English Year 3

Welcome in year 3!

In the third form (=het derde jaar) we are not going to work in the same way as you are used to. This means that we have two classes per week to work on our Skills. The Basics (words and grammar) will be incorporated (=verwerkt) in the Projects we will do.

This year we are going to spend time on the four language skills; Reading, Writing, Listening and Speaking. We are going to do this with genuine language tasks and projects. You will be working alone and in groups, depending on the assignment you receive.

New compared to (=vergeleken met) last year is that we will not work in Themes but in Projects and that you will have 3 big tests during your Test Weeks (=toetsweken).

Have a look around on this website to discover what you will be doing this year.

Course Outline

Course outline

Push the button to find the Course Outline (=lesplanner) for this school year. There will be one planner for the whole year!

Gebruik je s93/De Nieuwste School inloggegevens om de Course Outline te kunnen bekijken. De Course Outline wordt dit schooljaar steeds geupdate met nieuw lesmateriaal - heb je een les gemist of wil je alvast vooruit plannen? Houd de lesplanner dan goed in de gaten. Wanneer je huiswerk krijgt wordt dit altijd in je Magisteragenda genoteerd.

Leerdoelen (ik-kan uitspraken)

Tijdens de lessen Engels van dit jaar gaan we werken aan de verschillende taalvaardigheden: lezen, luisteren, spreken en schrijven. In je verdere schoolcarrière blijf je aan deze taalvaardigheden werken, dit zijn namelijk de cornerstones van elke taal! Een taal is opgedeeld in verschillende niveaus. Zie hiervoor de onderstaande afbeelding:

Op het eind van leerjaar 3M is het de bedoeling dat je op niveau A2+ zit. Om dat te bereiken gaan we werken aan verschillende leerdoelen die per taalvaardigheid geformuleerd zijn.

Op bovenstaand overzicht staan alle leerdoelen voor de verschillende taalvaardigheden. Dat zijn er veel! We zullen ze hieronder per taalvaardigheid neerzetten:

Voor luisteren hebben we dit jaar de volgende doelen en subdoelen:

Ik luister naar iemand die Engels tegen mij praat.
- Ik begrijp wat mij verteld wordt in alledaagse gesprekjes over wat iemand heeft gedaan of gaat doen.
- Ik begrijp het wanneer iemand mij verteld hoe het met hen gaat.
- Ik begrijp het wanneer iemand mij verteld over hun interesses of wat ze leuk vinden.
- Ik begrijp het wanneer iemand mij verteld over hun kleding, hobby’s, familie, etc.
Ik luister naar een gesprekje tussen mensen die Engels praten
- Ik begrijp waar alledaagse gesprekken van anderen over gaan in bijvoorbeeld een winkel, op straat, op het station, op de sportclub, etc.
Ik luister naar mededelingen en instructies
- Ik begrijp eenvoudige informatie over gemaakte afspraken.
- Ik begrijp een menu wanneer mij dit verteld wordt.
- Ik begrijp een korte uitleg, zoals een routebeschrijving, waar je iets kunt kopen, hoe iets werkt, wat je gaat doen, etc.
Ik kijk en luister naar TV, video- en geluidsopnames
- Ik begrijp de belangrijkste informatie uit nieuws-, sport-, YouTube filmpjes en reclameberichtjes over voor mij bekende onderwerpen.

Voor lezen hebben we dit jaar de volgende doelen en subdoelen:

Ik lees om me ergens op te oriënteren
- Ik kan online informatie vinden over evenementen, cursussen, een onderwerp dat ik leuk vind.
- Ik begrijp veelvoorkomende mededelingen, eenvoudige mailtjes, chatwisselingen, advertenties, etc.
Ik lees correspondentie
- Ik begrijp mailtjes over gemaakte afspraken, bestellingen, gevraagde informatie, etc.
Ik lees instructies
- Ik begrijp goed gestructureerde instructies zoals regels in een museum, hoe je iets maakt, recepten, etc.
Ik lees om informatie op te doen
- Ik begrijp eenvoudige teksten over hobby’s, kleding, vrije tijd, excursies.
- Ik begrijp nieuws over vertrouwde onderwerpen.

Voor schrijven hebben we dit jaar de volgende doelen en subdoelen:

Ik schrijf een notitie
- Ik maak eenvoudige berichtjes op een prikbord zoals routebeschrijvingen.
- Ik kan feedback geven aan klasgenoten, huiswerk noteren, etc.
Ik vul een formulier in
- Ik kan standaard formulieren invullen voor reserveringen, bestellingen, etc.
Ik correspondeer
- Ik kan persoonlijke mailtjes schrijven, berichten plaatsen op social media, meedoen aan eenvoudige chatsessies, etc.
Ik schrijf vrij
- Ik kan een verhaal over mezelf schrijven, een gedicht, schrijven over iets wat ik al heb gedaan of nog ga doen.

Voor spreken hebben we dit jaar de volgende doelen en subdoelen:

Ik spreek een groepje mensen toe
- Ik kan een korte presentatie geven over vertrouwde onderwerpen.
- Ik kan mededelingen doen over hoe laat iets begint, waar iets is, hoe iets werkt, etc.
Ik vertel iets
- Ik kan uitleggen wat ik wel of niet leuk vind.
- Ik kan uitleggen waar iemand moet zijn.
- Ik kan uitleggen wat ik zoek.

Voor gesprekken voeren hebben we dit jaar de volgende doelen en subdoelen:

Ik spreek tijdens formele bijeenkomsten
- Ik kan mijn mening geven als dat gevraagd wordt.
- Ik kan mijn dagschema of agenda doornemen.
Ik regel iets
- Ik kan iets bestellen, reserveren, iemand uitnodigen, op uitnodigingen reageren, iets voorstellen, reageren op een voorstel, een gesprek voeren aan een balie of een telefoon, een afspraak maken.
Ik voer een gesprekje
- Ik kan eenvoudige gesprekjes voeren over hobby’s, vrije tijd, school, games, films, muziek, etc.
- Ik kan mijn verontschuldigingen aanbieden en op andermans verontschuldigingen reageren.
- Ik kan mensen uitnodigen of op een uitnodiging reageren.
- Ik kan iets voorstellen en reageren op andermans voorstellen.
Ik wissel informatie uit
- Ik kan eenvoudige instructies/aanwijzingen geven of opvolgen.
- Ik kan praktische informatie uitwisselen over voor mij bekende dingen zoals op reis, in een winkel, etc.
- Ik kan informatie geven over mijzelf, telefoongesprekken voeren, etc.

Kijk voor meer informatie over leerdoelkaarten op https://www.slo.nl/thema/meer/10-14-onderwijs/leerdoelenkaarten/leerdoelenkaarten-moderne-vreemde-talen/ .

Tests

This year you will only take three 'tests' during the three different test weeks.

Test:	When? - Test week:
1. Gespreksvaardigheid A2	1
2. Lees/Luistertoets A2+	2
3. Schrijfvaardigheid A2	3

Basics

Documents to download

In het onderstaande document kun je de onregelmatige werkwoorden (irregular verbs) vinden - deze kun je gebruiken bij het vervoegen van werkwoorden naar de verleden tijd (Past Simple en Present Perfect).

Het is de bedoeling dat je deze woorden uit je hoofd leert - de rijtjes moet je kunnen toepassen bij het spreken of schrijven van Engelse zinnen.

Irregular Verbs (onregelmatige werkwoorden)

Video explanations (uitleg van de grammaticaonderwerpen)

Onder dit kopje vind je diverse video's van Grammar onderwerpen die we dit jaar behandelen. De Basics (words en grammar) wordt dit jaar verwerkt in de diverse Projects en Parts.

Mocht je in deze Projects een grammaticaonderwerp tegenkomen dat je lastig vindt, kun je uitleg vragen aan je expert. Het helpt dan als je de onderstaande instructievideo al bekeken hebt zodat je gericht hulp kan vragen over het deel dat je niet begrijpt.

Video explanation - Word order (zindsvolgorde in het Engels)

Video explanation - Modale hulpwerkwoorden

Video explanation - Past Continuous

Video explanation - Past Simple

Video explanation - Present Perfect

Video explanation - Adverbs & Adjectives (bijwoorden en bijvoeglijk naamwoorden)

Video explanation - Posessive Pronouns (bezittelijke voornaamwoorden)

Video explanation - Relative Pronouns (betrekkelijke voornaamwoorden)

Video explanation - Comparisons (trappen van vergelijking)

Video explanation - Much/Many e.a.

Project: Present yourself!

This first task for English class is going to be a Speaking Task.

You are going to give a presentation about yourself, talk about 2 photographs, and last but not least discuss a topic of your choice. You are going to record this presentation on film. That sounds quite easy, doesn't it?

The only rules are that the presentation has to be in English, lasts 5 to 8 minutes, and has to be about you personally. To help you out we've written out the 3 different tasks which should be in your video

Preparation (voorbereiding):

You must prepare for the video assignment by printing/selecting 2 photographs or pictures to talk about. You show these (printed) photos to your audience/viewers in your video. Make sure you show the pictures to your English expert (teacher) before you start recording your video in case they are not suitable.

Also, you select a topic you would like to tell your audience more about. This could be a news item, a novel you've read, a series you can't stop watching, your favourite food or recipe, your sport/hobby, etc.

Content (video inhoud):

Task 1 – introduce yourself (maximum 1,5 minutes)
You will introduce yourself briefly (name, age, family, hobbies).

Task 2 – photo exercise (maximum 2,5 minutes)
You will talk about the two different pictures you have selected. Be prepared to say, for example, who is in the picture, why you chose it, where it is, and so on. Make sure your viewers can see the pictures clearly! Edit them into your video or clearly show them on camera.

Task 3 – topic of your choice (maximum 3 minutes)
You are going to talk about a subject of your choice. You could, for instance, talk about one of your hobbies more elaborately (music, sports, your favourite series/film etc.), something that interest you a lot (culture, science, geography etc.), or even just about yourself and you goals in life: What are your qualities? What have you done in the last couple of years and what are your plans for the next couple of years?

Additional information (aanvullende informatie):

To support your presentation, you could design a PowerPoint or Prezi. If you’re even more creative you can decide to present yourself in a different way, but discuss this with your English expert before you continue. Remember that a good presentation always starts with an introduction and ends with a summary or conclusion.

In class you get the opportunity to prepare for your presentation. During one of the classes we’re going to provide each other with feedback. That is why we’re going to discuss the rules of feedback in class. How do you give someone a top? How do you give someone a tip? You are going to alter your presentation afterwards using the feedback you’ve received from a peer.

Your task is to film your presentation. Make sure your camera has the proper settings (good vision and proper sound) to record your presentation, also make sure I can see you on screen (don't record just your voice over a screen-cast).

You hand in the film clip via Microsoft Teams 'opdrachten' and will receive feedback form your peers and English expert.

This video is a good preparation for your first PT-test.

Learning objectives (leerdoelen)

Ik spreek een groepje mensen toe
- Ik kan een korte presentatie geven over vertrouwde onderwerpen.
Ik vertel iets
- Ik kan uitleggen wat ik wel of niet leuk vind.
Ik voer een gesprekje
- Ik kan eenvoudige gesprekjes voeren over hobby’s, vrije tijd, school, games, films, muziek, etc.
Ik wissel informatie uit
- Ik kan informatie geven over mijzelf.

Good luck and have fun!

Feedbackform - Project Present Yourself.docx

Project: Alice in Wonderland

Alice in Wonderland is one of the most famous stories ever written. It is originally called 'Alice's Adventures in Wonderland' and Lewis Carroll wrote it in 1865.

It tells the story about Alice. Alice is a young, adventurous girl and one day she falls down a rabbit hole into a strange fantasy world. In this world she meets the most peculiar creatures and gets involved in adventures we can't even imagine happening in our world above the rabbit hole.

I'm sure that all of you know, at least, the film 'Alice in Wonderland'. It's about time that we read some parts of the written story.

On this Project you can find some of the chapters of the book. We will read these chapters together before you can continue with some exercises about it.

Have fun!

Alice in Wonderland; Lesson 1

Today we're going to start exploring Wonderland by reading the first two chapters of 'Alice in Wonderland'. Read the questions before you start reading the text - this helps you focus on what is most important. Good luck and have fun!

But remember: We're all mad here!

Chapter 1 - Down the Rabbit-hole

Alice and her big sister sat under a tree one sunny day. Alice's sister had a book, but Alice had nothing with her. She looked at her sister's book. There were no pictures or conversations in it.

'Why is she reading a book without pictures or conversations?' she thought. 'I'm bored. I know! I'll look for some flowers.' Then she thought,' No, it's too hot for that and I feel sleepy'

Suddenly, a white rabbit ran past her. It took a watch from its jacket and looked at it.' Oh! Oh ! I'm going to be late!' it said.

'That's strange! A rabbit with a watch!' said Alice.

She jumped up and ran after the animal. It ran down a large rabbit-hole, so Alice went down the hole too. She didn't stop and ask,' How am I going to get out again?'

Alice fell down and down. But she fell very slowly and didn't feel afraid. 'What's going to happen next?' she wondered.

She looked round. There were cupboards in the walls of the rabbit-hole. Some of the cupboards were open, and there were books in them. Sometimes she saw pictures. She looked down, but she couldn't see any light.

Down, down, down. 'When will the hole end?' she wondered. Perhaps I'm going to come out in Australia! I'll have to ask the name of the country. " Please, madam, is this Australia or New Zealand?" No, I can't do that. They'll think I'm stupid.'

She thought about her cat, Dinah. 'What's Dinah doing? Will they remember her milk tonight? Oh, Dinah! Why aren't you here with me ? Perhaps there's a mouse here and you can eat it!'

♦

Suddenly, Alice was at the bottom of the hole. 'That didn't hurt' she said and sat up quickly. She could see the White Rabbit and she ran after him again. They were in a different rabbit-hole now.

'Oh, my ears and nose!' the White Rabbit cried.' It's getting very late!'

He ran faster and vanished through another hole. Alice followed him through the hole. Now she was in a very long room. She looked round for the White Rabbit, but she couldn't see him anywhere.

There were four doors in the room, but Alice couldn't open them. Also, she couldn't see the hole anywhere. 'How am I going to get out ?' she wondered.

Then she saw a little table. It had a very small key on it.

'Perhaps it will open one of the doors,' she thought. She took the key and tried to open each door with it. But it was no good. The key was too small.

'This key has to open something,' she thought.

Then she saw a very small door about 40 centimeters high. The little key opened it. She put her head down and looked through the door into a beautiful garden. She tried to walk through it, but she was too big. Sadly, she shut the door again and put the key back on the table.

'Why can't I get smaller?' thought Alice.' This is a very strange place - so perhaps I can.'

She looked at the table. There was a little bottle on it.

'That bottle was not on the table before,' thought Alice.

The bottle had ' DRINK ME' on it in large letters. Alice looked at it carefully.

'Is it all right to drink ?' she wondered.

'I'll drink a little,' she thought. She had some and it was very nice. So she had some more.' This feels strange,' said Alice.' I'm getting smaller and smaller!' - After a short time, she was only 25 centimetres high.

'Now I can go through that door,' she thought. She went to the door, but could not open it. The key was on the table. She went back to the table. But Alice was too short and she couldn't get the key. She tried to climb the table legs, but it was too difficult. The little girl sat down and cried.

'Alice! Alice!' she said after some minutes. 'Don't cry. It isn't going to help you. Stop now!'

Then she saw a little box under the table. She opened it. There was a cake inside. On it, she saw the words,' EAT ME'.

'Yes, I will eat it,'Alice said. 'Perhaps I'll get bigger and then I can get the key. Or perhaps I'll get smaller. Then I can get under the door into the garden.'

She ate some cake.

'Will I go up or down?' she wondered. She felt the top of her head with her hand. But nothing happened — she stayed the same size. So she finished the cake.

Task 1 - Questions about Chapter 1
Beantwoord de onderstaande vragen in volle zinnen - als de vraag in het Nederlands is, antwoord je in het Nederlands. Als de vraag in het Engels is, antwoord je in het Engels.

1. Alice zit samen met haar zus in de tuin. Haar zus leest een boek maar Alice vindt het boek maar niets. Waarom zou Alice dit boek zelf niet willen lezen?

2. Geef twee redenen waarom Alice toch geen bloemen wil gaan plukken. Ze wil geen bloemen gaan plukken omdat, ... en ... .

3. Wat haalde de witte haas uit zijn jaszak?

4. Op een gegeven moment gebeurt het volgende: 'It ran down a large rabbit-hole, so Alice went down the hole too. She didn't stop and ask,' How am I going to get out again?'. Hoe zou je het karakter van Alice omschrijven nu je het bovenstaande leest? Omschrijf haar karakter in het Nederlands.

5. What does Alice see when she falls down the rabbit-hole? Name two items in English.

6. Wat vraagt Alice zich af zodra ze aan het einde van het konijnenhol vier deuren ziet die ze niet openkrijgt? Ze vraagt zich af of...

7. De sleutel die op tafel ligt opent geen van de vier deuren. De sleutel opens wel een klein deurtje van ongeveer 40 cm groot.
a) Wat ziet Alice als ze door het deurtje kijkt?
b) Waarom gaat Alice in eerste instantie niet door het deurtje?

8. Alice finds a little bottle labled 'drink me'. Describe, in your own words, what happens when she finished the drink.

9. Waarom kan Alice alsnog niet door het deurtje na het drinken van het 'drink-me' drankje?

10. Waarvoor denkt Alice dat de 'eat-me' cake is? Zou het werken denk je?

Task 2 - Past tense; de verleden tijd
Het eerste deel van het verhaal is in de verleden tijd geschreven. Als iets in het verleden gebeurd is, en er staat in de zin wanneer dit was, gebruik je de Past Simple. Als iets in het verleden gebeurd is, en er staat niet in de zin wanneer dit was, gebruik je de Present Perfect.

1. Bekijk de Uitlegvideo van de Past Simple en de Present Perfect. Gebruik je oortjes of koptelefoon!

2. Vul, in je eigen woorden, het onderstaande schema aan. Kopieer en plak het schema in je Word of Google Docx document:

Past Simple

Present Perfect

Wanneer gebruik je deze vorm?

In bevestigende zinnen (+)

hele ww + ed of

tweede rijtje van de onregelmatige ww

voorbeeldzin:

In ontkennende zinnen (-)

voorbeeldzin:

Haven’t of hasn’t + voltooid deelwoord (ww+ed of 3^e rijtje onregelmatige ww)

voorbeeldzin:

In vragende zinnen

(?)

Did … + hele ww?

voorbeeldzin:

3. Vul in de onderstaande zinnen de juiste vorm van de Past Simple of de Present Perfect in. Let op: je kan maar één van deze tijden gebruiken om de zin juist te maken - het schema dat je bij vraag 2 gemaakt hebt kan je helpen bij het kiezen van de juiste tijd en werkwoordsvervoeging.

a) Alice and her sister ... (lezen) a book in the garden yesterday.
b) Alice ... (vallen) down the Rabbit Hole.
c) The mouse ... (wilde niet) to talk with Alice about cats or dogs.
d) ... Alice ... (weten) that she would grow bigger at the end of the day?
e) ... I ever ... (vertellen) you that this is my favourite story ever?

4. Now it's your turn! Tell me about your day yesterday - maak drie zinnen over wat je gisteren gedaan hebt. Bedenk goed of je hiervoor de Past Simple of de Present Perfect moet toepassen.

Chapter 2 Alice's Tears

'Oh! What's happening?' cried Alice. 'I'm getting taller and taller!' She looked down. 'Goodbye, feet! Who will put your shoes on for you now? I can't do it! I'll give you some new shoes for Christmas. I'll have to send them to you!'

In a short time, Alice was more than three metres high.

'I want to go into that garden!' she thought. She took the little key from the table. Then she went to the door and opened it. But she was too big and couldn't go through it.

She sat down and began to cry again. Because she was very big, her tears were very big too.

'Alice, stop it this minute! Don't cry!' she said.

But she couldn't stop the big tears and after a time there was water everywhere.

♦

She heard the sound of small feet. She looked down and there was the White Rabbit again. He had his best clothes on, and in one hand he had a white hat.

'Oh, the Duchess, the Duchess!' he said.' She'll be angry with me because I'm late!'

Alice wanted to ask him for help. 'Please, sir — ' she said very politely.

The White Rabbit jumped. He ran out of the room and his hat fell from his hands. Alice took the hat.

'Am I different?' she wondered. 'I was Alice yesterday, but everything is different today. Perhaps I'm not me now. So who am I? That's the question.'

She began to think about her friends. 'Perhaps I'm one of them,' she thought.' I'm not Ada because her hair is different to mine. I don't want to be my friend Mabel, because she doesn't know very much. I know more than she does.' Then she thought, ' Do I know more ? Let me see. What's four and four ? Eight. Eight and eight is sixteen. Sixteen and sixteen is .. . Oh! I can't remember!' And she started to cry again.

But this time her tears were small tears — she was small again! 'Why ?' she wondered. Then she understood. She had the White Rabbit's hat in her hand.

'I'm smaller because I've got the hat in my hand!' she thought.

She put the hat on. It was the right size for her head.

Am I smaller than the table now ?' she wondered. She went to the table and stood next to it. She was smaller than the table.' I'm getting smaller all the time!' she cried.' I'm going to vanish!' She quickly took the hat off.

'Now I can go into the garden!' thought Alice, and she started to run to the little door. But before she got there, she fell into some water. She tried to put her feet on the ground but she couldn't. She had to swim.

'I'm in the sea!' she thought. But it wasn't the sea. The water was her tears.

♦

Something was in the water — Alice could hear it.' Perhaps it's a big fish or sea animal,' she thought. She looked round. There, very near her, was a mouse.

'I'll speak to it,' thought Alice. 'Everything is strange here. Perhaps it can speak and understand me.'

'Oh Mouse,' she said. ' Do you know the way out of this room?' The Mouse didn't answer.

'Perhaps it doesn't understand English. Perhaps it's a French mouse,' Alice thought. She remembered some words from her schoolbook, so she spoke to the mouse in French.

'Where is my cat ?' she asked.

The Mouse moved quickly away from her.

'Oh, I'm sorry,' said Alice. 'I forgot. You're a mouse, so you don't like cats.'

'Don't like cats!' cried the mouse. 'I'm a mouse. Of course I don't like cats!'

'No,'Alice said. 'No. But I think you will like Dinah. She is a nice, dear thing. She's very quiet and good. She catches a mouse every day - Oh! You're angry again! We won't talk about Dinah any more - '

' We!' cried the Mouse.' I never speak about cats! Our family hates cats! I don't want to hear any more about them.'

' No, no,' said Alice quickly.' Perhaps — perhaps you like dogs ? There's a very nice little dog near our house. It likes playing with children but it works too. It kills all the m — Oh! I'm sorry!'

The Mouse looked angrily at her and swam quickly away. 'Dear Mouse!' said Alice softly. ' Come back again and we won't talk about cats or dogs.'

When the Mouse heard this, it turned round. It swam slowly back. 'All right,' it said. 'I'll talk to you, but let's get out of the water.'

They climbed out and Alice looked round. There were a lot of animals and birds in the water. When they saw her, they got out of the water too.

Task 4 - Questions about Chapter 2
Beantwoord de onderstaande vragen in volle zinnen - als de vraag in het Nederlands is, antwoord je in het Nederlands. Als de vraag in het Engels is, antwoord je in het Engels.

1. In korte tijd groeit Alice flink. Citeer (= neem over) het gedeelte uit de tekst waaruit dit blijkt.

2. Waardoor vulde de kamer waar Alice in verbleef zich vlug met water?

3. In de tekst lees je: 'Alice, stop it this minute! Don't cry!' she said. Naar wie verwijst 'she' in deze zin?

4. Wat droeg de White Rabbit toen Alice hem door het deurtje zag? Beschrijf wat de muis aanhad zo gedetailleerd mogelijk.

5. Waardoor kromp Alice uiteindelijk zo klein dat ze wel door het deurtje kon?

6. De muis snapt de Engelse vragen van Alice niet. Dan bedenkt Alice een nieuwe manier om haar vragen te stellen.
a) Op welke manier stelt Alice haar vragen nu?
b) Snapt de muis haar dan wel?

7. Waarom denkt Alice dat de muis haar kat, genaamd Dinah, wel aardig zou vinden? Citeer (= neem over) het gedeelte uit de tekst waaruit dit blijkt.

8. Op een gegeven moment zegt Alice het volgende: 'Perhaps — perhaps you like dogs ? There's a very nice little dog near our house. It likes playing with children but it works too. It kills all the m — Oh! I'm sorry!' Alice maakt haar zin niet af. Welk woord denk je dat ze wilde zeggen?

Task 5 - Word Order/ zinsvolgorde
In het Engels hanteren we een vaste zinsvolgorde. Dit betekent dat alle zinsdelen op een logische wijze na elkaar komen. Om goede Engelse zinnen te schrijven of spreken is het belangrijk dat je de vaste zinsvolgrode aanhoudt.

1. Bekijk de Uitlegvideo van Word Order. Gebruik je oortjes of koptelefoon!

2. Niet alles zinsdelen komen in een (Engelse) zin voor. Welke zinsdelen kun je altijd in een zin terugvinden? Leg je antwoord uit in het Nederlands.

3. Vertaal de onderstaande zinnen naar het Engels. Gebruik hiervoor de kennis van de vaste zinsvolgorde én zet de zinnen in de juiste grammaticale tijd (Present Simple - Past Simple enz.). Twijfel je? Vraag een stamgroepgenoot om hulp.

a) Alice pakte het kleine sleuteltje van tafel.
b) Gisteren huilde Alice grote tranen omdat ze zelf ook groot was.
c) The White Rabbit draagt vandaag zijn mooiste kleren in de tuin.
d) Alice werd steeds kleiner en haar tranen ook.
e) Alice klom uit het water nadat de muis ook uit het water klom.
f) Ik heb het verhaal van Alice nog nooit eerder gelezen.

Task 6 - Words
Dit jaar oefenen we met woordenschat door veel met elkaar te lezen - we zullen minder snel woordjes leren vanaf een bestaande woordenlijst.

Inmiddels heb je twee hoofdstukken van het het verhaal van Alice gelezen. Waarschijnlijk kende je al veel woorden, maar misschien bevatten de hoofdstukken ook woorden die je nog niet (helemaal) kent. Noteer uit de twee hoofdstukken minimaal 7 woorden die je nog niet kent of die je moeilijk vindt (om te schrijven). Kopieer en plak de zin waarin het woord staat en zoek vervolgens naar de vertaling. Je kan hiervoor Google Translate en/of Vertalen.nu gebruiken. Een papieren woordenboek mag uiteraard ook.

Tip: Vind je het lastig om 'moeilijke' woorden te vinden omdat je al een grote woordenschat hebt? Kies dan 7 woorden uit waarvan je denkt dat iemand uit leerjaar 2 ze niet kent.

Gebruik voor deze opdracht het onderstaande schema:

Which word did you find?	What is de the sentence the word is in?	Translation (=vertaling)?
Example: conversations	There were no pictures or conversations in it.	gesprekken
...	...	...
...	...	...

Alice in Wonderland; Lesson 2

Today we will continue exploring Wonderland by reading the next two chapters of 'Alice in Wonderland'. Read the questions before you start reading the text - this helps you focus on what is most important. Good luck and have fun!

'We all want to get warm. So let's have a race — a Caucus race.'

Chapter 3 - A Race

Alice and the birds and animals felt cold and wet. The largest bird spoke to Alice.

'Good afternoon,' it said loudly.' I am the Dodo.'

'What is a Dodo?' thought Alice, but she smiled politely. ' Hello, Dodo. I'm Alice,' she said.

' I have an idea,' said the Dodo.' We all want to get warm. So let's have a race — a Caucus race.'

'What is a Caucus race?'Alice asked.

'I can tell you,' said the Dodo,'but I won't. I'll show you! That will be easier.'

He put the animals and birds in different places in the room. In a race, somebody usually says,' One, two, three, go!' But the Dodo didn't do that. Everybody started to run at different times and stopped at different times too. After half an hour, the Dodo cried,' Everybody stop!' All the birds and animals stopped. Then they all came to the Dodo and stood round it. 'Who was first? Who was first?' they shouted.

The Dodo had to think about it. He sat for a long time with his finger in his mouth. Then he said, 'Everybody was first. So everybody can have a chocolate.'

' But who will give us the chocolates ?' the Mouse asked.

' She will,' the Dodo said and looked at Alice. The birds and animals came and stood round Alice.

' Chocolates, chocolates!' they cried.

' What am I going to do ?' thought Alice.' I haven't got any chocolates.' But then she saw a box of chocolates near her feet.

' Here we are,' she said, and opened the box. There was one chocolate for each bird and animal.

' But Alice has to have something, you know,' said the Mouse.

' Of course,' the Dodo answered. He turned to Alice.' What can you have ?' he asked.

' I can have the box,' said Alice sadly.

' Give it to me,' said the Dodo and Alice gave it to him.

They all stood round Alice again, and the Dodo gave her the box.

' Please take this beautiful box,' he said.

' This is very stupid,' thought Alice and she wanted to laugh. But she didn't. She took the box and smiled politely.

♦

The animals and birds ate their chocolates noisily. Some of them cried. The big animals and birds wanted more. But the chocolates were too big for the small birds, and they had to eat them very slowly. When they finished their chocolates, they sat and looked at Alice.

' Oh, where is Dinah ?' said Alice.' I want her with me.'

'And who is Dinah?' the Dodo asked.

Alice loved to talk about her cat.' Dinah's our cat. She's very nice. And very clever and fast. She can catch a mouse in the morning for her breakfast and a little bird in the evening for her dinner - Oh! I'm sorry!'

It was too late. The birds and animals started leaving.

One old bird said, 'I really have to go home. It gets so cold at night!'

Another bird called to her children,' Come away, my dears! It's time for bed!'

They all spoke politely to Alice and left the room. 'Oh, why did I talk about Dinah?' cried Alice.' Nobody likes Dinah down here, but she's the best cat in the world. Perhaps I'll never see her again!'

She sat down and started to cry again. After a time, she heard the sound of small feet and looked up.

'Perhaps it's the Mouse,' she thought.

Task 1 - Questions about Chapter 3
Beantwoord de onderstaande vragen in volle zinnen - als de vraag in het Nederlands is, antwoord je in het Nederlands. Als de vraag in het Engels is, antwoord je in het Engels.

1. Als Alice, de vogels en de dieren uit het water komen zijn ze koud en nat. Welk plan heeft de Dodo om weer op te warmen? Citeer het gedeelte uit de tekst waaruit je antwoord blijkt.

2. Wat houd de Caucus Race in? Geef je omschrijving in het Nederlands.

3. Welke hoofdprijs ontvangt de winnaar/ontvangen de winnaars? Beantwoord deze vraag in het Nederlands.

4. Stelling - 'Het voelt een beetje alsof Alice een troostprijs heeft gekregen'. Leg uit of je het met deze stelling eens of oneens bent. Gebruik de informatie uit het verhaal om je mening te onderbouwen.

5. True or False: 'The animals enjoyed their chocolates in peace and quiet.' Explain your answer.

6. Alice is dol op haar kat Dinah. Op een gegeven moment vertelt ze over haar aan de Dodo. Aan de hand van welke kwaliteiten omschrijft Alice haar kat Dinah?

7. Welke emotie(s) ervaart Alice aan het einde van het verhaal? Waarom voelt zij zich zo? Geef antwoord in volle Nederlandse zinnen.

Task 2 - Could have, Would have, Should have
In het Engels gebruiken we de hulpwerkwoorden Could have, Would have en Should have om aan te geven dat we iets hadden kunnen doen, hadden willen doen of hadden moeten doen. Door deze hulpwerkwoorden te gebruiken krijgt een zin met dezelfde zinsdelen toch een andere betekenis.

1. Wat betekenen de volgende zinnen? Vertaal ze zo volledig mogelijk naar het Nederlands.
a) Alice could have listened to the Dodo when she got out of the water, but she was afraid.
b) Alice would have listened to the Dodo when she got out of the water, but she was afraid.
c) Alice should have listened to the Dodo when she got out of the water, but she was afraid.

2. Wat betekenen de volgende zinnen? Vertaal ze zo volledig mogelijk naar het Engels.
a) De dieren hadden de chocolaatjes met elkaar moeten delen, maar aten ze zelf op.
b) De dieren hadden de chocolaatjes met elkaar kunnen delen, maar ze hadden teveel honger.
c) De dieren hadden de chocolaatjes met elkaar willen delen, maar er waren er niet genoeg.

3. Now it's your turn! Write three different sentences in which you describe something that you could have done, would have done, and should have done (but didn't). Keep in mind that these sentences should be true in your situation - that means you write your own sentences and don't work together with a classmate for this part of the exercise. Zorg dat could have, would have en should have allemaal één keer gebruikt worden.

4. Mix it up! Voor deze opdracht ga je hetzelfde doen als bij opdracht 4, maar bedenk je één zin die in jouw geval onjuist is. Maak dus drie zinnen waarin je could have, would have en should have gebruikt waarvan er 2 juist en 1 onjuist is. Zorg dat could have, would have en should have allemaal één keer gebruikt worden.

5. Work together with a classmate and tell them the 3 sentences you wrote down in exercise 4. Your classmate is going to guess which two sentences are true and wich one is false. Finished? Switch roles.

Tip: vind je het nog lastig om de hulpwerkwoorden could have, would have en should have uit elkaar te houden? Bekijk dan deze uitlegvideo waarin het nogmaals rustig wordt uitgelegd. Je mag hiervoor de Engelse of Nederlandse ondertiteling aanzetten.

Chapter 4 - The White Rabbit's House

It was not the Mouse. It was the White Rabbit. He came slowly into the room.

'Oh, my ears and nose!' he said quietly.' The Duchess! The Duchess! She'll be angry! They'll cut off my head, I know! Oh, where is it ? Where did it fall ?'

'He's looking for his hat,' thought Alice.

She wanted to help him, but she couldn't see the hat anywhere. She looked round. Everything was different now. She wasn't in the long room any more, and there was no table or water. She was outside again, in the country.

The White Rabbit saw her. 'What are you doing out here, Mary Ann ?' he asked angrily.' Run home this minute and bring me a hat. Quick, now!'

♦

Alice didn't say,' I'm not Mary Ann.' She felt too afraid. She ran fast and after a short time, she came to a pretty little house. Above the door were the words 'w. RABBIT'. She went in and ran up the stairs. ' This is very strange,' she thought.' I hope I don't meet Mary Ann. Why am I bringing a rabbit his hat ? Perhaps when I get home, I'll do things for Dinah. Perhaps I'll watch mouse-holes for her!'

She went into a small room. There, on a table, was a hat and a little bottle. Alice took the hat and looked at the bottle. It didn't have the words' DRINK ME' on it, but she drank from it.

'I know something interesting will happen,' she thought. 'When I eat or drink something here, it always does. I hope I get bigger this time. I don't like being small.'

She drank half the bottle. 'Oh, I'm getting much taller!' she cried.' Oh!' Her head hit the top of the house and she put the bottle down quickly.

' Oh no!' she thought.' I hope I don't get taller!'

She sat down. But after a very short time she was too big for the room. She had to put one arm out of the window and one foot in the fireplace.

' I can't do any more,' she thought.' What will happen to me ?'

She waited for some time, but she didn't get bigger.

'Well, that's good,' she thought. But then she tried to move and couldn't. She didn't feel well and she was very unhappy.

' I'm never going to get out of here,' she thought.' It was much nicer at home. First I get larger, then I get smaller, then larger ... Oh, why did I go down the rabbit-hole? But it is interesting here. Perhaps somebody will write a book about this place — and about me! Perhaps I will, when I'm bigger.' Then she remembered.' But I'm bigger now!'

She heard somebody outside.' Mary Ann, Mary Ann! Where are you ? Bring me my hat!' The words came from the garden, outside the window. It was the White Rabbit.

♦

He came inside and ran up the stairs to the room. He tried to open the door. But he couldn't because Alice's back was next to it.

'I'll climb in through the window,' the Rabbit said.

'Oh no, you won't,' thought Alice. She waited and listened. One of her arms was outside the window. When she could hear the Rabbit outside the window, she moved her arm up and down. There was a little cry.

'Pat, Pat, where are you ? Come here!' shouted the Rabbit.

'Coming, sir,' somebody — or something — answered.

'What's that in the window ?' asked the Rabbit.

'It's an arm, sir,' Pat answered.

'Don't be stupid! How can it be an arm? It's too big!'

'It is very big, but it is an arm, sir.'

'Well, what's it doing up there ? Take it away!' said the Rabbit angrily.

Alice moved her arm again. Now there were two little cries. Everything was quiet for a short time, then something hard hit her arm.

'That hurt!' said Alice.

Something came through the window and fell on the floor. Alice looked down. It was a little cake.

'A cake ? Why did they throw a cake ?' she wondered.

Then she thought,' I'll eat it and perhaps I'll get smaller again. I can't get bigger!' So she ate the cake and two or three minutes later she was small again. She ran out of the house as quickly as she could.

The White Rabbit saw her. He ran after her but Alice ran too fast for him. After some time, she came to a wood. She was tired because she was very small now.

'I have to get bigger again,' said Alice.' But how ? I have to eat or drink something, but the question is — what ?'

That was the question. She looked all round her, but she couldn't see anything with 'eat me' or 'drink me' on it. There were some mushrooms near her. Some were white and some were brown. 'I eat mushrooms for dinner,' she thought. 'I'll eat some mushroom and perhaps I'll get bigger again.'

One white mushroom was as big as Alice. She stood up tall and looked over the top. There, on top of the mushroom, was a large green caterpillar.

Task 3 - Questions about Chapter 4
Beantwoord de onderstaande vragen in volle zinnen - als de vraag in het Nederlands is, antwoord je in het Nederlands. Als de vraag in het Engels is, antwoord je in het Engels.

1. The White Rabbit has lost his hat somewhere. What does he think the Duchess's reaction will be once she finds out? Answer in a full English sentence.

2. With whom does the White Rabbit confuse Alice? Answer in a full English sentence.

3. At one point we read the following: 'The White Rabbit saw her. 'What are you doing out here, Mary Ann ?' he asked angrily.' Run home this minute and bring me a hat. Quick, now!''. Who is Mary Ann in this case?

4. How does Alice know in which house she needs to look for the White Rabbit's hat?

5. Apart from the hat Alice also finds something else. What does she find alongside the hat?

6. Something very strange happens upon finding the item laying next to the hat. Describe the following events in your own words. Use full sentences!

7. How does Alice shrink to her smaller size again? Answer in a full English sentence.

8. Why does Alice want to find something that says 'drink me' or 'eat me' on it?

9. What does Alice find on top of the massive, white mushroom?

Task 4 - Adjectives and Adverbs

In het Engels gebruiken we Adjectives (=bijvoeglijk naamwoorden) en Adverbs (=bijwoorden) om zinnen aan te kleden.

We gebruiken Adjectives om iets te zeggen over het zelfstandig naamwoord (The yellow leaves on the tree. -> wat voor bladeren aan de boom? Gele; gele is dus het bijvoeglijk naamwoord).

We gebruiken Adverbs om iets te zeggen over een zin, een werkwoord of een bijvoeglijk naamwoord. (The girl sang beautifully. -> Hoe zong het meisje? Prachtig; prachtig is dus het bijwoord).

Gebruik de wat en de hoe vraag om een bijvoeglijk naamwoord of een bijwoord te vinden.

1. Zijn de onderstreepte woorden uit onderstaande zinnen een bijvoeglijk naamwoord (wat-woord) of een bijwoord (hoe-woord)?
a) She is such a kind person - she does so much for her peers.
b) They often talk about their future together.
c) I think English is an easy language.
d) Shanique could have easily done the homework herself, but she chose to copy it from Cal.
e) Dogs can smell really well with their noses.
f) It is always a good idea to ask for help when you're in doubt.

2. Bekijk de uitlegvideo over het maken van een bijwoord. In short maak je een bijwoord door -ly achter het bijvoeglijk naamwoord te plakken. Soms zijn er echter uitzonderingen - deze woorden hebben een eigen vorm.

Bijvoeglijk naamwoord	Bijwoord
deep	deep (of deeply)
fast	fast
fair (eerlijk)	fair (of fairly)
low	low
hard	hard
high	high (of highly)
late	late
long	long
loud	loud (of loudly)
right	right (of rightly)
straight	straight
wrong	wrong (of wrongly)

a) Create 5 sentences in which you use the following words as an adverb (bijwoord): beautiful/fast/quiet/happy/angry.

b) Create 5 sentences in which you use the same words as an adjective (bijvoeglijk naamwoord): beautiful/fast/quiet/happy/angry.

c) Now create 2 sentences with adverbs of your own choice.

d) Now create 2 sentences with adjectives of your own choice.

Task 5 - Words
Dit jaar oefenen we met woordenschat door veel met elkaar te lezen - we zullen minder snel woordjes leren vanaf een bestaande woordenlijst.

Tip: Vind je het lastig om 'moeilijke' woorden te vinden omdat je al een grote woordenschat hebt? Kies dan 7 woorden uit waarvan je denkt dat iemand uit leerjaar 2 ze niet kent.

Gebruik voor deze opdracht het onderstaande schema:

Which word did you find?	What is de the sentence the word is in?	Translation (=vertaling)?
Example: politely	'What is a Dodo?' thought Alice, but she smiled politely.'	beleefd- netjes
...	...	...
...	...	...

Alice in Wonderland; Lesson 3

Today we will read our final two chapters of 'Alice in Wonderland' together. Of course, there are more chapters to the novel, but we won't read or discuss them during class. Would you like to finish the story yourself? Ask your expert for the remaining chapters and they will send them to you via Magister.

Read the questions to today's tasks before you start reading the text - this helps you focus on what is most important. Good luck and have fun!

'You're as mad as a hatter!'

Chapter 5 - The Caterpillar

The Caterpillar looked at Alice for some time before it spoke. Then it said slowly,' Who are you ?'

It was a difficult question. 'I ... I don't really know, sir,' Alice said. 'I was Alice when I got up this morning. But then I changed — and then I changed again — and again.'

' What do you mean ?' the Caterpillar asked.

'I don't know,'Alice answered.' You see, I'm not me now.'

' I don't understand,' said the Caterpillar.

'I'll try and tell you,' said Alice.'You see, I change all the time. It's very difficult for me.'

' Why ? I can change very easily.'

'Well, perhaps it's not difficult for you, but it is for me,' . said Alice.

' For you ? Who are you ?' said the Caterpillar and laughed. Alice felt angry. 'It asked me that question before,' she thought. She stood very tall and said,' I will tell you, but first, you tell me. Who are you ?'

' Why do I have to tell you ?' asked the Caterpillar.

This was another difficult question and Alice could not answer it.

'This caterpillar isn't very friendly,' she thought. So she walked away.

♦

'Gome back!' the Caterpillar called. 'I want to tell you something important.' Alice turned and came back again.

' Don't get angry,' said the Caterpillar.

' Is that all? 'Alice asked. She felt very angry with the Caterpillar.

' No,' said the Caterpillar.

It did not speak for some minutes, then it said, 'So you're different, are you ?'

'Yes, I am, sir,' said Alice.' I can't remember things, and my size changes all the time. Sometimes I get bigger and then I get smaller again.'

'So you can't remember things,' said the Caterpillar.'Try this. Repeat, "You are old, Father William."'

Alice put her hands behind her back and repeated:

' You are old, Father William,' the young man said,

'And your hair is now very white;

So why do you often stand on your head —

Do you think at your age it is right ?'

' You are old, Father William,' the young man said, 'You are old and really quite fat; But you jump up and down and turn round and round, Now what is the answer to that ?'

' That is not right,' said the Caterpillar.

' I know. Some of the words are different,' said Alice.

' It's wrong from beginning to end,' said the Caterpillar. It was quiet for a time. Then it asked,' What size would you like to be ?'

' I'd like to be taller,' said Alice.' Seven centimetres is too small.'

'Seven centimetres is a very good size,' said the Caterpillar angrily It stood up very tall.

' It's a good size for you, but not for me,' said Alice. And she thought,'Why does it get angry all the time?'

The Caterpillar was quiet for some minutes. Then it climbed down the mushroom. 'Eat from my mushroom and you'll get bigger. Eat from that brown mushroom there and you'll get smaller,' it said. It started to move away. A minute later, it vanished behind a flower and Alice never saw it again.

♦

Alice looked at the two mushrooms and thought for a minute. Then she went to the Caterpillar's mushroom and broke off some of it with her right hand. She went to the brown mushroom and did the same with her left hand.

She ate some of the brown mushroom. Suddenly, her head hit her foot.

' Oh!' she cried.' I'm really small!'

She quickly ate a little from the white mushroom in her left hand. She started to get bigger. She ate some more, and got very tall. Then she ate some from one hand and some from the other. In a short time, she was her right size again.

She felt quite strange.' What shall I do now ?' she wondered.' I know! I'll look for that beautiful garden.'

She began to walk through the wood. After some time, she came to a little house. It was about one metre high.

' I can't go inside, I'm too big,' Alice thought.' The people in the house will be afraid of me. I know! I'll eat some of the brown mushroom.'

When she was 18 centimetres high, she walked to the house. She opened the door and went in.

Task 1 - Questions about chapter 5
Beantwoord de onderstaande vragen in volle zinnen - als de vraag in het Nederlands is, antwoord je in het Nederlands. Als de vraag in het Engels is, antwoord je in het Engels.

Why is it easy for the Caterpillar to change? Antwoord in het Nederlands.
What does Alice think of the Caterpillar and why? Antwoord in het Nederlands.
Alice has forgotten many things in Wonderland and then the Caterpillar tries to get Alice’s memory back. Does it work or not? Answer in English.
Why is the Caterpillar constantly angry with Alice? Antwoord in het Nederlands.
Geef een voorbeeld in het Nederlands hoe zoiets in het echte leven ook kan voorkomen.
Beschrijf hoe Alice het aanpakte met de paddenstoelen. Wat vind je daarvan?
How would you change your size if you were Alice? Answer in English.
Veel mensen denken dat dit hoofdstuk te maken heeft met puberteit/opgroeien. Leg uit waarom.

Task 2 – Grammar
Kijk terug naar de tekst en focus je op de grammatica. Voor extra uitleg kun je de video's bekijken in de Basics.

Noteer 3 zinnen uit de tekst met de Present Simple (wanneer je praat over feiten en gewoontes in de tegenwoordige tijd), 3 zinnen uit de tekst met de Past Simple (wanneer je praat over iets in het verleden wat afgelopen is) en 3 zinnen uit de tekst met de Present Perfect (wanneer je praat over iets wat in het verleden begonnen is en nu nog bezig is OF wanneer je praat over iets in het verleden waar je nu nog effect van ziet).

a) Kopieer en plak de onderstaande tabel naar je Word of Docx document en vul deze aan.

Present Simple	Past Simple	Present Perfect
Zin 1	Zin 1:	Zin 1:
Zin 2	Zin 2:	Zin 2:
Zin 3	Zin 3:	Zin 3:

b) Maak 2 zinnen waar je het hebt over feiten en gewoontes (Present Simple).

c) Maak twee zinnen over het verleden wat volledig afgelopen is (Past Simple).

d) Maak 2 zinnen over iets wat in het verleden begonnen is en wat nu nog bezig is/waar je nu nog effect van ziet (Present Perfect).

Task 3 - Grammar
Schrijf een kort tekstje over iets wat je vorige week gedaan had en let op de regels van de Past Simple en Present Perfect. Gebruik 100-130 woorden.

Tip: kijk de onderstaande filmpjes nog een keer om zeker te zijn dat je de juiste Grammaticale Tijd toepast. Filmpje over de Past Simple & Filmpje over de Present Perfect.

Chapter 6 - The Duchess and the Cheshire Cat

Inside, a large, ugly woman sat with a baby in her arms. There was a cook by the fire and there was food on the table. Near the fire, there was a large cat with a big smile. This smile went from ear to ear on its face.

'I think that woman is the Duchess,' thought Alice.' Can girls speak to Duchesses ?' she wondered.

But the Duchess did not say anything to her, so Alice asked, ' Please, why is your cat smiling ?'

' Because it's a Cheshire Cat, that's why,' said the Duchess.

' So Cheshire Cats can smile. I didn't know that,' said Alice.

' You don't know much,' said the Duchess.

' That's not very polite,' thought Alice.

She started to say something. Suddenly, the cook threw a plate at the Duchess. The Duchess didn't move. The cook threw more things - plates, cups, spoons. Some of them hit the Duchess and the baby. The Duchess did nothing, but the baby started to cry. ' Oh, don't throw things at the baby!' cried Alice.' You'll hit its pretty nose!'

' You be quiet, it isn't your baby!' the Duchess shouted. She began to sing to it. These were the words of the song:

Be angry with your little boy, And hit him when he cries: He has to know that he's a child, He's really not your size!

The cook sang the song too. When they finished, they sang it again. The Duchess started to throw the baby up and down. At the end of the song, she threw the baby to Alice.

'Here, you can have it now,' she said. 'I have to get ready. I'm going to see the Queen.'

The cook threw another plate at the Duchess. It didn't hit her, but she left the room quickly.

♦

Alice looked at the baby. It was a strange little thing and not very pretty. She took it outside.' I'll have to take this child away from here, or they'll kill it!' she thought. The baby made a strange little sound and she looked at it again.

' Its nose is changing!' she cried. She looked at it very carefully. ' Its face is changing, everything is changing! Oh! It's not a baby any more, it's a pig!'

It was very strange, but the baby was now a pig.

' What am I going to do with it ?' Alice thought. The pig made another, louder sound. Alice put the little animal down and it ran happily away into the wood.

'It wasn't a pretty baby, but it's quite a pretty pig,' thought Alice.

♦

She looked round her and jumped. The Cheshire Cat was up in one of the trees. The Cat smiled at Alice.

' It looks kind, but perhaps it will get angry. They all get angry in this place,' thought Alice. So she spoke to it very politely. ' Cheshire Cat, dear,' she said.

The Cat's smile got bigger.

'Please, can you help me? I want to go somewhere new,' said Alice.

'Where do you want to go ?' asked the Cat.

' Somewhere different,' Alice said.

'Somewhere different,' repeated the Cat. It thought for a minute or two. Then it said, 'Walk that way and you'll come to a house. A man lives there. He makes hats and he's very strange. We call him the "Mad Hatter".'

' But I don't want to meet a strange man,' said Alice.

The cat didn't answer her. It said,' Walk this way and you'll find the March Hare. He's strange too.'

'But I told you, I don't want to meet strange animals.'

'Oh, you can't help that,' said the cat. 'We're all strange here. I'm strange. You're strange.'

' How do you know I'm strange ?' asked Alice.

' Of course you are,' the Cat said. 'Everybody's strange here. I'm very strange. I laugh when I'm sad, and I cry when I'm happy. That's strange. Are you going to see the Queen today?She's quite strange too.'

'I'd like to see the Queen,'Alice said, 'but I haven't got an invitation.'

'You'll see me in the Queen's garden,' said the Cheshire Cat, and vanished.

♦

'That's strange, but not very strange,' thought Alice. She waited for two minutes, and the Cat came back again.

' What happened to the baby ?' it asked.

' It changed into a pig,' Alice said.

' I knew it!' said the Cat and vanished again.

Alice stayed under the tree for a short time. ' Perhaps it will come back again,' she thought. But it didn't.

' I think I'll go and visit the March Hare,' said Alice. She started to walk to his home. After some minutes, she heard a sound. She looked up, and there was the Cheshire Cat in a tree — a different tree.

' Did you say " pig " ?' asked the Cat.

'Yes,' Alice answered. Then she said, 'Cheshire Cat, one minute you vanish and the next minute you're there again. I don't like it.'

' I know,' said the cat. And this time it vanished quite slowly. First its body went, then its legs. Then all of it vanished, and there was only its smile.

' There are a lot of cats without a smile, but a smile without a cat! Now that's very strange!'Alice said. Slowly, the Cheshire Cat's smile vanished too, and Alice began to walk again. She saw the March Hare's house through the trees. It was bigger than the Duchess's house.

Alice ate some of the white mushrooms. She got bigger again. In a short time she was about 60 centimetres high. She felt afraid, but walked to the house.

' I hope the March Hare isn't too strange,' she thought.

Task 4 – Questions about Chapter 6
Beantwoord de onderstaande vragen in volle zinnen - als de vraag in het Nederlands is, antwoord je in het Nederlands. Als de vraag in het Engels is, antwoord je in het Engels.

Describe the personality of the Duchess in Dutch.
How is the Baby treated by the Cook and the Duchess? Omschrijf in het Nederlands wat er gebeurt.
Would you treat the Baby differently? Explain in English.
What happened to the Baby? Antwoord in het Nederlands.
What is Alice’s opinion about the transformation? Antwoord in het Nederlands.
Hoe benadert Alice de Cheshire cat? Antwoord in het Nederlands.
Citeer (=neem over) de zin waarin de Cheshire cat Alice op weg helpt.
What do all creatures have in common in wonderland? Answer in English.
Noem vier redenen waarom de Cheshire cat vreemd is. Antwoord in het Nederlands.
What doesn’t Alice like about the Cheshire cat? Answer in English.
Wat deed Alice voordat ze naar de haas ging? Antwoord in het Nederlands.
Veel mensen vinden ook dat dit boek gaat over ‘uit je comfort zone gaan’. Leg uit waarom in het Nederlands.

Task 5 - The Future
Lees de onderstaande uitleg over de toekomde tijd (future) door. De opdracht staat onder de uitleg.

The Future tenses

Je gebruikt verschillende vormen van the future wanneer je praat over iets wat in de toekomst (misschien) gaat gebeuren. In het Engels heb je verschillende manieren om dit te doen en deze hebben ook allemaal net een andere betekenis.

1. Je gebruikt 'will' als je het hebt over voorspellingen in de toekomst (het is niet zeker dat het gaat gebeuren).

2. Je gebruikt 'to be going to' als je het hebt over voorspellingen in de toekomst met bewijs (je hebt bewijs dat het gaat gebeuren).

3. Je gebruikt de present simple (SHIT-regel) als je het hebt over vaste tijdstippen in de toekomst. Vaak zie je in de zin dan werkwoorden staan zoals open, close, depart, arrive, leave, etc.

4. Je gebruikt de present continuous (am/is/are + -ing) als je het hebt over afspraken in de toekomst.

Voorbeelden:

It will rain tomorrow. (Het gaat morgen waarschijnlijk regenen, je weet het niet zeker.)
I am going to travel to Spain this summer. (Ik ga deze zomer naar Spanje reizen, je weet al zeker dat je wilt gaan.)
The train leaves in 10 minutes. (De trein vertrekt over 10 minuten, dit is een vast tijdstip.)
We are meeting Jim at the train station. (We ontmoeten Jim bij het station, dit is een afspraak die je gemaakt hebt.)

Exercise: Spreek met je partner over iets wat jij gaat doen in de toekomst. Je mag ook iets verzinnen.

Gebruik de Future en probeer de correcte vormen te gebruiken. Stel elkaar vragen om tot gedetailleerde antwoorden te komen.

Task 6 - Words
Dit jaar oefenen we met woordenschat door veel met elkaar te lezen - we zullen minder snel woordjes leren vanaf een bestaande woordenlijst.

Tip: Vind je het lastig om 'moeilijke' woorden te vinden omdat je al een grote woordenschat hebt? Kies dan 7 woorden uit waarvan je denkt dat iemand uit leerjaar 2 ze niet kent.

Gebruik voor deze opdracht het onderstaande schema:

Which word did you find?	What is de the sentence the word is in?	Translation (=vertaling)?
Example: perhaps	'Well, perhaps it's not difficult for you, but it is for me,'. said Alice.	wellicht - misschien
...	...	...
...	...	...

Masterpiece

Now that we have read a few chapters from Alice in Wonderland, we would like you to show us a little bit of what you have learnt in this final task.

You choose one of the following tasks:

Task 1:

You have read and seen what Wonderland is like when you fall down the rabbit hole, as was the case with Alice Liddell, but what would happen if you yourself woke up one day and found the entrance to your very own Wonderland?

In this final assignment, you are going to describe what your Wonderland would look like. How do you get there? What does it look like? Is it big? Is it small? What activities can you undertake? Who or what can you meet when you’re there?

Your text has to consist of at least 350 words and make sure to be as vivid and clear as possible in your description by using adverbs and adjectives. Also be sure to answer, at least, the following questions:

- How do you get there?

- What does it look like?

- What can you do there?

- Who or what can you meet there?

Get creative! You can write a brochure to introduce your Wonderland, but you are also welcome to explain it through a story. The way in which you describe your Wonderland is up to you, but make sure to answer the questions above.

Task 2:

Through reading parts of the story, you have met a number of characters. Now you get a chance to ask them your burning questions. How did Alice feel about suddenly being so far away from home? Why and how did the Dodo come up with the Caucus Race? Why was the Rabbit so afraid of the Duchess?

In this final assignment, you are going to interview one of the characters from Alice in Wonderland. You’re going to ask them questions that you will also answer from the character’s perspective, showcasing the knowledge you have gained whilst working on this project.

Your text has to consist of at least 350 words and you have to ask the character at least 3 questions. You work should also show us that you have read the story – at least the bits that we’ve read in class – and seen the film(s).

Task 3:

In class, we’ve only read parts of the story of Alice in Wonderland - we didn't get to read the entire story front to back. You might wonder: What did Alice do in Wonderland? Who else did she meet? What happened after she ate the Magic Mushrooms in chapter 6?

In this final assignment, you are going to write what happened after reading the chapters on the WikiWijs, so you are going to write your own chapter/ending to the story!

Your text has to consist of at least 350 words and you have to try to stay as close as possible to the original story in your style of writing. Also make sure that your chapter is good continuation of where the original stops.

Project Alice in Wonderland feedback form

Project: Irish folklore

Reading

Dia daoibh! Hello! During this project we will delve into the wonderful world of traditional Irish folklore and mythology. Most of Ireland’s stories are hundreds of years old and have been passed down for generations. Heroic and supernatural tales like these, full with gods and warriors, arose to explain natural phenomena, to entertain and comfort people, and to stay fearless and cunning in battle.

These tales were (and still are) highly influential and you can still see some remnants here and there when you visit Northern Ireland and the Republic of Ireland. (Keep your eyes open if you ever happen to visit these countries!)

Let’s get into it!

You can find the 3 stories as well as the work book down below. Download them and make sure to save them somewhere you can find them again later!

Learning goals:

Reading and comprehending Irish stories and understanding the culture behind them.

Being able to link historic events to current ones and being to explain how they are linked.

Narrating a story to an audience as a beginner.

Story 1: The Giant's Causeway

Story 2: The Bodach of the Grey Coat

Story 3: Tír Na N-Òg

Project Irish folklore (werkboek)

Masterpiece: Telling a story

Originally, Irish folklore were stories that were told around campfires, before bed and in pubs while enjoying mead. In groups of 3-4 we will now create and tell our own Irish folklore story with fantastical characters OR we are going to retell an existing Irish folklore story.

Requirements:

Everyone should speak at least 2 minutes
Your story must contain at least one mythological creature. Use Irish ones, you can find a list of them online. Some examples: Pooka, the Banshee, giants.
It must be a complete story.

If you choose to retell a story, it must be told in your own words.

look up 2 variations of the same story and compare them. What is different and what is the same?

We will listen to everyone’s stories in class. Practice reading/telling them in an enticing way, so that it is entertaining to listen to! Try to channel your inner bard to woe the audience.

During class you will give (or receive) feedback by your classmates on the following subjects:

Narration skills (hoe je het verhaal vertelt)
Vocabulary
Grammar
Creativity
Completeness of the task.

Feedbackform - Irish Folklore

Project: SCC (Society, Culture & Context)

This year, you’ve had your first experience with Language Skills Projects. For English, you’ve had different reading Projects as well as writing, speaking and listening Projects.

Next year in mavo 4, you will have a Project called SCC (Society, Culture & Context). This Project will be all about the history and cultures of the UK and the USA. However, because we think that it will be a lot of information to take in at once, we will do a little introduction this year, covering the most important parts. SCC is an important part of a society and when learning a language it's important to take all of this into consideration. Knowing cultural information will make you a better communicator with people of different countries!

In the reader (workbook) below, you will learn more about the struggles of minorities in the USA.

First download the reader (=het werkboekje) and save it in your English folder on your laptop.

Have fun!

To truly learn and understand a language, you need to (at least) know some general information about English speaking countries. For example, you need to know something about the history and culture!

Why? Well, language is closely tied to culture and the way people behave and think! Did you know that? You must be able to understand the weight and context of certain words to be able to communicate properly and respectfully with people in that country. Furthermore, it makes you a more well-rounded person that understands the world around them better. Dare I say it'll even make you a great world citizen?

The country that we will discuss during this project is the United States of America. We have all heard of this country and the influence and power it has on our world. Here you can truly chase and live the iconic 'American dream'! Or, can you? Can anyone for that matter, or do you have to fit in a specific mold to thrive there? Let's find out.

In the following weeks we will take a look at a group of people in the USA that still undergoes hardships for just being alive and the painful history that accompanies them. It is important that history like this is not overlooked and forgotten to honour the people that had to live (and often still have to live) through it. Subjects that we will discuss are: slavery, the US after slavery (Jim Crow, KKK) and now (KKK, BLM).

Learning goals:

To understand and interpret texts/videos covering slavery and other historical events.

To be able to name 4 important people regarding the Civil Rights Movement and what they accomplished.

To be able to research and gather more information regarding a specific topic.

To give a short presentation with suitable/correct words and grammar at A2 level.

SCC project (werkboek)

Masterpiece: poster presentation

Remember the 4 people we looked up? Dr. Martin Luther King Jr, Malcolm X, Rosa Parks and W.E.B. Du Bois? They were all important figures during the Civil Rights movement. We are going to do some more research on them.

Create groups of 3-4 people. The teacher will tell you which person your team gets.

Every group is going to create a poster, in English, with information about the person they got. When the posters are finished, every group will give a small presentation about their poster/person. Everyone must speak at least 1 minute.

What you must include in the poster:

A picture of the person
The person’s name
The year they were born and the year they died (e.g: 1899-1965)

Research the following questions and include as well:

How did this person experience racism during their life?
Why were they important for the Civil Rights Movement and what did they accomplish?
How did people describe their character?

Make sure your poster looks nice and attractive!

Feedbackform - SCC poster presentation

Project: Reading - The Return of Sherlock Holmes

In this project you're going to Read another story about Sherlock Holmes. As you know, Sherlock Holmes is a fictional detective created by British author Sir Arthur Conan Doyle. He sees himself as a "consulting detective". In these stories Sherlock Holmes is known for his qualities in observation, science, and logic reasoning. He investigates cases for a wide variety of clients, including Scotland Yard.

During class we're going to read a somewhat more difficult story in which Sherlock is the main character. You will receive the story as a book to borrow. Be careful as you will hand in your book again when we finish this project.

While reading the stories you will do exercises from the document below. Your expert will print out these exercises for you, but if you wish to have them read out loud (f.i. using Claroread or Kurzweil) you can download the file too.

Let op: heb je recht op audio-ondersteuning i.v.m. je dyslexie? Vraag dan aan je expert de audio om tijdens het lezen mee te luisteren.

The Return of Sherlock Holmes - Exercises.pdf

Link to the Audio files

Project: Good Mythical Morning

Introduction to the project

Good Mythical Morning is an internet show hosted by self proclaimed “internetainers” and long-time best friends Rhett and Link. They started years ago by doing sketches on a different YouTube channel and used GMM to talk about all other things internet.

They search the internet for the weirdest/strangest/craziest topics and talk about them, but they also have regular series and do challenges for fun.

We are going to watch some of their videos and answer questions about them and discuss the different topics. This will lead up to you making your own GMM episode in the first part of this theme. You will also have your Final Test during this project. There will also be an opportunity to choose to do a writing test in which you are going to discuss your own Mythical topic as a resit for one of your other masterpieces this year.

Part 1 - The Slammer

The Slammer

When you do something illegal or commit a crime, chances are that you have to go to jail/prison. But the conditions in prisons can be very different in different countries and not all prisoners intend to stay in prison. You are going to watch some videos about this topic and answer questions.

Watch the video below and answer the questions.

Most luxurious prisons
10:47 min https://www.youtube.com/watch?v=NxoU2HrXzpU

While watching:

1. Listen to the video and write down any difficult words. When you’re done watching, try and explain what the word means in your own words or look them up.

English	Dutch

2. What does the duo describe usual prisons to be like?

3. What is the maximum sentence in Norway?

4. Explain what it means when a prison is “not punitive, but restorative”.

5. What makes the Norwegian prison so luxurious? Give at least 5 examples.

6. What is special about the cell keys on the Island Prison?

7. Why don’t the guards carry weapons? Do you think this is logical? Explain why/why not.

After watching:

8. What is the maximum prison sentence in the Netherlands?

9. What do you think prisons should have to be effective and reasonable to live in? What bare necessities should it have? You can look up information to answer this question.

10. Do you think it’s a good thing to have prisons this luxurious? Would it be an effective punishment? Explain why/why not in ±30 words.

Let’s get out of this joint

Because prison is most likely a place you don’t want to be, lots of people try to escape from it. Some are more successful than others, and some exceed your wildest dreams and imagination.

Watch the video below and answer the questions.

Prison Escapes

11:49 min https://www.youtube.com/watch?v=-3ToSrzNmRM

While watching:

1. What were the steps the man (Choi Gap-Bok) followed to escape through the food-slot?

2. Was Choi Gap-Bok’s escape successful in the end? Explain why/why not.

3. What did the group make the raft of?

4. What happened to the group who tried to escape? Have they been caught?

5. In the Great Escape, what did they use to make the tunnel? List as many things as you can.

6. Was the Great Escape a success? Explain why/why not.

7. At some point, Rhett says “I don’t know why I want to see this guy succeed”. Can you explain why he would say that?

After watching:

9. Do you think it’s an achievement to be proud of to escape from prison? Explain why/why not.

10. Which of the prison escapes is the craziest to you? Explain why.

Now that you have had a taste of what GMM episodes can be like, we will start working towards making your own episode!

Part 2 - Guessing Game

Sometimes checking tests can be the bane of a teacher’s existence, but there are a few times when a student’s answer is so unexpectedly wrong, it’s hilarious. Let’s talk about that.

Watch the video below and answer the questions.

Hilarous Kids’ Test Answers (GAME) (14:40 min).

https://www.youtube.com/watch?v=aQteyPE8Log&ab_channel=GoodMythicalMorning

Before watching:

The questions in the video will have funny answers that are thought of by children. Try to make guesses as to what the children wrote down as answers to these questions.

Cause: Tony practices the piano 20 minutes every day. Effect: ________________
I think my mom should do less of this ______________
Imagine that you lived at the same time as Abraham Lincoln. What would you say to him or ask him? ____________________
What are three things you want to do in the future? __________________
What do we call the science of classifying living things? _________________
In a word, describe school. ______________

While watching:

Listen to the video and play along with the game. Write down the answers the players guess and what the real answer was. Copy the table and fill in.

Question	Rhett’s guess	Shep’s guess	Lando’s guess	Link’s guess	Real answer
Piano
Mom
A. Lincoln
Future
Living things
School

After watching:

Why was the answer about A. Lincoln mostly about plays?

Watch the next video where the group guesses what kids have written down on their holiday wishlists.

Hilarious Kids’ Holiday Lists (GAME) (14:01 min).

https://www.youtube.com/watch?v=zzOsd-1AkaM&ab_channel=GoodMythicalMorning

Before watching:

For Christmas I want (please) a dog that ____, some ice cream, and some flip flops.
I want a flat screen HD tv and 1,000,000 pieces of ______ and I want an iPad, and a computer.
Santa, if you bringing presents with ______, bring ______
iPod, Minion too, Xbox, Minecraft, ______ for mom
You better bring my ______ this year, or there will be consequences
There is only one thing I want for (Christmas) summer vacation. That one thing is to bring ________ to my house because I think _________. If you can do that, I would be SO GRATEFUL!

While watching:

Listen to the video and play along with the game. Write down the answers the players guess and what the real answer was. Copy the table and fill in.

Question	Rhett’s guess	Shep’s guess	Lando’s guess	Link’s guess	Real answer
Dog
Pieces
Presents with
For mom
Better bring
Please

Part 3 & 4 - Sections

Section 1: Not everything is what it seems.

A good ‘meme’ or illusion can intrigue you enough to make you want to share it with others and appreciate it’s weirdness, and if you spend any time on the internet, chances are that you have come across something that isn’t what it seems. There are also a lot of facts floating around the internet that aren’t true. Let’s talk about that.

Watch the videos below and answer the questions.

Science fact or Science Fiction

12:17 min https://www.youtube.com/watch?v=NbjlwEHxUZE

While watching:

1. Play along with the game in the video and tally your score.

	Science fact	Science fiction
1
2
3
4
5
6
7
8
9
10

After watching

2. Look up some science fact or science fiction of your own and explain why people think it is true but it really isn’t. My science fact or fiction:

Optical illusions
11:21 min Best of 2015 https://www.youtube.com/watch?v=f-JSp5x3jCM

Watch the video. Take quick notes on the optical illusions. Write down your opinion on which you think is the most interesting and which illusion is not so impressive and why.

After watching:

1. Which of the optical illusions from the video struck you the most? Explain why.

2. Find an optical illusion and describe what is it that is special about the illusion. How does the artist trick you? What happens in the brain process? Include a picture/link in your answer.

Section 2: Other sides to the truth

Almost anything can be twisted in some way to start a discussion. A regular topic of discussion for instance is extra-terrestrial life (buitenaards leven) and other mysteries like the existence of Bigfoot. We will discuss some of these topics today.

Unsolved Mysteries

10:59 min https://www.youtube.com/watch?v=7AI4OfREUCI

While watching:

1. Listen to the video and write down any difficult words. When you’re done watching, try and explain what the word means in your own words or look them up.

English	Dutch

2. What do the cases of the dogs have in common?

3. Is the Overtoun Bridge story an actual mystery? Why/why not?

4. What have they tried to help Benjamin Kyle remember who he is?

5. What is special about the plane hijacking case?

After watching:

Look up a mystery that has or hasn’t been solved yet.

- If it has been solved: write about the mystery and how they have solved it.

- If it hasn’t been solved: write about the mystery and explain what they could do to solve it.

Section 3: Dilemmas and debates

Watch the video below and answer the questions.

14:58 min https://www.youtube.com/watch?v=wS9O6RbLhxc&ab_channel=GoodMythicalMorning

While watching:

Guess what answer the audience picked for the different dilemmas.

Dilemma 1	Yourself / Your loved one
Dilemma 2	Press the button / Don’t press the button
Dilemma 3	Save your friend / save cure for cancer
Dilemma 4	Yes / no

After watching:

Discuss the different dilemmas in class, what would you choose? Explain your answer in full sentences.

You’re forced to choose between learning exactly when and how you die, or when and how your loved ones will die. You must choose one, but cannot share the information
With the press of a button, you have the ability to end all illness and disease in the world forever, however, by pushing this button, you will also in turn prevent the human race from any further technological advancements beyond the day the button is pressed.
Your friend falls into quicksand, seven feet away is the cure for cancer, and you only have time to either save your friend or the cure.
If you had the chance to go back in time and kill Hitler as a baby, would you do it?

Part 5 - Money

Money makes the world go round

We can’t deny that money is quite an important part of society. But it is not always spent in the most logical way, as you will see in today’s videos.

Expensive Celebrity Purchases

11:57 min https://www.youtube.com/watch?v=L1lnYyJ_d6w

While watching:

1. Play along with the guessing game in the video.

	Lower amount	Higher amount
1
2
3
4
5
6
7

After watching:

Answer the following questions elaborately. Give complete thoughts.

2. Are there any items from the video you would buy? Which item is it and why would you buy it?

3. Which of the items is ridiculous to you? Why?

4. If you had all the money in the world, explain what things you would do.

5. Do you have any experiences with someone buying something ridiculously expensive? Talk about it.

6. Look up some idioms that are about money and if possible, add the Dutch equivalent.

Reading British Council

Read the text on money and answer the questions.

GMM Money Reading Text.pdf

GMM Money Reading Exercises.pdf

Masterpiece: GMM Video

During the last few weeks, we watched some videos created by Rhett and Link, hopefully your new favourite Internetainors by now! Most of the videos they create are either informative or humorous. We have watched videos covering a variety of subjects (prison escapes, unsolved mysteries) and formats (quizes/games).

Now it's up to you to dip your toes into the world of video creation, because you are going to create your own fantastical Good Mythical Morning video. However, don't fret, you can give your own personal spin to it.

Requirements:

1. The video will be made in pairs and every person needs to talk at least 2 minutes. It's okay if the video ends up being longer.

2. You are going to choose if you are going to create an informative video OR a video in which you play some sort of game/quiz. (Just like the videos we've seen. You can also combine the two if you'd like.)

You can decide for yourself what the topic of your video will be. Choose something you find interesting to talk about or fun to do. Pick a subject you already know a lot about or if you want to challenge yourself, pick one that you want to gain more knowledge on.

If you feel uninspired you can always scroll through the Good Mythical Morning channel to see what's possible.

https://www.youtube.com/@GoodMythicalMorning

Task 1

Create pairs and open a new Google Doc. Answer the following questions to get a handy overview to help you with creating the video.

A) Our video will be : informative/some sort of game/a combination of the two.

B) The topic(s) of our video will be:

C) Some important subcategories to cover are:

D) Specific words or grammar we would like to include:

E) Anything else we need to take into consideration?:

PTO: GMM Writing

Good Mythical Morning - Writing Task

Now that you’ve seen and discussed all types of topics, it is time to find some on your own. Throughout the assignments you have looked for parts of information (i.e. an illusion, a mystery). Now you will choose something similar and write about it.

You are going to research a subject (you can choose which subject) and write an article about it. The subjects can be chosen at random (just like the random subjects on GMM) or you can use one of their videos for inspiration. This can be a video we haven’t watched in class.

You will gather information about your subject and use that information on the writing test. You can bring one piece of paper (A4) containing some specific information you have found and want to use in your writing (i.e. numbers/dates/facts). This information will be checked before the test.

It is also possible to write a review. For this you will watch a couple of GMM videos and decide which one to write a review about. Thus, creating arguments based on your opinions. One piece of paper (A4) is also allowed to help you write a strong review.

You can choose between writing the 'review' or the ‘article’. Keep in mind that you will write the actual assignment during the testweek. Both assignments need to be around 300 words long!

For more information about writing in general, writing a competition entry or article, the assignment and some tips, we will discuss the PowerPoint presentation below.

PPT 3M Good Mythical Morning Writing.pptx

Schrijfplan Review & Article.docx

Project: Reading - Three Short Stories of Sherlock Holmes

Reading

In this project you're going to Read three short stories about Sherlock Holmes. Sherlock Holmes is a fictional detective created by British author Sir Arthur Conan Doyle. He sees himself as a "consulting detective". In these stories Sherlock Holmes is known for his qualities in observation, science, and logic reasoning. He investigates cases for a wide variety of clients, including Scotland Yard.

During class we're going to read three different stories in which Sherlock is the main character. You will receive the stories as a book to borrow. Be careful as you will hand in your book again when we finish this project.

Let op: heb je recht op audio-ondersteuning i.v.m. je dyslexie? Vraag dan aan je expert de audio om tijdens het lezen mee te luisteren.

Three Short Stories of Sherlock Holmes - Exercises.pdf

Link to the Audio-files

Masterpiece

Over the past few weeks you read three different stories about Sherlock Holmes. Now it's up to you! In this final task I would like you to create a short comic book in which you come up with a new mystery for Sherlock to solve.

During this Final Task you’re going to think of a story line, decide who will be your main characters (protagonist and antagonist), decide on the setting, and include a climax. All these elements of a story are discussed in year two, but your expert will refresh your memory on the subject.

Do the tasks accordingly – don’t skip a task as this will result in an incomplete final product. You do this exercise individually.

Task 1 – What is a Comic Book?

'A comic book, also called comic book, comic magazine or (in the United Kingdom and Ireland) simply comic, is a publication that consists of art in the form of panels that represent individual scenes. Panels are often accompanied by descriptive pieces of writing and written narrative, usually, dialogue contained in word balloons.'

Wikipedia

Lees het tekstje over comics hierboven en leg in je eigen woorden uit wat een comic is.
Google een voorbeeld van een comic en schrijf op wat je ziet. Denk hierbij aan: hoeveelheid tekst, plaatjes, hoe het verhaal verloopt, hoeveelheid pagina’s etc.

Task 2 – Elements of a Story

Om jouw eigen Sherlock Holmes comic vorm te gaan geven starten we met een brainstorm. Maak een word-web (in het Engels) waarin je gaat nadenken over het mysterie dat Sherlock moet gaan oplossen. Ben creatief en bedenk in deze brainstorm al het volgende:

Welk mysterie moet Sherlock oplossen?
Wie zijn betrokken bij dit mysterie? (Wie is de hoofpersoon/protagonist, wie is de slechterik/antagonist, voor wie zijn de bijrollen?)
Waar speelt het mysterie zich af? (Setting omvat zowel de tijd als de plaats waarin het verhaal zich afspeelt).
Op welk moment komt het verhaal tot een spannend hoogtepunt (climax), wat gebeurt er dan?
Hoe lukt het Sherlock om het mysterie uiteindelijk toch op te lossen? - Hoe eindigt het verhaal?

Task 3 – Timeline

Om je verhaal verder vorm te gaan geven is het belangrijk een duidelijk beeld te hebben van wat er wanneer gebeurt en wie er bij betrokken zijn. Omdat je in je comic gaat werken met zogenaamde panels (de vakjes) is het belangrijk je verhaal al te gaan opdelen.

Maak een tijdlijn waarin je minimaal 8 momenten beschrijft. Je start de tijdlijn met het begin van je verhaal en eindigt met het slot. Per onderdeel op je tijdlijn schrijf je kort op wat er gebeurt, wanneer/waar dit gebeurt en wie er bij betrokken zijn. Deze tijdlijn maak je in het Engels.

Task 4 – First Draft

Aan de hand van de tijdlijn uit Task 3 ga je een indeling maken van je Panels. Bedenk je hoeveel vakjes je nodig hebt per gebeurtenis uit Task 3. Zorg er voor dat je uiteindelijke comic minimaal 16 panels/vakjes omvat.

Zet de gebeurtenissen om in korte stukjes, geschreven Engelse tekst. Deze tekst noteer je straks in de teksballonnen in de panels. Let op: gebruik wolkjes voor gedachtes en spraakballonnen wanneer iemand iets zegt. Deze kun je in Word gemakkelijk invoegen.
Denk na over de manier waarop je de gebeurtenissen/hoofdpersonen in beeld wil brengen. Wil je de karakters gaan tekenen met potlood? Wil je Paint of een ander computerprogramma gebruiken om je panels te vullen? Maak een eerste opzet van de beelden die in je comic terug gaan komen. Deze schetsen helpen je om straks sneller je panels te vullen.

Task 5 – The Final Product

Werk de first draft (eerste opzet) uit Task 4 uit tot een eindproduct. Zorg dat alle onderdelen uit de opsomming hieronder terug komen.

Checklist:
- Je comic bevat minimaal 16 panels.
- In je comic lost Sherlock Holmes een mysterie op.
- Naast Sherlock Holmes (protagonist) is er wellicht nog een protagonist aanwezig. Ook is er een antiheld/slechterik in het verhaal te kenmerken (antagonist).
- Je expert kan herleiden wat de setting van het verhaal is (welke plaats en welke tijd speelt het verhaal zich af?)
- Het verhaal komt tot een spannend hoogtepunt (climax).
- Het verhaal heeft een duidelijke inleiding, kern en slot.
- Je gebruikt wolkjes voor gedachtes die de personages hebben en spraakballonnen voor wanneer ze iets zeggen.
- Je schrijft je comic in het Engels en let goed op de vaste zinsvolgorde regels in het Engels (onderwerp-werkwoorden-wat-waar-wanneer).

BBC Learning English - Lower Intermediate

In case you need more practise with learning English you could use the BBC Learning English materials. We would like you to try to work with the materials and let us (English Experts) know what you think of the subjects, the difficulty, working online, and the variety of skills and exercises.

BBC Learning English - Lower Intermediate

Language skills

Speaking

During this year, we are going to do several speaking assignments. This year, you are expected to speak English in class and you are going to do a speaking (PT) test at the beginning of the school year. During this test, you are going to talk about two pictures which you printed out.

Speaking test - Test week 1

Preparation:
You must prepare for the test by printing 2 photographs or pictures to talk about. You take these printed photographs to your test. Be prepared to say, for example, who is in the picture, why you chose it, where it is and so on. Make sure you show the pictures to your teacher before the test in case they are not suitable.

The test will be like this:

Task 1 – introduce yourself (maximum 3 minutes)
You will each introduce yourself (name, age, family, hobbies)

Task 2 – photo exercise (maximum 5 minutes)
You will each talk in turn about the pictures you have brought to the exam. You will also ask each other questions about the pictures.

Task 3 – your opinion about Alice in Wonderland (maximum 3 minutes)
You are going to talk about the story about 'Alice in Wonderland' you read during English class. You tell your speaking partner which part(s) of the story you really liked and if you would or wouldn't recommend the story to someone who doesn't know the story.

To prepare yourself for this test, you can have a look at different picture sheets that have been used in previous PTA tests. Open these documents and practise speaking with your neighbour.

Speaking - Pictures 1

Speaking - Pictures 2

Speaking - Pictures 3

Speaking - Pictures 4

Speaking topic cards

To practise our Speaking Skills we can learn different kind of chunks (=een vast aantal woorden dat een standaard zinnetje vormt) to form sentences. With a little help from the British Council we will focus on 4 different situations to learn words to respond to what someone is saying. We will work on these exercises for four classes.

Click on the links below to find the exercises - do all the tasks individuallu and do the speaking task (discussion) at the end of the page in duos.

Class 1 -> Apologising
Class 2 -> Giving Instructions
Class 3 -> Showing Interests
Class 4 -> Talking about Personal Interests

Watching & Listening

To improve your listening skills, you are going to do a couple of assignments individually. These assignments are designed in such a way that you get your feedback immediately. Keep track of how you've done the assignments and practise more of this is still difficult for you.

Remember that you can also improve your Listening skills by watching English series and films. Try to watch your favourite series without subtitles or with English subtitles instead of Dutch. Don't watch these series at school; this is excellent practice for at home!

Listening & Reading test - Test week 2

During test week 2 we're going to take a 60-minute test which consists of two parts. One part is Listening and the other part is Reading. Voor het Luistergedeelde krijg je diverse audiofragmenten te horen. Aan het eind van ieder fragment wordt een meerkeuzevraag gesteld. De vragen zijn in het Nederlands. De audio wordt klassikaal afgespeeld - je hebt dus geen laptop of oortjes nodig. Omcirkel het juiste antwoord op het antwoordblad. Het luisterdeel duurt ongeveer 30 minuten.

Preparation
We bereiden ons tijdens de lessen voor op het Luistergedeelte van de toets. Dit doen we door oude CITO-luistertoetsen te oefenen op www.woots.nl. Het luisterdeel dat tijdens toetsweek 2 wordt afgenomen zal ook een oud audio-CITO luisteronderdeel zijn. Wil je meer oefenen dan de vier klassikale momenten tijdens de les? Manon kan meer oefenmateriaal voor je klaarzetten! Spreek haar even aan.

During the test (= tijdens de toets)
Een aantal zaken kunnen je helpen tijdens het maken van de toets. Zo lees je eerst de opgave vóórdat je het luisterfragment beluistert. Let op: je krijgt ieder fragment slechts één keer te horen. Tijdens het luisteren bekijk je welk antwoord het best passend is. Noteer die letter op het antwoordblad. Twijfel je? Omcirkel na het luisteren toch de beste optie op je antwoordblad - als je alle fragmenten geluisterd hebt kun je je werk controleren en een antwoord alsnog wijzigen. Vaak weet je dan niet meer precies wat er in het fragment aan bod kwam. Dan pas het beste antwoord kiezen is lastig. Heb je de vraag beantwoord? Lees dan alvast de volgende opgave. Let op: voor het luistergedeelte van de toets mag je géén woordenboeken gebruiken.

Wat neem je mee naar de toets?
Een blauwe of zwarte pen.
Een markeerstift.

You can find your different assignments below. Go to the different websites and work on the assignments. On every website you can find the audio or video fragment with the questions. When you are finished, you can immediately check your work and find out how well you've done.

Go to: http://www.esl-lab.com/cut/cutrd1.htm , listen to the audio and answer the questions. Only listen to the recording once.
Go to: http://www.esl-lab.com/texting/textingrd1.htm , listen to the audio and answer the questions. Only listen to the recording once.
Go to: http://www.esl-lab.com/night/nightrd1.htm , listen to the audio and answer the questions. Only listen to the recording once.
Go to: http://www.esl-lab.com/jobinterview/jobinterviewrd1.htm , listen to the audio and answer the questions. Only listen to the recording once.
Go to: http://www.esl-lab.com/dear/dearrd1.htm , listen to the audio and answer the questions. Only listen to the recording once.
Go to: https://learnenglish.britishcouncil.org/en/word-street/history-scene-1 , watch the video and answer the questions.
Go to: https://learnenglish.britishcouncil.org/en/word-street/history-scene-1-language-focus , watch the video and answer the questions.
Go to: https://learnenglish.britishcouncil.org/en/word-street/history-scene-2 , watch the video and answer the questions.

Listening watching - Weird Nature Part I.docx

The Naked Gun

Iverson

Reading

For the language skill Reading, we are going to read a couple of texts and answer questions with the texts. Next year, you are going to use the magazine WASP to improve your comprehensive reading skills and to expand your vocabulary.

Besides the articles in WASP, you are going to read your first Englsh novel!

While you are reading, make sure that you underline words which you don't know and look for its meaning. When you have read the text and understand the general meaning, have a look at the questions and answer them.

Listening & Reading test - Test week 2

During test week 2 we're going to take a 60-minute test which consists of two parts. One part is Listening and the other part is Reading. Voor het Leesgedeelte lees je tijdens de toets een aantal hoofdstukken van een Engels leesboek. Dit verhaal heb je nog niet eerder gelezen. Bij ieder hoofdstuk worden (begrijpend)lezen vragen gesteld in het Engels en Nederlands. De vragen bestaan uit open vragen, meerkeuzevragen en waar/niet waar-vragen. Het leesdeel duurt ongeveer 30 minuten.

Preparation
Tijdens de lessen Engels hebben we al veel tijd besteed aan leesvaardigheid. Om deze vaardigheid onder de knie te krijgen is het vooral van belang dat je veel leeskilometers maakt (dus veel ervaring opdoet met lezen en zo ook een aardig leestempo opbouwt). Wil je buiten de opdrachten uit de lessen extra oefenen? Klik dan op het tabblad 'Extra reading practice' - kies een aantal teksten uit en beantwoord de vragen. Je kan je eigen werk nakijken met de antwoorden onderaan het document.

During the test (= tijdens de toets)
Een aantal zaken kunnen je helpen tijdens het maken van de toets. Bekijk bijvoorbeeld eerst de vragen vóórdat je het hoofstuk leest. Zo weet je waar je op moet letten. Markeer (maak een kleurtje) of onderstreep de belangrijkste woorden uit de vraagstelling. Is de vraag in het Engels en snap je niet helemaal wat de vraag inhoudt? Zoek de vertaling dan op in je woordenboek; je mag tijdens de toets een papieren woordenboek Nederlands-Engels, Engels-Nederlands gebruiken. Deze moet je zelf meenemen.

Wat neem je mee naar de toets?
Een blauwe of zwarte pen.
Een markeerstift
Woordenboeken Nederlands-Engels en Engels-Nederlands.

You can find your different assignments below. Download them and save them on your computer to enable you to work on them.

Poem - Dulce et Decorum Est opdracht.docx

WWI Workbook.odt

WASP Definitely not a Diva Text.pdf

WASP Definitely not a Diva Questions.pdf

Reading - Leesstrategieen voor het examen.docx

Reading - korte en lange examenteksten 2009-1.pdf

Reading - korte en lange examenteksten 2009-2

Writing

Writing is an important aspect of your language usage. When you know some of the groundrules for a language (e.g. different grammatical aspects) you can start writing letters, emails, stories and other things!

In this secties you can find different writing assignments to train yourself in this specific language skill. Your first writing PTA wil concist of writing a Formal Letter.

You can find your different assignments below. Download them and save them on your computer to enable you to work on them.

Writing practise - Mixed Grammar exercise

Writing practise - Creative Writing

Writing practise - Fairytale with holes

Formal Letter - Notes

Writing - Formele Brief 2009-1.docx

Writing - Formele Brief 2010-1

Writing - formal letter 2010-1 CORRECTION

Writing - Formele Brief 2011-1

Writing - Formal Letter 2012-1

Formal Letter - Correctievoorschrift

Extra reading practice

When you have some time left you can further improve your reading skills with one of these short articles. Reading is always a good way to expand your vocabulary and your grammatical knowledge.

These articles come with a couple of multiple choice questions as well as some open questions. The answers to the questions are included in the document to enable you to check your own work. When you read one of these articles, keep a list with difficult words to actively enlarge your vocabulary.

Choose a topic you like and have fun!

Japan - Complete Project

Extra practice?

If you want to practice some more with the grammatical topics we've discussed (for example when they are difficult for you or to practice for a test), you have several options.

On this page there are a couple of website that you can use. With every website you can find a brief explanation of how they work.

Good luck!

https://www.duolingo.com/

Duolingo is an interactive learning format in which you train your listening and writing skills. You can practice a couple of minutes every day to quickly improve your English skills.

You can achieve goals and go to different levels to further improve your personal language skills.

Next to the desktop version, Duolingo also comes in an app for Android, iOS and Windows Phone.

A great way to improve your English and have fun at the same time!

www.ego4u.com

Go to this website and click the button 'Grammar' in the top left corner.

On the grammar page you can find many different grammatical topics. Click on the one you would like to practice. You can first read a short explanation about the topic and then you can do various exercises. When you are finished you can immediately check your work and see if you have done them correctly or not.

http://www.englisch-hilfen.de/en/

Same as with the previous website, go to this website and click the button 'Grammar Explanation'. On this page, you can also find and explanation of all the different grammatical topics.

If you click on 'Grammar Exercises' you can practice with all the different grammatical topics. Here you can also check your own work and see how you've done.

There is also a button 'Tests' and 'Complex Test'.

https://quizlet.com/

Quizlet is a fun way to train new vocabulary. You can use the website on your laptop or you can download the app for your Android, Windows or Apple device.

Same as with WRTS, you can upload your words to Quizlet and save them so you can use them later. Them difference with WRTS is that with Quizlet, you can do various (interactive) games to study your new words.

A great way to get to know your new vocabulary!

While working on this project, you have to keep a list with difficult words. Whenever you come across a word which you don't know, write it down.

Write down the English word and the Dutch translation. You can use more than 5 words, the grid below is just an example.

Example:

English	Dutch
1.
2.
3.
4.
5.

While working on this project, you have to keep a list with difficult words. Whenever you come across a word which you don't know, write it down.

Write down the English word and the Dutch translation. You can use more than 5 words, the grid below is just an example.

Example:

English	Dutch
1.
2.
3.
4.
5.

Test

Het arrangement DNS English Year 3M is gemaakt met Wikiwijs van Kennisnet. Wikiwijs is hét onderwijsplatform waar je leermiddelen zoekt, maakt en deelt.

Auteur: Sectie Engels
Laatst gewijzigd: 2025-09-25 11:45:25
Licentie: Dit lesmateriaal is gepubliceerd onder de Creative Commons Naamsvermelding-GelijkDelen 3.0 Nederland licentie. Dit houdt in dat je onder de voorwaarde van naamsvermelding en publicatie onder dezelfde licentie vrij bent om:

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Meer informatie over de CC Naamsvermelding-GelijkDelen 3.0 Nederland licentie.

Aanvullende informatie over dit lesmateriaal

Van dit lesmateriaal is de volgende aanvullende informatie beschikbaar:

Eindgebruiker: leerling/student
Moeilijkheidsgraad: gemiddeld

Bronnen

Bron	Type
Video explanation - Word order (zindsvolgorde in het Engels) https://www.youtube.com/watch?v=ZpzG6JI7-XM	Video
Video explanation - Modale hulpwerkwoorden https://www.youtube.com/watch?v=xgKKMi6kiWs	Video
Video explanation - Past Continuous https://www.youtube.com/watch?v=SCXbgzJoQmk	Video
Video explanation - Past Simple https://www.youtube.com/watch?v=g_15Ij_omWc	Video
Video explanation - Present Perfect https://www.youtube.com/watch?v=ldLp9a3LDfY	Video
Video explanation - Adverbs & Adjectives (bijwoorden en bijvoeglijk naamwoorden) https://www.youtube.com/watch?v=g_E01067YCI	Video
Video explanation - Posessive Pronouns (bezittelijke voornaamwoorden) https://www.youtube.com/watch?v=L8Nt_YXId50	Video
Video explanation - Relative Pronouns (betrekkelijke voornaamwoorden) https://www.youtube.com/watch?v=A_gPLqYX_Co	Video
Video explanation - Comparisons (trappen van vergelijking) https://www.youtube.com/watch?v=yK5QPPNJuQA	Video
Video explanation - Much/Many e.a. https://www.youtube.com/watch?v=KZflhZkD2kE	Video
Link to the Audio files https://drive.google.com/drive/folders/1Z9uZFpwyMWXOrgB_kLBZKONiH-NsfwjB?usp=sharing	Link
Link to the Audio-files https://drive.google.com/drive/folders/1Y9zoZ8_L0gAKV0fQg-l505gNYzxWkRrl?usp=sharing	Link
BBC Learning English - Lower Intermediate http://www.bbc.co.uk/learningenglish/english/course/lower-intermediate	Link

Gebruikte Wikiwijs Arrangementen

Sectie Engels. (z.d.).

DNS English Year 4 MAVO

https://maken.wikiwijs.nl/65132/DNS_English_Year_4_MAVO

Sectie Engels. (z.d.).

English Year 2

https://maken.wikiwijs.nl/174870/English_Year_2

Sectie Engels. (z.d.).

English Year 3 H/V

https://maken.wikiwijs.nl/63116/English_Year_3_H_V

Sectie Engels. (z.d.).

Thema 6: (wan)Orde

https://maken.wikiwijs.nl/100050/Thema_6___wan_Orde

van Helvoirt, Yoeri. (z.d.).

Reading: Alice in Wonderland

https://maken.wikiwijs.nl/56250/Reading__Alice_in_Wonderland

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Wikiwijs is een dienst van

English Year 3

Course Outline

Leerdoelen (ik-kan uitspraken)

Tests

Basics

Documents to download

Video explanations (uitleg van de grammaticaonderwerpen)

Project: Present yourself!

Project: Alice in Wonderland

Alice in Wonderland; Lesson 1

Alice in Wonderland; Lesson 2

Alice in Wonderland; Lesson 3

Masterpiece

Project: Irish folklore

Reading

Masterpiece: Telling a story

Project: SCC (Society, Culture & Context)

Masterpiece: poster presentation

Project: Reading - The Return of Sherlock Holmes

Project: Good Mythical Morning

Introduction to the project

Part 1 - The Slammer

Part 2 - Guessing Game

Part 3 & 4 - Sections

Part 5 - Money

Masterpiece: GMM Video

PTO: GMM Writing

Project: Reading - Three Short Stories of Sherlock Holmes

Reading

Masterpiece

BBC Learning English - Lower Intermediate

Language skills

Speaking

Watching & Listening

Reading

Writing

Extra reading practice

Extra practice?

Downloaden

Metadata

LTI

Arrangement

IMSCC package

Voor developers

Gebruik

Weergave