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Intro English 2026/27

Intro English 5DF - 6DF - 7PLUS

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Intro English 5DF - 6DF - 7PLUS

Content

  1.  Practical arrangements

  2. Evaluation

  3. Reading Circles

  4. Portfolio

  5. Project vocabulary 2026-2027

  6. EF placement test results (week 2)

Practical arrangements

Website

"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 =UoE)

  • DW & major test during exams -> focus: skills

5DF: 

  • Dec: reading / June: speaking

6DF:

  • Dec: listening / June: Writing

7PLUS:

  • Dec: listening + writing + Use of English / June: Reading + speaking + UoE

Reading

Reading assignments 5DF/6 DF/7PLUS

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 circle

  • The Body (Stephen King) (Sep/Oct)

==> Focus on speaking skills in circles + critical thinker

Sem 2: Animal Farm (George Orwell) (Feb/Mar)

  • Pace: 2Ch/week

  • Reading log + group discussion (Reading Circle) (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:

  • The Body (Stephen King) - Sep/Oct

    • Pace: 2Ch/week

  • Sticks (George Saunders) - Nov

    • Short story - literary analysis

Sem 2:

  • Maus (Art Spiegelman) - Jan/Feb

    • Pace: 3 Ch/week

  • Never let me go (Kazuo Ishiguro) - Mar/Apr/May

    • Pace 2 Ch/week

  • Reading log + thematic group discussion (1/m)

  • Final eval: written exam June (understanding, analysis, reflection)

Year:

  • # articles from TheGuardian / New York Times

  • topic related to lessons

  • 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

  • AI threat to banking

  • Greenwashing

5/6 ICW

Sem 1:

  • The Body (Stephen King) - Sep/Oct

    • Pace: 2 Ch/week

  • Maus (Art Spiegelman) - Nov/Dec

Sem 2:

  • Animal Farm (George Orwell) - Feb/Mar

    • Pace: 3 Ch/week

  • Never let me go (Kazuo Ishiguro) - Apr/May. (TBD)

    • Pace 2 Ch/week

  • Reading log + thematic group discussion (1/m)

  • Lord of the Flies (William Golding)

    • Oral exam in June

7 PLUS

Sem 1:

  • The Horse of Death - Sep / The Black Cat - Oct

  • Lamb to the Slaughter (Roald Dahl) - Nov

  • Sticks (George Saunders) - Nov/Dec

    • Short story - literary analysis

Sem 2:

  • Animal Farm (George Orwell) - Feb

    • Pace: 2 Ch/week

  • The Body (Stephen King) - Mar/Apr/May

    • Pace 2 Ch/week

  • Reading log + thematic group discussion (1/m)

Year:

  • # articles from TheGuardian / New York Times

    • topic related to lessons

How to Read a Novel?

1. Make reading a habit
A novel needs time and attention. Don’t try to read everything at once.

  • Read a little every day.

  • Try to read at least one chapter at a time.

  • Find a quiet place without distractions.

  • Give yourself time to get into the story.

2. Read actively
Don’t just read the words. Think while you read.

  • Predict – What do you think will happen next?

  • Notice – Underline important words, events or ideas.

  • Check – Look up words you don’t understand.*(NOT all of them)

  • React – Write down a thought, question or short comment.

  • Connect – Think about how characters, events and ideas are linked.

3. Don’t understand everything? That’s OK.
You don’t need to understand every single word. First ask yourself:

Do I understand what is happening?

If the answer is yes, keep reading. Look up a word only when it prevents you from understanding the story.

Reading circles

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

Website

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 2026-2027

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

!!Also: Check announcements on Classroom weekly!!

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 / ...

  1. Vocabulary is an important part of your English course. You are expected to study and revise vocabulary regularly, not only before a test!

    1. What to study?

      1. For each unit/chapter, your teacher will clearly indicate which vocabulary you are expected to know.

      2. Once this vocabulary has been marked as vocabulary to study, you are expected to know it from that point onwards.

    2. When will you be tested?

      1. There will not always be an announced vocabulary test.

      2. Your teacher may give you a short vocabulary quiz at any time once you have been told which vocabulary you need to study.

      3. This means that you should revise your vocabulary every week, even when no test has been announced.

    3. Vocabulary is cumulative

      1. Vocabulary does not disappear after finishing a unit.

        1. When we start Unit 2, you are still expected to know the vocabulary from Unit 1.

        2. When we start Unit 3, vocabulary from Units 1 and 2 may also reappear, and so on.

Vocabulary - How does it work?

  • A vocabulary quiz may include:

    • vocabulary from the unit we are currently studying;

    • vocabulary from previous units;

    • a combination of both.


  • You should not only be able to recognise a word. Depending on the vocabulary, you may be asked to:

    • give the English word or expression;

    • give the Dutch translation;

    • match a word with its meaning;

    • complete a sentence with the correct word;

    • choose the correct word in context;

    • use a word correctly in a sentence.




Vocabulary - What can you be asked to do?

Study new vocabulary. Keep revising old vocabulary. Be ready to use both.

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 2026-2027

5 DF

6 DF

7PLUS

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 !

BZW - What to expect?

1. BZW@school — compulsory for everyone
Once a month: speaking, listening, reading-circle work, assessment, workshops.

2. BZW@home — independent work
Reading, vocabulary, grammar, writing, preparation.

3. BZW@school — compulsory individual attendance
Remediation, missed deadlines, incomplete course material, catch-up tests, teacher request.

4. BZW@school — voluntary support
Leerling kiest zelf om te komen voor uitleg, feedback of hulp.

BZW - What to expect?

  1. Vocab maintenance

  2. Independent reading

  3. Preparing reading circles

  4. Speaking Lab

  5. Listening Lab

  6. Correction cycles

  7. Writing workshop

  8. Catch-up sessions


BZW - What to expect?

  1. You can work from home during BZW if:

    • your course material is complete;

    • you respect all deadlines;

    • you complete BZW assignments correctly and on time;

    • your results show that you can work independently;

    • you attend all compulsory BZW sessions.


  • 2 Sep

  • 9 Sep

  • 16 Sep

  • 21 Oct

  • 25 Nov

  • 6 Jan

  • 3 Feb

  • 10 Mar

  • 28 Apr

  • 12 May

  • 26 May

"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