DNS English Year 4 MAVO

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Dear students,

On this website you'll find (almost) all the information you'll need in year four MAVO. It is going to be a very exciting and challenging year because you will have to do your final exam!

In the menu you are able to select all the skills (=vaardigheden), topics (=onderwerpen), and different exercises.

Don't hesitate to contact us if you have any questions.

Kind regards,
Your teachers

 

Contact Yoeri en Manon:

Digitale communicatie verloopt tijdens lesuren via Google Meet en/of Microsoft Teams. Check de link in het Magisterhuiswerk om digitaal aan een les deel te nemen.

Buiten lesuren kun je ons mailen via Magister (YoeH en ManM) of naar yoerivanhelvoirt@denieuwsteschool.nl en manonmelkert@denieuwsteschool.nl.

Course Outline & Learning objectives (leerdoelen)

You can find the course outline (=lesplanner) for year 2025-2026 in Teams (tabblad Course Outline in het teamskanaal Engels). The document is subject to changes.

Learning Objectives (= leerdoelen)

During English class we work in different Learning Objectives (= leerdoelen) for the Skills (Speaking (spreek- en gespreksvaardigheid), Writing (schrijfvaardigheid), Reading (leesvaardigheid) and Watching and Listening (kijk- en luistervaardigheid). In your Tests and in the material we use for English class we refer to (=verwijzen naar) these Learning Objectives.

 

PTA Tests - overview

This year you will only have three tests (=SE/schoolexamens) before you do your CE (eindexamen)

Test: When? - Test week: Weighting Factor: Resit (=herkansing):
1. Gespreksvaardigheid A2 (EN1801) Toetsweek 1 (week 44/45) 33 Yes
2. Luister- en Kijkvaardigheid A2/B1 (EN1802) Toetsweek 2 (week 5/6) 34 Yes
3. Schrijfvaardigheid A2/B1 (EN1803) Toetsweek 2 (week 5/6) 33 Yes

 

 

Eindexamen

Contact Yoeri:

Digitale communicatie verloopt voor en tijdens lesuren via Microsoft Teams.

Buiten lesuren kun je mij bereiken via de Teams chat  of via yoerivanhelvoirt@denieuwsteschool.nl 

Presentatie Examentraining Engels

Signaalwoorden met links naar WRTS (officieel is deze lijst voor havo maar in onze ogen ook zeer bruikbaar voor jullie!)

Your entire final exam will be a reading exam. Luckily, you guys are well prepared for the test because yesteryear we already did a lot.

Important websites to use while preparing for your final exam:

www.oefenprogrammaengels.nl --> practice reading by reading different short texts, keep track of your progress

learnenglishteens.britishcouncil.org --> choose a topic depending on your preferences, do the activities on the website

www.eindexamensite.nl --> create a profile and practice with old examens, you can keep track of items you have more difficulty with

You will have your exam on:

Friday 9 May - 13:30-15:30

 

Opgaven: Bijlage: Correctievoorschrift: Uitgewerkte Antwoorden:
2014-I-O 2014-I-B 2014-I-C 2014-I-Antw
2016-I-O 2016-I-B 2016-I-C 2016-I-Antw
2017-I-O 2017-I-B 2017-I-C 2017-I-Antw
2018-I-O 2018-I-B 2018-I-C 2018-I-Antw
2019-I-O 2019-I-B 2019-I-C 2019-I-Antw

 

Reading - woordenlijst met veelvoorkomende woorden

Speaking

Information about your PTA Gespreksvaardigheid A2 (EN1801)

This year you'll have to do another speaking test. A few things are different this year. First of all, you will have to do the test in pairs. It would be wise to choose someone who has about the same level as your. Secondly, there are three parts to the test. Thirdly, the weighting factor is higher (25%).

THE TEST WILL BE LIKE THIS:

Task 1: 2−4 minutes

Your teacher will ask each of you in turn to talk about yourself and then you will have the opportunity to ask each other questions.

Task 2: 4−6 minutes

You will take it in turns to ask each other your opinions on the topics you have received fifteen minutes before you take the test.. You will have the opportunity to discuss your ideas with each other.

Example topics:

  1. In your opinion what makes a good school?
  2. We should all eat organic food. Do you agree?
  3. Everyone should retire when they are 60 years old. Do you agree?

Task 3: 4−6 minutes

Picture sheet. You will get several pictures of up-to-date topics. You have to talk about these topics, so describe what you see and what kind of feelings it evokes. Try to discuss these things with your partner. Please have a look on this website to find current, up-to-date examples.

Speaking practise

Here are some resources you can use to further enhance your speaking skills. There are websites which you can use individually, and material you can use in your speaking duo. Enjoy!
 
Individual speaking practise:
- Go to The British Council A2 speaking practise website and practise.
- Too easy? Try the B1 website and get to work!
 
Sit together with your PTA partner and practise:
- Use this list of conversation topics to practise task 2 of the PTA. Choose a topic you like, open the questions and start discussing!
- Use this random picture generator to practise for task 3 of the PTA and talk about the picture you see. Finished? Next picture!

Below you can find a couple of picturesheets that have been used in previous PTA tests. Have a look at these pictures and talk about them with your neighbour. Also you can find some topic cards which are suitable to practise PTA Task 2 with.

 

Dreams

This class we’re going to learn more about dreams. In groups we’re going to do three exercises which have to do with dreaming. Do you dream often? Can you still remember what you dreamt about as soon as you wake up? Or do you daydream during class?

Do the three exercises. Your expert will tell you how much time you have per exercise.

Exercise A – About Dreams

You are going to talk about dreams. First form groups of three or four pupils. Everyone chooses four questions from the grid below. (Did you choose the same one? Pick another one.)

Secondly, discuss the questions in your group. Report about your discussion to the rest of the class.

1.Do you dream often?

2.Do you remember your dreams?

3.Do you dream in colour or in English?

4.Do you like having dreams?

5.Do you believe dreams have a special meaning?

6.Do you have the same dreams again and again?

7.Has something you’ve dreamt about ever come true?

8.Have you ever been woken up by a nightmare?

9.What kind of people do you meet in your dreams?

10.Do you tell other people about the dreams you have?

11.Do you talk in your sleep when you dream?

12.Have you ever woken up and believed you’re still in your dream?

13.Do you think animals dream?

14.Does having a dream affect the way you feel when you wake up?

15.Do you think dreams can be explained scientifically?

16.Would you like to stop having dreams or have more dreams?

17.Do you ever want to live in the world of your dreams?

18.Do you daydream?

19.Why do you think some people remember their dreams and others don’t?

 

Exercise B – Scientists say…       

You are going to talk about reading dreams. Form groups of three or four pupils. Ask your teacher how many exercises you have to do.

Exercise 1
In groups, decide which of these topics or words are most interesting and which are most boring. If you don’t know the translation of the words below make sure to look them up.

scientists / reading dreams / research / journal / speculation / predict / research / unlock secrets /the unconscious mind / expectations / ancient times

Exercise 2
What do dreams mean? Complete the grid below in your group. First think about the meaning of these dreams in your group. Use the internet to find your answers in case you can’t decide on the meaning yourselves.

Dreams about...

Meaning

falling

...

flying

...

being naked in public

...

being chased

...

knowing famous people

...

missing a flight

...

Exercise 3
Read the questions below. Answer the questions individually. Talk about the answers in your group afterwards.

  1. What springs to mind when you hear the word 'dream'?
  2. What kinds of dreams do you have?
  3. Would you like to be able to read your dreams?
  4. Would you like to be able to read everything in someone's mind?
  5. How interested are you in the meaning of dreams?
  6. Has anything you've dreamt about come true?
  7. Do you ever dream in English?
  8. Do you think scientists should unlock all the brain's secrets?
  9. Could dream- / mind-reading technology be dangerous?
  10. Would you buy technology that let you save dreams on your computer?
  11. Whose mind or dreams would you like to read?
  12. Could this technology cure the world's mental health?
  13. Who would you allow to read your deepest thoughts?
  14. How could this technology improve people's lives?

 

My vlog

Nowadays we share a lot of information via social media. It seems like we have to know all about each other’s family, pets, hobbies, holidays, joyful events and emotions. We rarely keep any ‘life events’, big or small, to ourselves.

Quite often this personal information isn’t just shared in print, via texts or in pictures (e.g. on Instagram, Facebook, Snapchat or TikTok), but through small clips filmed with the (selfie-) camera on our mobile phones. These so called vlogs are edited and uploaded onto personal YouTube channels where subscribers place comments and press the thumbs up button (at least you hope so).

Your task is to make your own small vlog (3 to 5 minutes) during the Autumn holidays.

During this class you’re going to brainstorm what and how you are going to make your vlog. All the information you need for your final product can be found on the bottom of this page.

Task A
Now you know that you’re going to make a personal vlog you get the opportunity to see how professional vloggers make theirs.

  1. Search the internet for 3 professional British or American vloggers. Copy and paste the links to their YouTube channels in your document.
  2. Do these vloggers use an intro clip to start their vlog? Do they use a selfie-camera to shoot their footage? How long (how many minutes) are their vlogs? Do they upload new clips daily, weekly or monthly? What subjects do they mainly vlog about? Answer these questions in English for every vlogger.
  3. Choose one of the vloggers from question 1. Which elements from his or her vlogs would you like to incorporate into your personal vlog? Think about elements such as the intro, way of filming, editing options, humour, the subject they vlog about or any other aspect that comes to mind.

Task B
In order to prepare for vlogging you’re going to research and write down key elements in order to actually start.

  1. What subject would you like to vlog about? Choose three activities you’re going to participate in during your Autumn holidays. List these three activities in English.
  2. Research the activities mentioned in question 4. What kind of activity is it? Does it involve just you or others? Are you allowed to shoot footage for your vlog during this activity? What background information can you give about this activity? Use the internet to answer the questions in English.

Task C
Now it’s up to you! Let the vlogging begin.

  1. Make a list of all the things you need to record your vlog. Think about the camera, selfie-stick, items you need for the activity you’re going to vlog about and even the other participants of your vlog in case there are any.
  2. Make a small script for your vlog. You don’t have to write down everything you’re going to say in English (as you now know, most vlogs are recorded off-the-cuff). Do give us a general idea of what you’re about to say and where you’re going to record it.
  3. Show your expert the script before the Autumn holidays. He or she can provide feedback to make your vlog awesome.

Your final product
- You’re going to make a vlog about an activity you participated in during the Autumn holidays.
- You record your vlog during the Autumn holidays. Part of the preparation takes place during English class.
- Your vlog is a minimum of 3 and a maximum of 5 minutes.
- You edit your vlog at home. Be careful though, this is a language task and not a video-editing assignment. Make sure you cover the basics and add special features if editing is something you enjoy, are good at and have enough time for.
- You make sure your vlog has an intro, a body and a clear ending. Don’t forget to ask your subscribers to press the ‘thumbs up button’ in case you like to be supported.
- You upload your vlog onto your (private) YouTube channel. You can use your De Nieuwse School Google account to create a YouTube channel.

Presentations
In class we’re going to show our vlogs to our classmates in groups of 4. We’re going to give feedback on the task and on our language skills using tips and tops.

Watching and Listening

Information about your PTA Kijk- en Luistervaardigheid A2/B1 (EN1802)

This year you are going to do a Watching and Listening test designed by CITO. This test is not scheduled during the test weeks, but in week 4. The test consists of two parts. The first part is Watching and the second part is Listening. For both parts you only get to watch and/or listen to the segment once. You then circle the correct answer on you answer sheet. The test is multiple choice and the questions are (mainly) in Dutch. The weighting factor of that test is 20%.

We oefenen deze vaardigheid uitvoerig tijdens de lessen Engels op de website van Woots. Hier kun je t.z.t. ook (extra) oefenexamens vinden van vorige schooljaren.

Watching and Listening

In class, we will try to improve your Listening skills with all kinds of different exercises. You will find a few of these below. Nevertheless, it is easier to practise at home. Try to watch (British) series or films with(out) English subtitles.

Examples:

Sherlock (series)

Doctor Who (series)

Broadchurch (series)

Shaun of the Death or Hot Fuzz (films)

The Graham Norton Show (talkshow)

 

Good websites to use while practicing your watching and listening skills are:

British Council A2 listening practice

British Council B1 listening practice

Oefenprogramma Engels Ga naar 'Taken bekijken' en kies de luisteropdrachten

 

Writing

Information about your PTA Schrijfvaardigheid A2/B1 (EN1803)

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

During your last PTA test you're going to finish a small story. Your expert has written the first 50 words to this story and it is up to you to finish it! You can choose between several, different (fictional) story-starters. Let op: je hoeft slechts één verhaaltje af te schrijven. Geef op je antwoordblad duidelijk aan welk verhaal je afschrijft.

Use your creativity, but don't forget to use the proper grammar and vocab to construct your sentences. You are allowed to use a (exam)laptop to type your story. Don't forget to use the Engels VK or Engels VS spelling-checker. Let op: deze spellingscontrole staat niet standaard aan, maar moet je zelf aanzetten. Je expert laat je tijdens de les zien hoe dit moet.

Last but not least, stick to the word-count; writing more words than required doesn't give you any extra credit. The weighting factor of that test is 25%.

Please download the document to start with different exercises to fill your writing portfolio to improve your writing skills.

 

Reading

For the language skill Reading, we will read a couple of texts and answer questions about the texts. We will use different sources to improve your comprehensive reading skills and to expand your vocabulary.

Besides these articles, you are also going to read some short stories and analyse them. To get to know these short stories we will first start with the short story 'Death By Scrabble' by Charlie Fish and answer some reading comprehension questions.

While you are reading, make sure that you underline every word 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.

 

 

Articles

Here you will find several articles to read. The good thing about these exercises is that we try to differentiate in subject and/or level:

Text: Easy: Medium: Difficult
Moddey Dhoo Open Open Open
Moon Landing Open Open Open
Pinch and Punch Open Open Open
Flower Row   Open  
Newsela - Dino Open Open  
Newsela - Octopus Open   Open
Newsela - Kids entrepreneurs Open Open  
Newsela - Chernobyl   Open Open

 

Literature

Besides the articles, we will also read short stories and analyse them. To get to know these short stories you are going to read the story 'Death By Scrabble' and answer some reading comprehension questions. Also we're going to read a few texts from the 'Crime Stories' collection.

While you are reading, make sure that you underline every word 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.

 

 

Death by Scrabble - Listening&Watching clip

Texts

Grammar

If you want to practise some more with the grammatical topics we've discussed (for example when they are difficult for you or to practise 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!

Click on the button below to practice with English word order. You can read the grammar explanations first if you like.

Exercises on English word order

Adverbs and Adjectives explained

 

 

Duolingo is an interactive learning format in which you train your listening and writing skills. You can practise 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!

 

 

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 practise. 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.

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 practise 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´.

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!

Project: The Bourne Identity

In this project we are going to read 'The Bourne Identity'. After reading the book and answering accompanying questions we're going to watch the film and see how this film is different from the book. This way, we will practice your reading skills in order to prepare you for your final exam and we practice watching & listening for the PTA test. At the end of the project there is a writing assignment for you to complete. This prepares you for the writing PTA in your second test week. All in all, this project allows you to practice with all the necessary skills for the upcoming tests. Hopefully you enjot the story at the same time!

Good luck and have fun!

Reading The Bourne Identity

We’re going to read ‘The Bourne Identity’, by Robert Ludlum. This novel was turned into an action / thriller, starring Matt Damon, in 2002. You might have seen the film already, let’s take a look at the book that inspired this acclaimed trilogy! Same as in the books we read in year 3, there will be some activities to do before reading, while reading and after reading. Aside from that, we will take a look at some elements of a story, which will be important later this year.

Good luck, and have a lot of fun reading this book!

Pay attention!

The book you are going to read belongs to school. You are borrowing the book for the time being but we expect you to return it in the same state in which you received it. Once you're done reading and answering the questions, return it and make sure that they scan it. If the system doesn't know that you've returned it you might be send a bill for the costs.

 

If you prefer to listen to the story while reading, you can use this YouTube file.

 

 

Chapters 1 – 2               

Before reading

1. Discuss what you know about Robert Ludlum and the story of The Bourne Identity. Then read the Introduction to this book. What have you learned from it that you did not already know?

2. Look at the Word List at the back of the book. Then explain how a person might feel – and why – if he or she:

  • Suffers from amnesia
  • Has nothing on his or her bank account
  • Sees a corpse
  • Has to confess a crime to the police
  • Is a police informant
  • Is trapped underground

While reading

3. Is this information about the patient true (T) or false (F)?

  • Someone has tried to kill him.  T / F
  • He speaks at least three languages.  T / F
  • He is probably a fisherman.  T / F
  • He has a bank account in Marseilles.  T / F
  • He is suffering from amnesia.  T / F
  • He has broken into buildings before.  T / F
  • He is used to driving expensive cars.  T / F
  • He has dangerous enemies.   T / F

4. Who:

  • Recognizes the patient in Zurich?
  • Learns that his name is Jason Bourne?
  • Does Bourne send a gift of money to?
  • Decides that he must go to Paris?
  • Does Broune use to help him leave the hotel?
  • Passed money to the fat man for Bourne?

After reading

5. Write down possible endings to these sentences.

  • The bank information was placed under Bourne’s skin because…
  • Bourne is being tortured by …
  • He shouldn’t trust the bank officials because…
  • If Bourne doesn’t learn more about his past, he…
  • If Marie tries to run away again, he…
  • Next, he needs to go to…

 

Chapters 3 – 4

Before reading

6. Work together with another student and have this conversation.

Student A: Imagine that you are Marie. What has happened today? How are you feeling? What are you thinking? Tell Bourne.

Student B: Imagine that you are Bourne. You are in a hurry to get to Löwenstrasse. Reply to Marie, but tell her as little as possible.

 

While reading

7. Write one word in each space.

  • What does Bourne learn in Löwenstrasse? Chernak was given the envelope of money for Bourne by a (1) ………… . Bourne took the money, so he (2) ………… the job. (3) ………… will pay anyone who kills Bourne.
  • What happens in Stepdeckstrasse? Bourne rents a (1) ………… and is visited by a (2) ………… . While he is resting, (3) ………… men come to kill him. As he leaves, two more men arrive with (4) ………… .
  • What happens in the gunmen’s car? The men take Bourne’s money and (1) ………… . He kills them and then goes to help Marie by the (2) ………… River.
  • What happens beside the river? Bourne (1) ………… Marie and (2) ………… her assassin. The assassin kills an (3) ………… man and escapes. Marie helps Bourne into the (4) ………… .
  • What happens in Lenzberg? Marie finds a doctor for Bourne, but throws away his (1) ………… . Bourne tells her his story and tries, unsuccessfully, to make her (2) ………… him. She can help him in Paris because she knows about (3) ………… organizations, and she works for the Canadian (4) ………… . She phones (5) ………… , a friend, to ask him about Treadstone Seventy-one. She tells Bourne that Carlos is a very dangerous paid (6) ………… .
  • What does Bourne learn in Paris? At first, he believes that he assassinated the American (1) ………… , but then he realizes that he was not in (2) ………… on that date. He learns that special (3) ………… must be followed when he tries to take money from his account. The bank official has to call a number in (4) ………… . the phone number will probably help Bourne to find (5) ………… .

After reading

8. Discuss with another student what Marie asked Peter to do, whether he succeeded, what happened to him, and why. Write a short summary of your discussion and answers here:

 

Chapter 5 – 6

Before reading

9. What kind of man is Bourne? Imagine that you are Marie, and make two lists.

  • Reasons why Bourne must be a professional assassin:
  • Reasons why Bourne can’t be a professional assassin:

While reading

10. Circle the correct words in these sentences.

  • Carlos and his men often shoot people in the heart / throat as a punishment.
  • Bourne believes that he is / used to work for Carlos.
  • When Bourne’s account is active, a bank / store is called.
  • Bourne finally gets his money with a lot of / little difficulty.
  • In Madame Lavier’s office, Bourne finds and memorizes telephone numbers in Zurich and New York / Paris.
  • The man at the switchboard has known Bourne by the name of Briggs / Cain.
  • A CIA officer tells others in Washington that Cain is a CIA informant / professional killer.
  • During the Vietnam war, Cain worked for the Americans / Vietnamese.
  • David Abbott says that Carlos / Cain and Carlos must be killed.

11. Write the names:

  • The designer at Les Classiques …………
  • The documents identifying Bourne as Cain…………
  • The American saved in Tam Quan…………
  • The name that Bourne was known by then…………
  • The assassin who takes Carlos’s contracts…………
  • The assassin who killed Ambassador Leland…………
  • The person wanted by the Zurich police …………
  • The Zurich banker named in the report…………

After reading

12. Have this imaginary conversation.
Student A: You are Bourne. You have learned where Dr. Washburn is now. Telephone him and tell him how you are feeling and why.
Student B: You are Dr. Washburn. Ask Bourne questions and help him understand what is happening to him. Thank him for the money and tell him what you are doing now.

 

Chapters 7 – 8

Before reading

13. Chapter 7 is called “Treadstone Seventy-one”. What are you going to learn about Treadstone, do you think? Are the following statements true or false? Explain why you think so.

  • It is a secret organization. T/F because:
  • It is part of the United States government. T/F because:
  • It employs Carlos. T/F because:
  • It used to employ Bourne. T/F because:
  • It knows about Bourne’s time with Dr. Washburn. T/F because:
  • It does not trust Bourne now. T/F because:

While reading

14. Who or what is described by the words in italics?

  • found the special instructions and changed them.” …………
  • “There are only three copies...”…………
  • “We’re trying to save her life.”…………
  • held the glass up to the light. …………
  • even killed his own brother.” …………

15. Complete these sentences:

  • Marie thinks she is being contacted by …
  • Bourne thinks the message is from …
  • But he allows Marie to call …
  • Gunmen attack the room that is in the name of …
  • At about the same time, Corbelier is shot in the …
  • Marie realizes that Bourne’s memories could be …
  • The Paris number from Les Classiques belongs to a …
  • Villiers hates Carlos, who killed his …
  • Outside Villiers’s house Bourne sees, again, …
  • Carlos’s contact inside Villiers’s house is …

After reading

16. Discuss these statements about Bourne with a classmate. What have you learned about his past?

  • “On March 25, 1968, Jason Bourne was killed by another American in Tam Quan.”
  • “He hated that war, hated everyone in it.”
  • “Three years ago we invented a man and gave him a life.”
  • “He even killed his own brother.”

Chapters 9 – 10

Before reading

17. Answer these questions.

  • Can Bourne trust Villiers, do you think? Why (not)? Is there anyone else that he can really trust?
  • What is Bourne going to do next? What will the effect be?

While reading

18. Who:

  • Frightens Janine Dolbert and Claude Oréale?…………
  • Becomes suspicious of General Villiers?…………
  • Reminds the general to stay strong?…………
  • Is told that Les Classiques pays an assassin?…………
  • Visist Parc Monceau?…………
  • Leaves a church in the clothes of a priest?…………
  • Is found dead in the church?…………
  • Does Bourne save outside the Louvre?…………
  • Is Carlos’s cousin?…………
  • Contacts the American embassy?…………
  • Tries to have Bourne killed at a graveyard?…………
  • Kills General Villiers’s wife?…………
  • Pretends that he killed her?…………

After reading

19. Work with another student. Imagine and practice one of these conversations. Then act out the conversation to the rest of the class.

  • Pierre Trignon and Madame Lavier after Bourne’s conversation with Trignon.
  • Jacqueline Lavier and Angélique Villiers at Parc Monceau.
  • Philippe d’Anjou and his contact, on the telephone, after Bourne’s first call to him.
  • Bourne and an official at the American embassy, when Bourne calls for the first time to identify himself.
  • General Villiers’s conversation with his wife before her death.

Chapter 11

Before reading

20. Answer these questions about Bourne’s plan now.

  • What do you think his plan is? What is his aim? What could go wrong? Will he succeed? Make notes.
  • Use your notes to give a two-minute talk to another student about Bourne’s plan. Listen to the other student’s talk. What do you disagree about?

While reading

21. Write short answers to these questions.

  • Who has Bourne sent all his memories to? …………
  • Who and what does he expect to find inside Treadstone? …………
  • What is happening to the Treadstone building? …………
  • Why isn’t Bourne killed in the taxi? …………
  • How has the U.S. Secretary of State heard Bourne’s story? …………
  • Why will Marie be useful at Treadstone today? …………
  • What does Bourne pretend to be doing as he enters the building? …………
  • Who is waiting for Bourne on the second floor? …………

22. Correct these sentences. Cross out the wrong word and write the correct one.

  • First, Carlos attacks Bourne with a gun. …………
  • Bourne breaks Carlos’s leg. …………
  • Then Carlos is shot in the chest.…………
  • Some of the men in the house work for a moving company; others work for Conklin …………
  • Delta died on this day, years before. …………
  • Bourne is shot again, in the head.…………
  • When men enter the building, Carlos dies.…………
  • Conklin takes Bourne’s hand as he becomes unconscious. …………

After reading

23. Answer these questions about Bourne’s true identity.

  • What is his real name? …………
  • What happened to his wife and children? …………
  • What was his job before their deaths? …………
  • What was his job after their deaths? …………
  • Where did he work after that? …………
  • When did he start using the name of Bourne? …………

24. What do these sentences mean? How is this recognition important to Bourne’s future?
The face. He knew it. He had seen it before. It was known to many, he was sure.

25. Is there anything about the story that you haven’t understood? Write down any questions. Then ask other students to explain it to you.

Watching The Bourne Identity

After having read the book 'The Bourne Identity', we're going to watch the film in class. While watching there are going to be some questions for you to answer. Pay attention to the subtitles and write down the missing words.

Missing words:

1.

13.

25.

2.

14.

26.

3.

15.

27.

4.

16.

28.

5.

17.

29.

6.

18.

30.

7.

19.

31.

8.

20.

32.

9.

21.

33.

10.

22.

34.

11.

23.

35.

12.

24.

 

 

Questions to answer after watching the film:

  1. What are some of the different locations that are portrayed in the film?
  2. Marie decides to drive Jason to Paris in exchange for a large amount of money. Would you do the same? Why (not)?
  3. Who is your favourite character in the book? Why?

 

Book versus film:

  1. The book has a very different beginning than the film. Which one do you prefer and why?
  2. What else are some differences between the book and the film?
  3. Which version do you prefer overall?
  4. We read the book before we watched the film. When reading a book, you are able to create the characters and the setting in your own mind. Did the film match the characters and the setting you created while reading the story?

 

Writing The Bourne Identity

Now that we've finished reading the book and watching the film The Bourne Identity, we have plenty information on secret agents. We know about their strenghts and weaknesses and we have learned something about who gives them assignments, who they work with and what their secret 'code' is.

Now it's up to you!

Assignment:

  • Write a text of 300 words. (you can divert from the number of words if it stays within 10%)
  • Describe what qualities you have which would make you a good secret agent. Don't forget to describe why this would make you such a good agent.
  • Describe what qualities you lack and you should develop in order to become a good secret agent. Don't forget to describe why you need to develop these qualities, how you would do this and how these qualities would make you a better agent.
  • If you want more information on what to write, include what kind of mission would be your favourite (where this mission would be, who or what the target is, the gear you would use etc.). Or write about what kind of mission you definitely would not like to do.

 

When you hand in your text, your teacher will give you feedback on your writing skills. This is valuable input which you can use to improve your writing for the upcoming PTA task!

 

Project: Tutorials Origami

Home

Origami (折り紙, from ori meaning "folding", and kami meaning "paper" (kami changes to gami due to rendaku)) is the art of paper folding, which is often associated with Japanese culture. In modern usage, the word "origami" is used as an inclusive term for all folding practices, regardless of their culture of origin. The goal is to transform a flat square sheet of paper into a finished sculpture through folding and sculpting techniques. Modern origami practitioners generally discourage the use of cuts, glue, or markings on the paper. Origami folders often use the Japanese word kirigami to refer to designs which use cuts, although cutting is more characteristic of Chinese papercrafts.

The small number of basic origami folds can be combined in a variety of ways to make intricate designs. The best-known origami model is the Japanese paper crane. In general, these designs begin with a square sheet of paper whose sides may be of different colors, prints, or patterns. Traditional Japanese origami, which has been practiced since the Edo period (1603–1867), has often been less strict about these conventions, sometimes cutting the paper or using nonsquare shapes to start with. The principles of origami are also used in stents, packaging and other engineering applications.

 

Source: Wikipedia

Step 1

The Origami Twirling Bird is one of the easiest origami birds. It is a perfect origami project to start with. Below you will find instructions on how to fold your first origami pelican. The first task is a reading task, try to follow these steps to fold your first awesome Twirling Bird.

Twirling Bird

1. Fold your paper in half, turning your square paper into one triangle.
2. Fold in half again (so you have a smaller triangle), crease (*vouw aandrukken*) and open.
3. Now fold top of your triangle down past the baseline (middle) of the model.

Step 3

4. Fold whole model in half vertically.
5. Rotate the model so it is now standing up.
6. Fold down the top flap along the line shown. Then repeat the same thing on the flap behind.

Step 6


7. Now fold the wings back upwards so they sit horizontally.
8. Well, done. Your first Twirling bird is complete!

 

Step 9

 

To make the Twirling Bird fly, throw it like a paper plane. It will tumble in circles!

Step 2

Step Two is maybe more challenging. You are only going to listen to the explanation how to fold an origami heart.

Please listen closely. It is not a problem if you have to re-listen certain parts.

 

Hint 1
Hint 2

 

 

Step 3

The third step is creating The Butterfly, it is a real beauty! This task is a watching and listening task. Try to follow the next few steps and let's see whether your butterfly could fly away!

 

 

Step 4

The last step is to unleash your creativity.

Are you able to create awesome origami flowers or animals?

 

Could you create this flower or this rose?

Please have a look on https://www.origami-fun.com/, they have free instructions (+videos). You could also have a look at videos on YouTube.

 

Project: Tutorials Balloon Animals

Home

You dog...

The dog balloon is a fundamental sculpture in the art of balloon twisting and balloon animals.

Many animals balloons, including the deer and giraffe, are variations on the dog balloon. And you'll find that the basics that you master when twisting a dog balloon, will apply to more difficult balloon sculptures.

Before master the balloon dog, you first have to learn how to make a lock twist.

The Lock Twist

  1. Grasp the balloon in one hand near the end. You'll probably want to do this with your non-dominant hand.
  2. Using your free hand, grasp the balloon with your other hand and twist the balloon until you're left with a segment in your hand (think of turning a lid on a peanut butter jar)
  3. Now you will have the basic building block of balloon sculpting.

Important! Try to hold both newly-formed sections of the balloon in your hand. If you let go of the second segment, the balloon will untwist. To keep the balloon twisted, you'll need to learn the lock twist.

After the basic twist, the second fundamental skill in balloon twisting is the lock twist, which you'll learn here.

After creating a basic twist, you'll notice that unless you hold the two sections of the balloon, it will tend to untwist itself, which is why you need to learn the lock twist.

The lock twist effectively holds the balloon's segments in place so you can continue to twist and form a sculpture. You'll also find that the lock twist forms the basic for such things as the head and ears of dog sculpture, as well as the legs and body and more.

  1. To start, apply two consecutive basic twists to create two balloon segments. You'll now have four balloon segments. To make this easier, try and create two small segments, as shown in the picture. When starting out, it's important that you try to get the two sections as close to each other in size as you can.
  2. Take the end of the balloon and bend or curl it against the first part of the balloon. You'll want the bend to occur between your two balloon segments (the second and third) that you created with the basic twists.
  3. Grab the two segments and twist them as shown by the arrow. As with the basic twist, think of twisting off the lid of a peanut butter jar. You're effectively twisting the two balloon segments together and isolating them from the rest of the balloon. You'll need to make at least three twists.
  4. You'll find that the twists now stay in place. This is the foundational twist that forms a dog’s head in a dog balloon figure and more.

     

Balloon dog - 1

 

Below you can find the instructions on how to make a balloon dog. Some of you might already know, or at least have an idea on, how to make a balloon dog. Still, try to follow the instructions below. By doing this, you are practising your reading skills.

Afbeeldingsresultaat voor balloon dog funny

How to make a balloon dog:

Step 1--Blow up the balloon half way.

Step 2--Start at the beginning with the knot and twist a 3 to 4-inch bubble (3 or 4 fingers wide). Make sure you hang on to both ends of balloon, otherwise it will untwist. Twist it around 2 or 3 times. Do not worry; it will not break. Why didn't it break? There is space at the end of the balloon for the extra air. That is why we only blow the balloon up half way.

Step 3--While holding on to the twisted balloon, make another bubble the same size. This will be the one ear. Do not let go.

Step 4--Make another balloon bubble the same size. This is the other ear.  

Step 5--Twist balloon joints A (between bubble 1 and 2) & B (between bubble 3 & rest of balloon) together. Twist 2 or 4 times all the way around. The balloon will not break, and they will stay together.

Step 6--Now for the neck. Twist a 2 to 3-inch bubble (3 or 4 fingers wide). This is the neck. Make sure you hang on to the balloon, both parts.

Step 7--Let's make the legs, after all--we want your dog to stand. Start by twisting a 2 to 3-inch bubble. Hang on to the neck as you twist the balloon, and do not let go of the leg.

Step 8--Second leg, same as the first. Twist a 2 to 3-inch bubble. Twist those two parts together just like you did with the ears. Remember twist around each other 4 or 5 times. Twist the parts together to look like the drawing.

Step 9--Have a lot of balloon left over? Hotdog! Make your dog’s body longer.

Congratulations, you have just made your first balloon dog.

Balloon dog - 2

 

Did you manage to make a balloon dog based on the text? We hope you did. The video below is probably easier to follow. The dog is very similar, but not the exact same as the dog from the written discription. Let's see if this is easier for you.

 

Balloon flower - 1

Afbeeldingsresultaat voor balloon animal funny

We're going to amp the difficulty of our balloon creations. This time you're going to make a balloon flower. This time, the steps on how to make the flower are not written out. However, they are explained in the audio fragment below. Listen carefully and try to follow the steps exactly.

Good luck!

 

 

How to make a flower balloon (audio):

Balloon flower - 2

 

Did you manage to make a balloon flower based on the instuctions in the audio file? Well done if you did! We're making it a bit easier on you now if you weren't able to do it. If you did make a flower, check by watching the video if you did it right.

Balloon of your Choice


On youtube there are a lot more different items you can make with balloons. Choose a video that shows something you'd like to make (but keep in mind that we don't have an endless supply of balloons) and follow to the video carefully.

When you're sure on how to make your choice of balloon animal/item, explain to your partner how to make that balloon. They are not allowed to see the video, nor are you allowed to help them by any other way than explaining vocally.

Good luck!

Afbeeldingsresultaat voor balloon animal funny

Project: Your own Series

Your English experts know how much time you guys spend on Netflix (binge)watching your favourite series. Not only can some of you watch an entire series in one run (even if this means ‘Netflix-cheating’ on your friend who you promised to watch the next episode together with), you might also enjoy a bit of cheeky series-watching during some of your classes… (Yes, we know you do).

That is why we would like you to create your own perfect spin-off series which features one or two of the best characters from the original show. A spin-off is roughly based on the original series (in terms of setting, themes and storylines) but can take a different direction if the series’ writers prefer to.

We do not expect you to write an entire spin-off series in one class, that is why this language task is divided into separate sub-tasks. Make sure to follow the tasks accordingly so you won’t miss out on any important information.

Parts of this task will be checked and marked by your English experts; you will receive feedback which you can use for your English tests.

Afbeeldingsresultaat voor netflix meme

Task 1 – Writing a Review

You already know why your favourite series is the best one! You know that, but how are you going to tell others? You do that by writing a review that convinces everyone to start watching your favourite show.

Before you start writing:

  • Choose a series that you want to write about.
  • Look for a published review about your series online, so you can get an idea of the lay-out and content of a review.
  • Make a word web about that series (include facts, like author and actors).

Writing:
Please use between 200 and 250 words for your review. Now, plan your writing.

  1. Title: think of a catchy title.
  2. Introduction: Your introduction should convince people to read on. You could, for example, start with an anecdote or an interesting fact. In the Introduction you also give the facts (writer, director, actors) of the subject you want to write about.
  3. Body:
    1st paragraph of body:
    Summarize the plot in a few sentences. Mention the setting: the place and time of the plot. Say something about the main characters. Say something about the content.
  4. Next few paragraphs. 
    What do you like about your series? Here you give arguments why it is so good that everyone should watch/. For every argument you use a new paragraph. Keep in mind that a paragraph should not be just 1 sentence. You have to support your arguments with examples and facts.
  5. Conclusion:
    Your last paragraph is a conclusion. Summarise what you’ve written and express once more that your series is the best one.

After writing:

  • Read through your review once more and correct any mistakes you still find. Make sure you’ve linked your paragraphs with linking words.

Find a classmate to read your review and ask them for feedback. Improve your review by processing their feedback.

Afbeeldingsresultaat voor writing a review

Task 2 – The Production Meeting

Introduction
You are going to create one episode in a spin-off series featuring one or two of your favourite characters from your favourite series. The first step in creating a new series is deciding what you’re going to do and how you’re going to do it. Therefore, you need a production meeting.

The job
Have a production meeting with everyone that is going to do this project. Talk about the following questions:

  • What are you going to do? You have two options:
    a) Are you going to make an episode with the whole class? That means the class will be divided into groups and each group is going to write just one scene.
    b) Are you going to make several spin-off series? That means you’re going to form groups of 2, 3 or 4 in which you’re going to make one scene.
  • Which series are you going to make a spin-off show for? Can you decide which series appeals to you most? Which characters should definitely be in the spin-off series, and which characters should remain in the original series?
  • Who is going to do what? Look at the other tasks to see what needs to be done and decide who is going to be responsible for each task (note: this doesn’t mean you won’t be involved in this task, it means someone from your crew has final responsibility).
  • When are you going to do what? Make a schedule!
  • Are you going to perform your scene live or are you going to film it?
  • Do you want a big audience (pupils from different classes and/or years, teachers, parents etc.) or do you prefer to keep it within your own class?

The end product
Ask one or two persons from your crew to take notes during this meeting. Then, as a group, make minutes (notulen). They should include at least the answers to the questions above. Share the minutes to ensure everyone (all crew members, other pupils and your English expert) has a copy.

 

Task 3 – Creating an Outline

Introduction
Before you start writing an actual screenplay, it’s a good idea to brainstorm about an outline first. An outline is like a rough sketch of what you want to do.

The job
Get together with the other members of your crew to have a brainstorm session. Talk about the following questions.

  • Which character(s) from the original series is going to star you spin-off series? Choose a maximum of two.
  • What will be the reason for the spin-off? Is your character going to move? Is he/she going to switch schools? Is he/she going to die (and will he/she be brought back to life in your spin-off)?
  • What is the title of your new spin-off series?
  • What is going to be the setting of the new spin-off series? The new home town, school or somewhere else?
  • What new characters are you going to introduce in this spin-off series? Keep in mind how many crew members are in your group, and so how many actors you can work with!
  • What is going to be the rough storyline?
  • How long do you want an episode to be? If you prefer to write a spin-off for just one series with the entire class a series can be longer; if you’re writing different spin-offs to different series one scene or one episode could be shorter.

The end product
Create an outline. All crew members should write a part of this outline. In it there should be information about:

  • The title of the spin-off, the length of an episode etc.
  • A description of the main character, other supporting roles.
  • A description of the setting.
  • The storyline.

Share your document to ensure everyone (all crew members, other pupils and your English expert) has a copy.

Afbeeldingsresultaat voor outline

Task 4 – Writing a script

Introduction
If you want to make an episode of a series you need a script to let all actors know what they need to say and/or do, to help the director give orders to do his job, and to give the set creators an idea of what they need to build/ set up.

The job
Get together with your crew members and create a script. You need the outline from task 3 to write your script. Discuss the following questions before writing the script:

  • Are you making a finished episode or would you like your scene/episode to have an open ending to ensure the viewers watch again (a so called cliff-hanger)?
  • What is going to happen to the main character(s) and the other supporting actors? (Keep in mind which actors you’re going to work with!).
  • In which specific place is the episode taking place? Living room, playground, classroom, hotel, forest etc?

Don’t worry about clothes, lights, cameras and other props. We’ll deal with those in the next task.

The end product
Write the actual script. The following should be in it:

  • The dialogue (what the actors say and how they are going to say it e.g.
    Sarah: ‘Don’t leave me, Alex’. (soft and emotional voice).
  • Stage directions (what the actors have to do: when they enter a scene, what emotion they have to show etc.) e.g. Sarah walks in after she hears a hard bang; looks shocked and covers her ears.

Do you need inspiration? Look online for free samples of scripts; there are loads available on the internet. Some even have tips to teach you how to write the best script. (Use ‘screenplay’ to increase your search results).

Share your script to ensure everyone (all crew members, other pupils and your English expert) has a copy.

 

Task 5 – Creating a set

Introduction
One of the most awesome things about making a series (or movie/play for that matter) is creating the set. The set is the background for the actors and a great way to use your creativity.

The job
Get together with your crew members. Make sure to open the script via Simulise as you need it for this task. Discuss the following questions in yet another brainstorm session:

  • How many and which settings do you want/need in your scene/episode? How many do you need when looking at your script?
  • If there are more than one, what would be an easy way of creating an entire different setting? Filming at different locations? If you choose to do a live performance, would it come in handy to use a beamer/digibord to help stage the setting?
  • Do you only want a backdrop (achtergrond) or do you want props as well? (Think of tables, chairs etc.)
  • How and where are you going to get your materials?
  • Who is going to be responsible for bringing which item?

The end product
If you all agree on the outcome to the questions above you are going to sketch out the idea for your set design. Your spin-off series most likely takes place in Great Britain or the USA so make sure it resembles these countries.

Also make a list of all the props you need for shooting your scenes and where you plan to get these props from.

Upload a picture of your set design and the list with props to ensure everyone (all crew members, other pupils and your English expert) has a copy.

Task 6 – Rehearsals!

Introduction
As an actor, you could of course just enter a set and start reciting your lines in front of the camera. But I can ensure you this won’t make you the next Oscar winning, block-buster starring actor you thrive to become! So it will go much better if you practice first. It also helps if you have a director (which isn’t featured in that part of the scene yet) to give you directions and/or feedback.

If you want to you can change the lines a little bit during the rehearsal process.

The job
Get together with your crew members to rehearse the scene from your spin-off series. Make sure you all have copies of the script printed out, a marker to mark your own lines and a pen or pencil to take notes. Then rehearse your episode! Here are some tips:

  • Ask one person to keep track of all the changes you make in the script. Let’ call him or her the observer. He/she makes sure to incorporate the changes into the actual script in Simulise.
  • Divide the different parts/ roles if you haven’t yet.
  • Read your lines carefully.
  • Don’t rehearse the entire scene/ episode all at once. Cut it into different shorter parts/ little dialogues and practice them separately.
  • Choose who is director for each small dialogue. The director can give directions and feedback during- or at the end of a dialogue. Remember the different rules of giving and receiving feedback!
  • As an actor you take notes as to how to say thing and/or how to do things differently.

If you have time rehearse the scenes more than once!

  • Set a time for a so called ‘dress-rehearsal’. That is when you play the whole thing in one go, wearing your costumes and your make-up.
  • Then plan one or two more dates before that for regular rehearsals.

The end product
Upload the revised version to the script onto Simulise to ensure everyone (all crew members, other pupils and your English expert) has a copy.

Afbeeldingsresultaat voor rehearsals

Task 7 - The PR campaign (extra task)

Introduction
You can create the greatest spin-off series in the world, but if you don’t promote the series properly it won’t become a success. That is why you need a PR campaign.

The job
Together with your crew members you’re going to make a poster to promote your spin-off series. Have a meeting and discuss the following:

  • What makes for a good promotional poster to attract possible viewers? Which (part of your) scene should be featured on the poster? Should all the actor’s faces be featured on the promotional poster?
  • Would you like to incorporate any ratings on your poster? (e.g. ‘The Guardian: a must-see series you can’t miss this winter – 5 stars’)
  • Which placed would be suitable for promoting your spin-off series? Think of social media and actual places on school property.

The end product
Make the promotional poster for your spin-off series. Make sure to incorporate the title of the series, the leading actors/actresses and a picture of (part of) the most spectacular scene on your poster.

Perhaps use the internet for inspiration!

Upload the promotional poster or a picture of it, to ensure everyone (all crew members, other pupils and your English expert) has a copy.

 

Project: Reading Portfolio

Reading is the best way to improve your language skills in any language, whether it's English, Spanish, German, or even Dutch! Aside from that, reading is also a lot of fun :-)

In order to prepare yourselves for the final two tests (yes, only two more tests for English!) we are going to practise with some reading exams in class. Aside from that, we are also going to read several other types of texts together and you are going to create your very own reading portfolio.

Your teacher will tell you about different reading strategies, which you can use in the tests and in creating your portfolio, and about different signal words, which can help you to make more sense of a text. After we have discussed different texts in class, you will get time to work on your portfolio. What's important is that you wait with including certain types of texts until we have discussed them together. That way, you know exactly what you have to do.

At the bottom of this page, you can find all the documents you need for this project.

Good luck, and have fun!

 

Afbeeldingsresultaat voor reading

Project: Plan a trip to Disneyworld (USA)

Let's plan a trip!

In de zomervakantie mogen jullie met een groepje van 4 vrienden/vriendinnen naar Walt Disney World in Orlando, Florida (USA). Maar, jullie moeten dan wel de hele reis zelf regelen. Er gaat ook één volwassene mee als begeleider.

Je werkt in een groepje van 4 personen (indien nodig 3).
Je krijgt meerdere lessen de tijd (6 lessen ongeveer).

Bekijk eerst de Video hieronder

Opdracht

Opdracht

Om de vakantie goed te laten verlopen, moeten er een aantal dingen geregeld worden. Jullie gaan straks met behulp van internet onderstaande zaken plannen.

  • De heen- en terugreis
  • Het verblijf
  • Bezoek aan de parken
  • Eten & Drinken
  • (Bekijken van shows)

Doel
Het doen van een opdracht als deze heeft vier doelen:

  1. Het Engels dat je hebt geleerd op een leuke manier gebruiken.
  2. Engels leren door veel Engels te lezen en woorden op te zoeken.
  3. Beter leren samenwerken.
  4. Spreekvaardigheid verbeteren door samen te oefenen.

Presentatie
Iedere leerling maakt een PowerPoint presentatie over zijn onderdeel. Deze presentaties voegen jullie samen tot één presentatie. Vervolgens presenteren jullie het bezoek aan Walt Disney World in het Engels (voor de klas).

Spelregels
Bij het doen van deze opdracht gelden de volgende regels:

  • Gebruik alleen Engelse websites en Engelse zoektermen bij het Googlen.
  • Vertalingen van woorden opzoeken doe je op mijnwoordenboek.nl, via Google Translate of een papieren woordenboek.
  • Vraag eerst hulp aan je groepsgenoten, daarna pas aan de expert.
  • Help je groepsgenoten als ze ergens niet uit komen of nog niet klaar zijn.
  • Je bent pas klaar als jouw hele groep klaar is. Help elkaar dus!

Taakverdeling

Taakverdeling

Lees de taakomschrijvingen in de volgende kopjes links. Verdeel vervolgens de taken over de groepsleden. Ieder groepslid neemt minstens één taak op zich. Let op: taak 5 Shows is extra, deze taak doe je pas als alle andere taken afgerond zijn.

Klik daarna op jouw taak om te beginnen en doorloop alle stappen.

Taakverdeling Concept Banner Header Stockvectorkunst en meer beelden van Bedekken - iStock

Taak 1: Reis

De reis

Klik op de volgende link en doorloop alle stappen. Kijk iedere keer goed welke stappen je in het Worddocument en in de PowerPoint presentatie moet vastleggen.

https://allesvoorengels.nl/webquests/walt-disney-world/taak-1-reis-stap-1-2/

Taak 2: Verblijf

Verblijf

Klik op de volgende link en doorloop alle stappen. Kijk iedere keer goed welke stappen je in het Worddocument en in de PowerPoint presentatie moet vastleggen.

https://allesvoorengels.nl/webquests/walt-disney-world/taak-2-verblijf-stap-1-2/

Taak 3: Parkeren

Parkeren

Klik op de volgende link en doorloop alle stappen. Kijk iedere keer goed welke stappen je in het Worddocument en in de PowerPoint presentatie moet vastleggen.

https://allesvoorengels.nl/webquests/walt-disney-world/taak-3-parken-stap-1-2/

Taak 4: Eten & Drinken

Eten & Drinken

Klik op de volgende link en doorloop alle stappen. Kijk iedere keer goed welke stappen je in het Worddocument en in de PowerPoint presentatie moet vastleggen.

https://allesvoorengels.nl/webquests/walt-disney-world/taak-4-eten-drinken-stap-1-2/

Taak 5: Shows (extra task!)

Shows (extra task)

Let op: dit is een extra task. Doe deze taak alleen wanneer jullie met de andere taken klaar zijn!

Klik op de volgende link en doorloop alle stappen. Kijk iedere keer goed welke stappen je in het Worddocument en in de PowerPoint presentatie moet vastleggen.

https://allesvoorengels.nl/webquests/walt-disney-world/taak-5-shows-stap-1-2/

Project: SCC (Society, Culture & Context)

This year in mavo 4, we will also focus on 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 are going to research the topics together.

In small groups or pairs you are going to be resposible for part of the SCC content (inhoud). You are going to study the information from the document below to create an activity. That is right, you are going to be the English Experts for a change :)

Because you are responsible for part of the content, and because you want your class to be fun just like the classes your expert teaches, you think well about the activity you are organizing. Are you just giving a presentation? Are you going to perform an act? Are you going to create a board-game? Will you make a hand-out with the most important information on it? Discuss your ideas with your expert beforehand.

Also you are going to design questions that could be asked about the various SCC topics. These test-questions are going to help you to master all the information!  

Have fun!

 

SCC group activity

Oh no! For this assignment, you have to work together as a team. Your pair/group will find all the information you need for creating a group activity below.

The idea is that every pair/group chooses a topic. Your group will find out what those terms mean and what they represent. E.g. When your group chooses ‘Memorable Events in the History of Great Britain', then your group should do research on for example King Henry VIII. Make sure that you do not copy or translate entire sentences form the main document but that you put the information in your own words.  

Your work will be checked by your teacher. You will receive feedback on the quality of your answer, spelling, grammar, and contents.

After this has been done, you have to create something (poster/presentation/video/play) to present your findings to your classmates.

This means you will be responsible for a 15/20 minute class activity that day! Think of copies of answersheets, a working device (laptop, iPad etc.) and a good internet connection.

You will get three weeks to finish your research.

Task

1. Try to form 7 groups - depending on how big your class is you work together in groups of 3, 4 (or 5).
2. Choose a topic. First come, first served; all topics can only be chosen once!
3. Start reading and studying the main document carefully. Then conduct your research.

1. Verenigd Koninkrijk - Geografie en Geschiedenis
2. Verenigd Koninkrijk - Het Koningshuis en Politiek
3. Verenigd Koninkrijk - Gebruiken en gewoontes
4. Verenigde Staten van Amerika - Geografie & Geschiedenis
5. Verenigde Staten van Amerika - de President & Amerikaans kiessysteem*
6. Verenigde Staten van Amerika - Gebruiken en gewoontes
7. VK & VSvA - Veelgebruikte bronnen

 

* De kennis van het Amerikaanse kiessysteem is niet in het studiedocument opgenomen. Dit onderwerp moet aan de hand van externe bronnen worden bestudeerd. Laat deze inhoud controleren bij je expert op juistheid en volledigheid!

How will you be marked?

For the SCC activity you do during our English classes you receive feedback on how well you've worked together as a team (competentie samenwerken), as well as general feedback on your use of spoken English.

This exercise is a great preperation for your Speaking test in test week 1 (week 48).

SCC designing test questions

You have done research on various topics. We could say that you are now an expert on those topics.

We would like to ask you to design test questions because creating a question requires mastering the material.

So, please design five test questions about your topic in English. You could create multiple-choice questions, yes/no questions, or open questions.

Keep this in mind when designing your mulitple-choice question:

  • A clear question of one or two sentences that is meaningful in itself;
  • One clear correct choice;
  • Three distractors that are approximately equally plausible yet also objectively incorrect.