Intro English 456DF - 2025/26

• Engels
• Secundair onderwijs

Intro English 4DF - 5DF - 6DF

Content

1.  Practical arrangements
   
2. Evaluation
3. Reading Circles
   
4. Portfolio
5. Project vocabulary 2025-2026
   
6. EF placement test results (week 2)

Practical arrangements

classroom.google.com

"Smartphones? 📱 Not in English Class! 🚫 Let's put them away and focus. 

Ready to learn? 📚✨ #FocusOnLearning #NoPhonesInClass"

Evaluation

• Permanent evaluation (R, L, Sp, Wr, Gra, Voc)
• DW & major test during exams -> focus: skills

4DF:

• Dec: listening / June: speaking

5DF: 

• Dec: reading / June: speaking

6DF:

• Dec: listening / June: Writing

Reading

Reading assignments 4/5/6 DF

4BEO - 4MEW

Sem 1: Reading circles (Short stories level Bronze) (Extra info will follow)

• Horse of Death
• Sister Love
• Andrew, June, the Parson and the Fox
• ==> Focus on speaking skills in circles

Sem 2: Dracula

• 3 levels: Graphic Novel, Abridged, Full
• Pace: 1Ch/week
• Reading log + group discussion (1/m)
• Final eval: oral exam June

4BEO only - TBD

Extra economic English

Shark tank

5BEO - 5APDA - 5OBE

Sem 1: Reading circles (Short stories level Silver/Gold) (Extra info will follow)

• Mr Harris & the Night Train
• The Black Cat
• The Experiment
• ==> Focus on speaking skills in circles + critical thinker

Sem 2: Animal Farm / The Trenches

• Pace: 1Ch/week
  
• Reading log + group discussion (1/m)
• Linked with history lessons
• Final eval: oral exam June

Animal Farm

2 versions (differentiation based on EF score)

Combination of:

• home reading (homework + BZW)
• class reading
• reading exercises
• analysis/class discussion+ link to history lessons (totalitarianism)
• timing: start week 3
• Evaluation: reading comprehension exercise

6BEO - 6APDA - 6OBE

Sem 1: Sherlock Holmes - His Last Bow

• Pace: 1Ch/week
• Prep for detective game (Nov/Dec)

Sem 2: Night - Elie Wiesel

• Pace: 1Ch/week
  
• Reading log + thematic group discussion (1/m)
• Link with history lessons
• Final eval: written exam June (understanding, analysis, reflection)

Year:

• 4 articles from TheGuardian / New York Times -> 'English and History Newspaper Project'
• topic related to lessons
• Sep/Nov/Feb/May
• corresponding assignments will be communicated in due time
• For BEO: Extra set of articles on economic topics (Stock markets, loans, fraude, crypto...)

Night

2 versions (differentiation based on students' needs)

Combination of:

• home reading (homework + BZW)
• class reading
• analysis + link to history lessons (Shoah&genocide)
  
• timing: start after fall holidays
• Evaluation: June exam writing exercise

6BEO only

Extra economic English:

• Stock Exchange
• To Crypto or not to Crypto
• Economic crimes
• Business vocabulary
• The End of Cash
• Greenwashing

Reading circles (4&5DF)

What?

Reading longer texts + discussing them in groups

several circles/school year

preparation = homework (not BZW)

How to prepare?

each student / different role

• discussion leader
• summarizer
• connector
• word master
• passage person
• (culture collector)

The Discussion Leader's job is to... 

1. read the story twice, and prepare at least five general questions about it. 
2. ask one or two questions to start the Reading Circle discussion. 
3. make sure that everyone has a chance to speak and joins in the discussion. 
4. call on each member to present their prepared role information. 
5. guide the discussion and keep it going. 

The Summarizer's job is to ... 

1. read the story and make notes about the characters, events, and ideas. 
2. find the key points that everyone must know to understand and remember the story. 
3. retell the story in a short summary (one or two minutes) in your own words. 
4. talk about your summary to the group, using your writing to help you.

The Connector's job is to ... 

1. read the story twice, and look for connections between the story and the world outside. 
2. make notes about at least two possible connections to your own experiences, or to the experiences of friends and family, or to real-life events. 
3. tell the group about the connections and ask for their comments or questions. 
4. ask the group if they can think of any connections themselves.

The Word Master's job is to ... 

1. read the story, and look for words or short phrases that are new or difficult to understand, or that are important in the story. 
2. choose five words (only five) that you think are important for this story. 
3. explain the meanings of these five words in simple English to the group. 
4. tell the group why these words are important for understanding this story.
   

The Passage Person's job is to ... 

1. read the story, and find important, interesting, or difficult passages. 
2. make notes about at least three passages that are important for the plot, or that explain the characters, or that have very interesting or powerful language. 
3. read each passage to the group, or ask another group member to read it. 
4. ask the group one or two questions about each passage.
   

The Culture Collector's job is to ... 

1. read the story, and look for both bre differences and similarities between your own culture and the culture found in the story. 
2. make notes about two or three passages that show these cultural points. 
3. read each passage to the group, or ask another group member to read it. 
4. ask the group some questions about these, and any other cultural points in the story.

Role sheet examples

Portfolio

www.bookwidgets.com

1st reading circle 

Short story 1: Mr Harris and the Night Train

Short story 2: The Black Cat

"Learning a new language? Aim for progress, not perfection! 💪 Mistakes mean you're growing—so be confident, stay focused, and celebrate every step forward! 🌟 #KeepLearning #StayConfident"

Project vocabulary 2025-2026

 “(...)without grammar, very little can be conveyed; without vocabulary nothing can be conveyed.” (David A. Wilkins, Linguist PhD.)

4DF - 5DF - 6DF

!!Check weekly announcements on Classroom!!

4DF

What?

• +/-15 words/concepts per week.
• Voc. list + 1 extra (Merriam Webster) a week => add to voc list (will appear in Classroom)
• Always example sentence + meaning.
• Practice in class
• Home practice (via Scoodle or Quizlet flash cards)
• Goal: improve basic understanding.

Evaluation?

• EVERY week at the start of the first lesson of the week
• Week 2: Words of week 1 - Week 3: Words of week 1&2 - ... - Week 8: Words of week 1,2,3,4,5,6 &7. (Until December).

How?

• Short quiz (3')
• match word + translation (E->D or D->E) or explanation
• gap-filling exercise / multiple choice / ...

5DF

What?

• +/-15 words/concepts per week.
• Voc. list + 2 extra (Merriam Webster) a week => add to voc list (will appear in Classroom)
• Always example sentence + meaning.
• Practice in class
• Home practice (via Scoodle or Quizlet flash cards)
• Goal: improve basic understanding.

Evaluation?

• EVERY week at the start of the first lesson of the week
• Week 2: Words of week 1 - Week 3: Words of week 1&2 - ... - Week 8: Words of week 1,2,3,4,5,6 &7. (Until December).

How?

• Short quiz (3') : match word + translation (E->D or D->E) or explanation
• complete dialogues with WotW.
• gap-filling exercise / multiple choice / ...

6DF

What?

• +/-15 words/concepts per week.
• Voc. list + 3 extra (Merriam Webster) a week => add to voc list (will appear in Classroom)
• Always example sentence + meaning.
• Practice in class
• Home practice (via Scoodle or Quizlet flash cards)
• Goal: improve basic understanding.

Evaluation?

• EVERY week at the start of the first lesson of the week
• Week 2: Words of week 1 - Week 3: Words of week 1&2 - ... - Week 8: Words of week 1,2,3,4,5,6 &7. (Until December).

How?

• Short quiz (3'): match word + translation (E->D or D->E) or explanation
• gap-filling exercise / multiple choice / ...
• Synonyms/antonyms + integrate in writing a formal mail/message.

BZW@School

4 DF

4DF - What to expect?

• preparatory tasks/exercises
• preparing reading exercises/listening exercises
• grammar learning + 'cramming' vocabulary
• remedial exercises
• individual feedback sessions (Google Meet) -> schedule in classroom (goal: >1x/month)

BZW@Home

5 DF

6 DF

5DF - What to expect?

• preparatory tasks/exercises
• preparing reading exercises/listening exercises
• grammar learning + 'cramming' vocabulary
• remedial exercises
• individual feedback sessions (Google Meet) -> schedule in classroom (goal: >1x/month)
• ! Failing to prep / poor results = come to school during BZW !

6DF - What to expect?

• preparatory tasks/exercises
• preparing reading exercises/listening exercises
• grammar learning + 'cramming' vocabulary
• remedial exercises
• individual feedback sessions (Google Meet) -> schedule in classroom (goal: >1x/month)
• ! Failing to prep / poor results = come to school during BZW !

"Learning a new language? Aim for progress, not perfection! 💪 Mistakes mean you're growing—so be confident, stay focused, and celebrate every step forward! 🌟 #KeepLearning #StayConfident"

Results placement test

4DF

5DF

6DF