it? Show it!

Success criteria

 

Independent user - B2 of the CEFR

✔ I can discuss school expectations about snacktime.

✔ I can compare and contrast snacktime policies.

✔ I can talk about sharing versus not-sharing snacks.

✔ The level of my English is at least B2 of the CEFR.

 

C1 - Proficient user

Introduction

allergies

It is the start of the school year and the parents have been invited to meet the class teachers. Beforehand there is a welcome speech and the school rules regarding snack time will be shared. To prepare there is a staff meeting during which allergy management, parental involvement, (cultural) education opportunities regarding snacktime will be discussed.

 

Learning objective

Proficient user - C+ of the CEFR

  • You can prepare for and contribute to a school meeting about snack time policies by discussing allergy management, involving parents, and identifying cultural and educational opportunities related to snack time. You can also support communication with parents during a welcome event at the start of the school year.

 

Listen and read

Read and think

Read this article. Take notes.

Dealing with food allergies in schools: a guide for teachers and parents: Dealing with Food Allergies in Schools: A Guide for Teachers and Parents

 

Then, look at one of these pages of tools and resources for dealing with food allergies at schools:

Schools & childcare - Food Allergy Aware

Tools and Resources - Benedict Blythe Foundation

Best Practice Checklist

 

If you like, watch this video about a man who re-created American school lunches from the past 100 years: https://www.youtube.com/watch?v=uiLUDJjQrhw

 

Processing the information

Read the article and make notes.

What did you read?

What does an “allergy-aware” classroom look like?

How can we ensure inclusion without singling out students?

What training do staff need to recognize and respond to anaphylaxis?

What are safe alternatives to food-based celebrations and rewards?

 

Think: how does this compare to your own classroom?

 

 

Time to speak!

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 food allergies in schools. Handy search terms might be 'food allergy' and 'school policy'. Look for something that will giveyou more information about these topics.
  • Step 2: Read the article and make notes. What do you notice? What new things did you learn?

 

From your own school: (alternative assignment)

  • Step 1: Look at the school guide or website. If you have one, talk with the school nurse and find out if your school has an allergy policy.
  • Step 2: make notes.
    • What does this policy entail?
    • Is there a school register of chilcren's food allergies?
    • Is there a special place to store children's medicines?
    • Do teachers get extra training?

 

Preparing for a staff meeting

The head of your school is preparing for a parent information evening, and wants input from the teachers about what to say about food policies at school. In this task, you will organise your ideas about various aspects of food policies.

t-diagram
sample T-diagram

Make a graphic organizer

Think about different aspects of food at your school, for instance allergy management, parental involvement, and (cultural) education opportunities. Use a T-diagram to organise your thoughts.

  • Step 1: choose your topics. Write these in the headings of the diagram.
  • Step 2: brainstorm each topic. List facts and ideas in the column under each heading.
  • Step 3: note which facts or ideas are already in place at your school, and which might be new.

 

Speaking Task 7

Now, you've got your thoughts organized about aspects of food policy at your school. It's time to talk about your ideas with fellow teachers.

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 “These are important things to know about our food policies…”

 

Using ChatGPT

ChatGPT prompt 1: I want to talk about food policies at my school. 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: healthy snacking

Imagine, it's a new school year and there is a new rule being introduced regarding 'healthy snacks only' for snack time.

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

Parent

(fellow) Parents

Presentation

school rules regarding snack time

Teacher

(fellow) Teacher

Discussion

cultural education opportunities and snack time

School head

Students

Blog

healthy and unhealthy snacks

 

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 share information about a specific topic, such as allergy management.

✔ I can contribute to a conversation in a meeting about school snack policy.

✔ I can substantiate your point of view using various sources.

✔ I demonstrate cultural sensitivity in your discussions.

✔ 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 - snacktime 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
    2025-08-20 11:07:34
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    Van dit lesmateriaal is de volgende aanvullende informatie beschikbaar:

    Toelichting
    In this theme, students will learn to talk about the role of food in school.
    Leerniveau
    HBO - Bachelor;
    Leerinhoud en doelen
    Engelse taal en cultuur;
    Eindgebruiker
    leerling/student
    Moeilijkheidsgraad
    gemiddeld
    Studiebelasting
    7 uur 0 minuten
    Trefwoorden
    cefr, classroom english, english, professional conversation

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

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    Arrangement

    Oefeningen en toetsen

    Vocabulary test

    Text 1: matching vocabulary

    IMSCC package

    Wil je de Launch URL’s niet los kopiëren, maar in één keer downloaden? Download dan de IMSCC package.

    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

    Voor developers

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