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Offer pupils example sentences, standard functions, etc. that they have access to at all times to help them express themselves.

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Minimise the distance between the development zone by offering support. For example: a "cheat sheet" of sentences or a translation of vocabulary or instructions.

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Divide instructions into steps for ease of completion and understanding. Provide examples if needed.

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3. Variety of the "More Knowledgable Other"

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3. Variety of the "More Knowledgable Other"

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Provide instruction videos or audios, informative illustrations,... Pupils can return to these at their own pace.

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LOTS can be considered the basic zone of development - things pupils know and remember from previous lessons. It is important to work cumulatively/progressively.

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Provide an overview of what is expected of them: language and content objectives - list at the start/end of every theme?

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3. Allow students to learn from one another

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3. Allow students to learn from one another

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Ensure a productive balance between STT and TTT, through group discussion or pairwork.

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Start from basic language and vocabulary demands to build up self-esteem and confidence.

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Offer pupils correct language, grammar and vocabulary within a practice of revision. Offer feedback at regular intervals to encourage development and acquisition.

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Show pupils a picture of a road or mountain beside the sea and ask them to predict what type of erosion might happen or occur. Ask them to explain why they think so.

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Pupils choose a set of pictures, and have to explain why they think it belongs in a certain type of erosion.

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Show pupils pictures of eroded landscapes which they have to correctly label and categorise.

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Let them group pictures together according to the erosion elements (volcano, water, wind, ice, ...)

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Pupils compare the different pictures and illustrations of eroded landscapes. "What is different?" Demonstrate examples through a video that uses simplified illustrations or archetypes.

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Show pupils pictures of eroded landscapes. They are to describe what they see using basic vocabulary.

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Pupils are able to recognise, choose and describe a certain type of erosion by using the correct subject language and vocabulary

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Pupils can compare pictures of eroded landscapes and determine the correct type by pointing out characteristics using the appropriate terms and specific vocabulary.

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Pupils are able to express their thoughts and observations to arrive at conclusions by employing basic foreign sentences (cfr. BICS) and expressions, and add subject matter language accordingly from an offered word cloud.