Best practice rubrics v 13.05
Basics for
learning the
language.
You can turn
anything
into a
problem
(=old school
teaching).
NO
PROBLEM =
Find
alternatives
for old
school
explanations
. What are
you trying to
teach?
- Grammar?
- Idioms?
- Phrases?
Your activity
turns this
into a
NO
PROBLEM!
-
+
++
New teaching experience/activity
Change words in the song for a
reason (structure, organisation, order,
vocab, chunk, idiom etc.)
1)
Any song and just for fun
like Hokey pokey, not
offering substantial
language acquisition
The whole song effectively
contributes to language acquisition
(changed, adapted, left out silly words
and improved)
Drama
Any drama activity
A drama activity with possibilities into
TPR and intonation, stress patterns,
idioms and grammatical
constructions.
(e.g. on jobs and occupations)
A drama activity in which specific
language is naturally and repeatedly
used and acted out in different
contexts because of the situation.
Story
Any story.
A story with possibilities for
internalisation of intonation, stress
patterns, idioms and grammatical
constructions.
TPR
Any activity with
movements or gestures
A story with TPR possibilities and
activities with fitting gestures and
movements.
A story which explicitly helps to
internalize intonation, stress patterns,
idioms and grammatical constructions
(e.g.)Julie and Janet
Comparing two lives and the
difference is visible in the use of the
verb-forms.-> present/continuous
A coherent story in which all key
vocabulary can be acted out (TPR)
and activities in which movements
and gestures clarify or scaffold the
meaning of the vocabulary used.
(e.g.) We’re going on a bear hunt
(Michael Rosen version)
Chants
Just nursery rhymes
Simple chants
Songs
(p.221 chapter
14)
Complex chants
(intonation, stress patterns, idioms
and grammatical constructions.)
Best practice rubrics v 13.05
Playing a
game
(chapter 4.6
p.92,
chapter 13 page
215) 1)
ICT
(p.301) 1)
Games that don’t need
language to play the
game or win the game
++
+
Games in which you only need simple A game in which you need to
constructs or words to play or win the communicate in English to play
game.
and/or win the game.
(e.g.)Who is it?
Families
(e.g.) Robot game
Hangman
Just activities to practice the
language.
Use of digital resources with
outstanding language learning
activities.
(e.g.)
http://www.vocabulary.co.il/
http://www.annetsmith.nl/bas
isengels/animals2.htm
(e.g.)
http://learnenglishkids.britishcouncil.org
/en/
Blended learning: Balanced use of
digital tools and resources with
outstanding language learning
activities which not only complement
but also supplement and equilibrize
the regular programme.
(e.g.)
http://maps.playingwithmedia.com/
http://www.wrts.nl/
http://www.usbornequicklinks.com/uk/uk_homepage.asp
Activating Preknowledge
(chapter 6
p.105)1)
What do you know
about...? What is this?
or opening in Dutch
(p. 107 §4)
1)
NO
PROBLEM!
v2.0
Everyday
English
Any English activity that explicitly
helps to find out what they know.
(wordweb, guessing games, bring
an item, show a clip etc.)
Classroom English as
Singular, temporarily useful,
such. Your use of English yeargroup specific activities.
for organization and/or
instruction.
English activities that offer every
student the opportunity to express
exactly what he/she knows about the
given subject/topic. (e.g. guess the
drawing)
Activity that is generally applicable in
the daily/weekly programme. It is
doable for everyone and requires the
smallest possible amount of time and
preparation. Through this activity
English will become a consistent and
structural part of the general
curriculum.
Best practice rubrics v 13.05
Boring and useless, too
short piece of language
practised until students
fase out.
Just words, offered out
of context with D-E / ED translation
+
Activity that internalises a useful
chunk of language.
++
Absolutely non-boring activity that
internalises a generally useful,
meaningful chunk of language that is
flexibly applicable.
Words in sentences offered in
context with E-E explanation
Topic or theme-based words offered
in sentences that clarify meaning
(subject)
Lessonplan
Introduction subject
Core*
Processing*
In het nederlands
4 phases:
Introduction
Input
Output / practise
Transfer
Including the
words/chunks/sentences/structures
offered
Clear goals with specified knowledge,
understanding and skills.
Differentiated activities organised
(with)in 4 phases, including a
justification of the language offered
and practised as well as used.
Learning line
Just the course book
with some English added
TULE and National Curriculum
Code switch/transfer within subjects
Language acquisition and content
learning are in balance. The learning
of English is integrated in acquiring
subject knowledge
Differentiation
The offer of more or less
exercises
Content and process of the
programme is based on learner
needs
CLIL
English words and
phrases offered in Dutch
content
Key concepts offered in English are
related to key concepts in Dutch
With thorough knowledge of learners
readiness, interest and learning
profile, offering everyone the content
and process of the programme
needed to achieve the highest
possible language skill level, using
assessment as learning.
Key concepts in English are the same
as those offered in Dutch and the
language component is in balance
with the subject matter offered
Chunks
Vocabulary
acquisition
1) Praktische didactiek voor Engels in het basisonderwijs - Sibilla Oskam