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Scheme of work for grade 6

Introduction
The emphasis in Grade 6 is on speaking and listening, helping learners to develop confidence and competence in
communication. Learners experiment with language using English in pairs, groups and whole-class activity They develop
the ability to ask questions, to explore their own ideas and thoughts, to give and understand instructions and to give and
understand descriptions of people and objects.
The Grade 6 curriculum continues to support the development of early literacy competences in reading and writing in
English. Learners acquire skills for decoding and encoding English words and to read and write simple texts and
messages, communicating clearly to their intended audience.
The Grade 6 curriculum helps learners to develop personal skills through providing opportunities for learners to explain
their own views, recognise their own strengths, weaknesses, and achievements, and to set realistic learning targets.
Social skills are developed through the curriculum’s emphasis on negotiating and sharing meaning through talk and the
Grade 6 curriculum also supports the development of cultural understanding through the use of pictures, texts and tasks
relating to other countries. The experience of learning English also helps learners at this stage to develop feelings of
empathy and to understanding of others, as it helps them to realise how it might feel for people who are unable to speak
their language.

Learning objectives

Syllabus
Learning objective
Code
Listening Low A1
L1 Understand an increased range of short, basic, supported classroom instructions
L2 Understand a growing range of short supported questions which ask for personal information
L3 Understand an increasing range of short supported questions on general and curricular topics
L4 Understand the main points of short supported talk on an increasing range of general and curricular
topics
L5 Understand some specific information and detail of short, supported talk on an increasing range of
general and curricular topics
L6 Use contextual clues to predict content and meaning in short, supported talk on an increasing range of
general and curricular topics
L7 Understand short, supported narratives on an increasing range of general and curricular topics
L8 Recognise words that are spelled out on a limited range of general and curricular topics
L9 Understand short songs and rhythms
Speaking Low A1
S1 Make basic statements which provide personal information on a limited range of general topics
S2 Ask questions to find out personal information on an increasing range
S3 Describe basic present and past actions on limited range of general and curricular topics
S4 Use basic vocabulary for a limited range of general and curricular topics
S5 Give short, basic descriptions of people and objects
S6 Contribute a growing range of suitable words, phrases, and sentences during short pair, group and whole
class exchanges
S7 Take turns when speaking with others in a growing range of short, basic exchanges
S8 Relate very short, basic stories and events on a limited range of general and curricular topics
Reading Low A1
R1 Recognise, identify and sound with support a limited range of language at text level Recognise the
English alphabet in print
R2 Read and follow with support familiar instructions for classroom activities
R3 Begin to read with support very short, simple, fiction and non-fiction texts with confidence and enjoyment
R4 Understand the main points of very short, simple texts on some familiar general and curricular topics by
using contextual clues
R5 Understand with support some specific information and detail in very short, simple texts on a limited
range of general and curricular topics
R6 Understand the meaning of very short, simple texts on familiar general and curricular topics by rereading
them
R7 Understand the meaning of simple short sentences on familiar general and curricular topics
R8 Use with more infrequent support a simple picture dictionary
Writing Low A1
W1 Plan, write and check short sentences with support on familiar topics
W2 Write, with support, short sentences which give basic personal information
W3 Write short familiar instructions with support for their peers
W4 Begin to use joined-up handwriting in a limited range of written work
W5 Link with support words or phrases using basic coordinating connectors
W6 Use upper and lower case letters accurately when writing names, places and short sentences during
guided writing activities
W7 Spell a growing number of familiar high-frequency words accurately during guided writing activities
W8 Include a full stop and question mark, comma during guided writing of short, familiar sentences
Use of English Low A1
UE1 Use singular nouns, plural nouns – including some common irregular plural forms – and uncountable
nouns, genitive ‘s/ s’ to name and label things
UE2 Use numbers 1 – 100 to count
UE3 Use adjectives, including possessive adjectives, on familiar topics to give personal information and to
describe things
UE4 Use determiners a, the, some, any , this, these, that to refer to familiar objects
UE5 Use who what and where , how many to ask questions on familiar topics
Impersonal you in the question How do you spell that?
UE6 Use demonstrative pronouns this, these, that, those and object pronoun one in short statements and
responses
UE7 Use personal subject and object pronouns, including possessive pronouns mine, yours to give basic
personal information and describe things
UE8 Use imperative forms [positive and negative] to give short instructions
UE9 Use common simple present forms, including short answer forms and contractions, to give personal
information Use common past
simple forms [regular and irregular ] to describe actions and narrate simple events including short answer
forms and contractions
UE10 Use common present continuous forms, including short answers and contractions, to talk about what is
happening now on personal and familiar topics
Use –ing forms Swimming , Spelling … as nouns to describe familiar and classroom activities
UE11 Use there is / are to make short statements and descriptions
Use Have you... [ever]…been? to talk about experiences
UE12 Use adverbs of time and place now today over there to indicate when and where
Use common –ly adverbs to describe actions
Use the adverb too to add information
UE13 Use can to make requests and ask permission and use appropriate responses here you are OK
Use must to express obligation
Use have + object + infinitive to talk about obligations Use will to
talk about future intention
Use What/How about + noun / -ing to make suggestions
UE14 Use prepositions of location, position and direction: at, behind, between, in, in front of, near, next to, on, to
Use prepositions of time : on, in at to talk about days and times Use with to
indicate accompaniment and instrument and for to indicate recipient on personal and familiar topics
UE15 Use Would you like to ... to , invite and use appropriate responses yes please , no thanks Use
declarative what [a/an] + adjective + noun to show feelings
UE16 Use conjunctions and or but to link words and phrases
UE17 Use when clauses to describe simple present and past actions on personal and familiar topics
Use So do I to give short answers
 The number of lines in the table will match the total number of learning objectives for the stage.
 Syllabus codes will be entered in the order that they appear.
 Learning objectives will appear in full.
 The learning objectives can be colour coded:
- ongoing
- a different colour for each term – once only when it is first introduced
English curriculum content

This scheme of work is based on a 35 week academic year, with 4 Modules being covered in 4 terms. Each unit should,
therefore, be covered in 2 weeks based on the provision of 3 hours of classroom English per week.
TERM 1 TERM 2 TERM 3 TERM 4
Module 1. English Time Module 2.Me and mine Module 3. Everyday life Module 4. Nature protection
Unit 1 Back to English Unit 4 That’s mine Unit 7 Days Unit 9 Weather and Seasons
Unit 2 My school Unit 5 Body Unit 8 What’s cooking Unit 10 English environment
Unit 3 Let’s count Unit 6 Stories

Approach to teaching and learning

A student-centred curriculum should support students in learning how to learn and in becoming independent, self-
motivated, engaged, confident, responsible and reflective learners.

Teachers are expected to nurture and develop these qualities through using a wide variety of teaching and learning
strategies that include:

 providing language input at text level, through stories, songs, chants, role-plays, poems and descriptions, so that
learners are exposed to whole language

 focusing on children’s ability to communicate concepts and meanings, by adopting a low profile approach to oral
correction, using reformulation and recasting in response to incorrect utterances

 selecting topics that are relevant and interesting to learners and making tasks meaningful and purposeful

 choosing tasks that tend to carry an embedded rather than an explicit language focus, so that they make sense
from the child’s perspective

 continuing to recognise the importance of delivering content through a range of both print and digital media so as
to support the development of student literacy in both print and digital communication genres.
Module1. English Time.

Unit1. Back to English

Syllabus Learning Objectives Activities


Codes
W7 spell a growing number of familiar high frequency words finding hidden small letters from the picture and spell then write
accurately during guided writing activities
Comment:
• Use a simple song for revising letters
Resource:
• Scene pictures
S2 ask questions to find out about an increasing range of looking at giving prompts and asking and answering questions
personal information
Comment:
• Personalize
Resource:
• Alphabet flashcards
L1 understand an increased range of short, basic, supported completing the missing information
classroom instructions
Comment
If needed teacher can create own worksheet for the activities
Resource:
• Pictures
R1 recognise, identify and sound with support a limited range of reading the personal information and complete
language at text level
W7 use upper and lower case letters accurately when writing completing a passport page with personal information
names, places and short sentences during guided writing
Comment:
• Teacher encourages students’ report
Resources:
• Enrollment forms
UE5 use who what and where , how many to ask questions on focusing on common questions to ask for personal information
familiar topics
Comments:
• Project a range of nationalities on the board. First one to guess correctly wins card
Resources:

4
• Passport page outline space for photo worksheet:
ask questions to find out about an increasing range of interview classmates and complete the chart
S2 personal information
Resources:
• question completion relating to passport items. e.g. Where....... ...... live? How ................you? What ...............you?
recognise words that are spelled out on a limited range of completing a chart with nationalities ending in. -an -ian- ish -ese
L8 general and curricular topics
L5 recognise words that are spelled out on a limited range of listening to descriptions of the completed flags and matching them to a
general and curricular topics nationality
Resources:
• map of world with countries on it.

R7 understand some specific information and detail of short, filling gap activity, completing the countries and nationalities
supported talk on an increasing range of general and curricular
topics
Resources:
• for students to write words next to table with country name completed nationalities to fill in with card for each student with name and capital on it
S6 contribute a growing range of suitable words, phrases, and playing a guessing game
sentences during short pair, group and whole class exchanges
Resources:
• incomplete worksheets
R7 understand the meaning of simple short sentences on familiar reading email messages and asking and answering the questions
general and curricular topics.
Resources:
• flags of the countries
W7 spell a growing number of familiar high-frequency words reading and completing a country and nationality crossword
accurately during guided writing activities
S2 ask questions to find out about an increasing range of personal matching the countries to the languages
information
R7 understand the meaning of simple short sentences on familiar reading the text about children from different countries
general and curricular topics
Comments:
• Help students to pronounce some sounds correctly in different words
Resources:
• worksheet with countries and nationalities

5
UE9 use common simple present forms, including short answer completing the sentences
forms and contractions, to give personal information
R7 understand the meaning of simple short sentences on familiar reading to international words and writing them down [with some support] e.g.
general and curricular topics pizza that’s double z / that’s right z z
Resources:
• world map, worksheet crossword, flags
ask questions to find out about an increasing range of personal asking and answering likes and dislikes
S2 information
Resources:
• worksheet: pictures

UE6 use demonstrative pronouns this these, that, those and object looking and writing sentences
pronoun one in short statements and responses
W7 spell a growing number of familiar high-frequency words writing about personal information using the prompts
accurately during guided writing activities

Unit 2. My school

Syllabus Learning Objectives Activities


Codes
L8 recognise words that are spelled out on a limited range of listening to the texts and correcting the sentences
general and curricular topics
Resources:
• floor plan of the school
R4 understand the main points of very short, simple texts on some reading and correcting sentences
familiar general and curricular topics by using contextual clues
UE14 use prepositions of location, position and direction: at, behind, focusing on prepositions to describe position.
between, in, in front of, near, next to, on, to
Resources:
• worksheet, flashcards
use common present continuous forms, including short focusing on present continuous forms
answers and contractions, to talk about what is happening now
UE10
on personal and familiar topics
Comment:
• prepare various exercises
take turns when speaking with others in a growing range of responding to questions with short forms.
S7 short, basic exchanges

6
understand with support some specific information and detail in reading text finding information
very short, simple texts on a limited range of general and
R4 curricular topics.
understand an increased range of short, basic, supported listening and following the directions
L1 classroom instructions
Comment:
• pay attention on subject names
contribute a growing range of suitable words, phrases, and listening to the instructions and following them.
sentences during short pair, group and whole class exchanges
read and follow with support familiar instructions for classroom
S6 activities
read and follow with support familiar instructions for classroom reading instructions answering
R2 activities
Comment:
• clear direction
understand the meaning of simple short sentences on familiar reading and answering the general and detailed questions
R7 general and curricular topics
understand the main points of short supported talk on an listening and answering the questions
L4 increasing range of general and curricular topics
contribute a growing range of suitable words, phrases, and contribute a growing range of suitable words, phrases, and sentences during short pair,
S6 sentences during short pair, group and whole class exchanges group and whole class exchanges
Resources:
• worksheet
take turns when speaking with others in a growing range of finding differences in pictures without being able to see each other’s pictures by describing
S7 short, basic exchanges things
Comment:
• pair and group work organization
understand an increasing range of short supported questions listening and answering the questions
L3 on general and curricular topics
understand the meaning of simple short sentences on familiar reading and completing the table
R7 general and curricular topics
Resources:
• worksheets
spell a growing number of familiar high-frequency words writing about school timetable
W7 accurately during guided writing activities
Comment:
• guided writing

7
Resources:
• worksheets

Unit 3. Let’s count

Learning Objectives Activities


Syllabus
Codes
R1 recognise, identify and sound with support a limited range of reading and saying number words
language at text level
Comment:
• Review days and months
Resources:
• worksheet: match the number to the word
UE2 use numbers 1 – 100 to count show numbers for students to say
Resources:
• flashcards numbers 1 –100
L5 understand some specific information and detail of short, show numbers for students to say listening to short dialogues and circling the number
supported talk on an increasing range of general and curricular mentioned
topics
Resource:
• worksheet : 3 – 13,14 – 40, 21-21 etc...
UE2 use numbers 1 – 100 to count focusing on numbers and their cardinal number equivalents
S1 make basic statements which provide personal information on asking and answering cardinal number questions
a limited range of general topics
Resource:
• worksheet: write the words 1 – 10. Match to cardinal words missing last 2 letters fir_ _, seco_ _, thi_ _, four_ _, fif_ _ etc...
S2 ask questions to find out about an increasing range of personal saying numbers to other students to order in a sequence. Students write down ten
information numbers 1-100
Resources:
• worksheet: What’s today’s date? When’s your birthday? What year are you at school?
L1 understand an increased range of short, basic, supported listening to instructions to colour and write down numbers
classroom instructions
Resource:
• worksheet: a row of squares e.g. colour the fifth square blue
S6 contribute a growing range of suitable words, phrases, and saying numbers in random order for other student to write down and read back in
sentences during short pair, group and whole class exchanges sequence
Resource:

8
• worksheet: four rows of ten blank squares.
R2 read and follow with support familiar instructions for classroom reading instructions for an odd and even number investigation
activities

Comments:
• pre-teach words: odd and even
Resource:
• worksheet: e.g., Look at this list of odd and even numbers [1-21]
L1 understand an increased range of short, basic, supported listening to instructions to complete an odd /even number diagram
classroom instructions
Resource:
• now answer these questions What numbers do odd numbers end with? Add an even number to an odd number and you get ______[an odd/even number]
LI understand an increased range of short, basic, supported listening to instructions to colour an odd/even number row grid 1 -100
classroom instructions
Resource:
• worksheet: two circles , two blank underlined titles. below a list of 12 numbers.
R2 read and follow with support familiar instructions for classroom reading instructions for odd/even number problem solving.
activities
Resource:
• put the number 4 in the right circle. That’s it, the circle on the right. Etc …
L1 understand an increased range of short, basic, supported listening to instructions for odd/even number problem solving.
classroom instructions
Resources:
• Write the words ‘odd numbers’ That’s o-d -d … worksheet: number grid 1-100 five rows when instructions finished students should end up with five red and five
blue columns look at the first row. 1– 10 colour the odd numbers red. colour the odd numbers red.
• worksheet: sums in shapes [colour sums with an even answer blue ] etc.. Look at the numbers [six numbers] find five pairs that add up to an odd number etc..
• worksheet: different problems e.g. Look at the numbers put a circle around the odd numbers. Put a square around the even numbers

UE5 use who what and where , how many to ask questions on
familiar topics
Resource:
 worksheet: completion. e.g. How many people ___ in your house?
S2 ask questions to find out about an increasing range of personal focusing on ‘how many’ questions
information
Resources:
 completed worksheet above worksheet e.g. There are ____ shoes in this room. There are ___ pairs of glasses in this room. There is only one ___ There are ___
people with a name beginning with R

S1 make basic statements which provide personal information on focusing on there is / there are structure and preposition ‘with’

9
a limited range of general topics writing ‘how many’ questions for other students to answer
Resource:
 possible display opportunity
UE11 use there is / are to make short statements and descriptions writing: ‘there is /are’ answers to questions.
plan, write and check short sentences with support on familiar questions produced above
topics
W1 plan, write and check short sentences with support on familiar writing: ‘there is /are’ answers to questions.
topics
W8 include a full stop and question
W4 mark during guided writing of short, familiar sentences begin to questions produced above
use joined-up handwriting in a limited range of written work
Resources:
 worksheet: mixture of 25 pictures and names of animals dog [picture] duck [word] snake[picture] kangaroo [word]
R6 understand the meaning of very short, simple texts on familiar reading instructions /questions/ problems for number and dice puzzles
general and curricular topics by rereading them
Resource:
 worksheet: e.g Put the numbers 1 to 5 in a line. The difference between one number and the next must be more than 1.
S7 take turns when speaking with others in a growing range of talking about numbers [totals, ten more or less] Students take turns to roll three dice. They
short, basic exchanges cover with their counter a number 10 more or less than the total they roll

Resources:
 How many ways are there to get 4 with two dice? Find different ways to add3 odd numbers to get 11 etc...
R7 understand the meaning of simple short sentences on familiar talking about numbers [totals, ten more or less] Students take turns to roll three dice. They
general and curricular topics cover with their counter a number 10 more or less than the total they roll
reading and working out dominoes problems
L5 understand some specific information and detail of short, listening to how to play dominoes and ticking dominoes you can play next
supported talk on an increasing range of general and curricular
topics
Resources:
 worksheet: images set of dominoes. / questions. e.g. How many dominoes have 6 spots?
S7 take turns when speaking with others in a growing range of students then play dominoes
short, basic exchanges
Comment:
 pre-teach: It’s your/my go.. I can’t go..
Resources:
 worksheet: ticking multiple-choice dominoes.
 cut-out pieces from worksheet above

10
Module 2. Me and Mine
Unit 4. That’s mine.

Syllabus Learning Objectives Activities


Codes
L8 recognise words that are spelled out on a limited range of listening to the jobs’ names
general and curricular topics
Comment:
 pre-teach: Whose hat is it?
Resource:
 flashcards of the jobs
S6 contribute a growing range of suitable words, phrases, and talking about ownership and possession
sentences during short pair, group and whole class
exchanges
Resource:
 worksheet: matching hats to workers, uniformed people and sportsmen.
UE3 use adjectives , including possessive adjectives, on familiar focusing on possessive adjectives. Matching different balls to different players [sports outfits]
topics to give personal information and describe things

Resource:
 worksheet: matching possessive adjectives to sentences. … wrestling, football, hockey, tennis, bowling etc… e.g. That’s their ball.
UE9 use common simple present forms, including short answer talking about the jobs
forms and contractions, to give personal information
L5 understand some specific information and detail of short, reading and working out which house in a picture belongs to which character
supported talk on an increasing range of general and
curricular topics
Resource:
 images of sets of three things. 3 house / bike / shoes pencil/ TV / bag / bed etc...It’s not his bag. It’s my bag.
R5 understand with support some specific information and detail talking about what students’ things they are.
in very short, simple texts on a limited range of general and
curricular topics
S1 make basic statements which provide personal information on
a limited range of general topics
UE1 use genitive ‘s/ s’ to name and label things focusing on the genitive ‘s / s’
Resource:
 worksheet; image[birthday cake with seven candles] Pete is already seven. His brother John is six and their younger sister Kate is five. Someone has a birthday
tomorrow. Whose cake is it?

11
R4 understand the main points of very short simple texts on some reading and writing answers to questions
familiar general and curricular topics by using contextual clues
S2 ask questions to find out about an increasing range of talking about which object belongs to whom... All students mingle and swap an object with s/o,
personal information return to seat. All objects are then passed along about five places. Students ask questions until
all objects are back with owners.

Resource:
 common objects: students provide e.g. Is this your pen Freddy? No, it’s Tulga’s. No it isn’t. etc…
S1 make basic statements which provide personal information on
a limited range of general topics
UE7 use personal subject and object pronouns, including focusing on personal pronouns students stand in a line, T says. Pete your hair is brown. [ T
possessive pronouns mine, yours to give basic personal points] S: Hers is black. / Yours is grey.
information and describe things.
Comment:
 collect a pen from each student, put in a bag and then tip bag on desk
Resource:
 worksheet: Find a difference. Person next to you. / person behind you / person in the picture etc ... e.g. my socks are brown, hers are white
S5 give short, basic descriptions of people and objects Students ask questions until all objects are back with owners.
UE6 use demonstrative pronouns this, these, that, those and asking questions about pens.
object pronoun one in short statements and responses
S2 ask questions to find out about an increasing range of
personal information
Comment:
 cut out their pictures for class display...
Resource:
 strips of card / paper for drawing pen/pencils / strips for writing sentences e.g. feely bag
S1 make basic statements which provide personal information on students draw and colour picture of their pens/pencils
a limited range of general topics
S2 ask questions to find out about an increasing range of student’s then ask other students about their pens / pencils
personal information
Comment:
 collect all pens again and put in a feely bag.
W1 plan, write and check short sentences with support on familiar and write sentences for the display. e.g. This is Kim’s pencil. It’s new.
topics
S6 contribute a growing range of suitable words, phrases, and student’s try to pull their pen from a feely bag in a team game e.g. Yes. This is mine or This is
sentences during short pair, group and whole class Kim’s
exchanges
Comment:

12
 keep team scores2 points if they pull their pen out / 1 point if they whose pen they pull out
L5 understand some specific information and detail of short, listening and identifying whose pet is whose.
supported talk on an increasing range of general and
curricular topics
Resource:
 worksheet: matching characters to pet pictures

Unit 5. Body

Syllabus Learning Objectives Activities


Codes
L8 recognise words that are spelled out on a limited range of listening and labelling body parts that are spelled out
general and curricular topics
Resource:
 worksheet: parts of body and face to label
L5 understand some specific information and detail of short, listening to the ‘It’s my body’ song and completing the lyrics
supported talk on an increasing range of general and
curricular topics
Resource:
 worksheet: incomplete lyrics
S4 use basic vocabulary for a limited range of general and talking about animals different body parts
curricular topics comparing animals
Comment
 pre-teach vocabulary : paw claw toe toe-nails feet
Resource:
 worksheet: images of different feet / paws of animals. Chicken, cat, horse, eagle and elephant etc...
UE3 use adjectives including possessive adjectives on familiar comparing animals
topics. Use common comparative and superlative adjectives
limited range of familiar topics
S6 contribute a growing range of suitable words, phrases, and talking about dice throw’s during the game e.g. describing animals
sentences during short pair, group and whole class
exchanges
Resource:
 images of animals
UE1 use singular nouns, plural nouns- including some common matching singular and plural forms of body parts
irregular plural forms
UE9 use common simple present forms, including short answer exploring repeated actions
forms and contractions, to give personal information

13
R6 understand the meaning of very short, simple texts on reading the text and completing the facts about the animals
familiar general and curricular topics by rereading them writing favourite animals
Resource:
 worksheet: fact file filling worksheet
W1 plan, write and check short sentences with support on familiar
topics
S6 contribute a growing range of suitable words, phrases, and asking each other’s’ favourite animals and describe
sentences during short pair, group and whole class
exchanges
Resource:
 worksheet with prompt to ask questions

Unit 6. Stories

Syllabus Learning Objectives Activities


Codes
L6 use contextual clues to predict content and meaning in short listening to the opening of stories and deciding what happened next.
supported talk on an increasing range of general and
curricular topics
Resource:
 multiple-matching task matching the stories to the pictures.
UE9 use common past simple forms[regular and irregular ] to focusing on simple past forms in narratives
describe actions and narrate simple events including short
answer forms and contractions
Resource:
 worksheet: matching verbs to passages of speech e.g. watched, enjoyed, washed, asked
UE3 describe basic present and past actions on limited range of
general and topics curricular
understand the main points of very short simple texts on some looking at a cartoon strip and matching jumbled narration and speech bubbles to the story
familiar general and curricular topics by using contextual clues
R4
Resource:
 cartoon strip jumbled text
understand short, supported narratives on an increasing listening to the story. The Nightingale telling another student what you remember from a
L7
range of general and curricular topics story
Resource:
 worksheet: post listening match pictures to the correct verbs worksheet: drawing

14
use common –ly adverbs to describe actions focusing on common –ly adverbs...
UE12
Resource:
 worksheet: pictures form various stories /students complete the missing adverb in corresponding sentence
understand short, supported narratives on an increasing listening to a story e.g. Giraffe’s can’t dance and helping in the telling by miming next
L7 range of general and curricular topics actions
S3 give short, basic descriptions of people and objects miming next action in the story when T indicates the turn. She [ opened the box slowly ]
other students shout what they think happened
Comment:
 give out action cards [one to each student which students keep to themselves]
Resource:
 worksheet: multiple-matching adverb task
R6 understand the meaning of very short, simple texts on familiar reading a story summary and matching adverbs to gaps
general and curricular topics by rereading them
understand short, supported narratives on an increasing watching a short animated story and completing jumbled summary
L7
range of general and curricular topics
Resource:
 jumbled sentences with endings to be completed with and but or endings e.g. He was clever / but lazy completing sentences about well known fictional
characters with and but or e.g. Shrek was kind___ ugly. Did Cinderella have one, two __ three ugly sisters?
use conjunctions and or but to link words and phrases focusing on the use of and but or to link words and phrases
UE16
Resource:
 picture summary [false] of animated story
use contextual clues to predict content and meaning in short listening to a rhyming picture story and predicting what rhyming word will be
L6
supported talk on an increasing range of general and
curricular topics
understand short, supported narratives watching an animated story
L7
on an increasing range of general and curricular topics
use when clauses to describe simple present and past focusing on the use of when in narrating past actions
UE17
actions on personal and familiar topics
Resource:
 worksheet: completing opening story picture sequences. e.g John was in his garden when….
 picture sequence stories
 stories above
W5 link with support words or phrases using basic coordinating writing down key sentences and phrases in picture story

15
connectors
relate very short, basic stories and events on a limited range telling picture stories to the rest of the class
S5
of general and curricular topics
Comment:
 give different students different story sequences
Resource:
 closing picture sequences from above stories to project
use declarative what [a/an] + adjective + noun to show focusing on the What an/a structure in closing story statements
UE15
feelings

Module 3. Everyday life


Unit 7. Days

Syllabus Learning Objective Activities


Codes
S4 use basic vocabulary for a limited range of general and talking about the days of the week
curricular topics
Resource:
 worksheet: unscramble the days of the week and put them in order.
use who what and where , how many to ask questions on focusing on question words and ‘there is / there are ‘ forms
UE5 familiar topics
Resource:
 worksheet: How many days are there in a week? How many days begin with T? Which days are weekend days? Which days are school days? What day is your
favourite day?
use there is / are to make short statements and descriptions listening to , learning and singing a days of the week song
UE11
understand short, supported narratives on an increasing reading and working out which day
L7 range of general and curricular topics

Resource:
 worksheet: lyrics completion exercise
R5 understand with support some specific information and detail listening to instructions for making a seven day caterpillar and hanging on to each day
in very short, simple texts on a limited range of general and body/day segment things you do / will do etc…
curricular topics

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Comment:
 bring scissors, cardboard, glue, split pins etc.. display opportunity.
Resource:
 worksheet Today is Friday so the day before yesterday was Today is Tuesday what day will it be in seven days. etc
use common simple present forms, including short answer focusing on the simple present to talk about routines
UE9 forms and contractions, to give personal information
Resource:
 worksheet: completing
L5 understand some specific information and detail of short, listening about the week/weekend routines of different children
supported talk on an increasing range of general and
curricular topics
Resource:
 sentences [third person forms] about two children’s routines worksheet : multiple- matching days task table completion Mondays Tuesdays etc...
W2 write with support short sentences which give basic personal writing down in a week table things students do
information
R4 understand the main points of very short simple texts on some reading signs and matching to meaning
familiar general and curricular topics by using contextual clues
Resource:
 worksheet matching e.g. open Monday to Friday closed weekends
L3 understand an increasing range of short supported questions listening to questions in a TV programme quiz
on general and curricular topics
Resource:
 Prepare questions When is … on Which day … Which nights … keep team scores
use upper and lower case letters accurately when writing writing down answers in teams
W6 names, places and short sentences during guided writing
activities
UE9 use common simple present forms, , including short answer focusing on the simple present [positive, negative, contractions] students tick/x activity and
forms and contractions, to give personal information complete sentence appropriately.
Resource:
 worksheet: matching verbs to complete sentences e.g. I _____ up late. I _____ cartoons on TV I ____ my bike. I ____ shopping
S2 ask questions to find out about an increasing range of asking other students what they do at weekends.
personal information
UE 17 use so do I to give short answers answering ‘so do I / nor do I’
Resource:
 worksheet: above
L6 use contextual clues to predict content and meaning in short listening to exclamations in context and guessing what they mean.
supported talk on an increasing range of general and

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curricular topics
Resource:
 worksheet: match exclamations to faces. e.g. Wow Yeah Yuk Ouch Yum Oh dear etc
W2 write with support short sentences which give basic personal writing a ‘Days of the week’ poem Students complete and between each line writing [x3]
information exclamations e.g. Yuk ouch yuk!
R3 begin to read with support very short simple fiction and non- reading out poems to rest of the class
fiction texts with confidence and enjoyment
Comment:
 possible display opportunity
Resource:
 guided writing template: On Mondays _________ On Tuesdays _________ poems above
S8 relate very short, basic stories and events on a limited range talking about the order of things in student day
of general and curricular topics students sequence cards for their typical day
Resource:
 cards for actions: I change clothes I get dressed I eat breakfast I have lunch I brush my teeth I have a snack I drink some milk I wear pyjamas etc..
UE14 use prepositions of time: on, in at to talk about days and times focusing on prepositions of time in at focusing on simple when clauses

Resource:
 students match times to actions and tell another student
S1 make basic statements which provide personal information on miming what they do at what times. Other students guess the student’s mime as they move
a limited range of general topics the clock hand. e.g. you brush your teeth in the morning
S5 give short, basic descriptions of people and objects
Comments:
 give each student a minute to mime eight things they do at different times of the day.
Resource:
 time cards: in the evening in the morning at break time in the afternoon when I get home when I go to bed at four o’clock at midday at night a large clock face
divided into 8: when I get up / the morning / break-time / midday / afternoon / when I go home / evening/ night

Unit 8. What’s cooking?


Learning Objectives Activities
Syllabus
Codes
L9 identify initial, middle and final phonemes and blends listening to identify the final sound in common foods.
Resource:
 worksheet: listen and match. mil _ chee _ pizz_ toa_ ca_ -se -k -ke -st -a etc...
UE1 use singular nouns, plural nouns– including some common focusing on countable and uncountable nouns and the use of a, some, any

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irregular plural forms – and uncountable nouns
UE4 use determiners a, the, some, any , this, these, that to refer to sorting countable and uncountable things in a cupboard and a fridge
familiar objects
Resource:
 worksheet: can you count it? egg sugar butter apple etc.…. worksheet: dialogue
S2 ask questions to find out about an increasing range of asking and answering about what there is / are students take in it turns to answer by looking
personal information at cupboard-fridge image / form questions from prompts
Resource:
 completion with a / some/any
 image above and two sets of prompts juice / fruit / fizzy drinks / crisps? etc.…
R7 understand the meaning of simple short sentences on familiar reading and completing /matching sentences about partives / types of packaging etc…
general and curricular topics
Resource:
 worksheet: Bread comes in loaves but we eat ____. Cereal comes in packets but we eat it in ____. projected to board different containers / partives etc..: cup
slice can bowl cards with food rink items on
S5 give short, basic descriptions of people and objects over their cards at the same time recycle and mix the cards in different rounds

S2 ask questions to find out about an increasing range of talking about food students like hot/warm and cold
personal information
Resource:
 worksheet; food to sort into a Venn diagram e.g. cheese milk soup coke chips sandwiches spaghetti etc...
S1 make basic statements which provide personal information on listening and identifying people’s favourites.
a limited range of general topics
Resource:
 multiple-matching task.
understand the main points of short supported talk on an focusing on possessive adjectives and genitive ‘s / s’ in talking about favourites
L4 increasing range of general and curricular topics
Resource:
 worksheet: forming questions to ask e.g. snacks / favourite family/meal /favourite
UE3 use adjectives , including possessive adjectives, on familiar reading menus and finding things that don’t go together
topics to give personal information and describe things
R3 begin to read with support very short simple fiction and non- worksheet: simple menus where students circle things they think are odd
fiction texts with confidence and enjoyment
Resource:
 focusing on making suggestions
S7 take turns when speaking with others in a growing range of talking about changing to the menus
short, basic exchanges

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Resource:
 worksheet: dialogue completion menus above
UE14 use with to indicate accompaniment writing a menu of student’s favourite Starters, Mains, Desserts
Comment:
 possible display opportunity
UE15 use would you like and use appropriate responses yes please focusing on would you like / I’ll have structures ….
, no thanks
Resource:
 worksheet: dialogue completion. e.g.
UE13 use What/How about + noun / - ing to make suggestions listening and deciding if two people have the same or different food.
use will to talk about future intention
Resource:
 a Would you like ___ juice? b No thanks, _______ juice. A Would you like mashed _? B No thanks, ______ chips
L4 understand the main points of short supported talk on an listening to instructions and moving [fruit and veg] object cards around a kitchen scene
increasing range of general and curricular topics
Resource:
 worksheet circle1 same or different2 same or different fruit and veg object cards kitchen scene card
UE14 use prepositions of location, position and direction: at, behind,
between, in, in front of, near, next to, on, to
spell a growing number of familiar high-frequency words reading and completing words related to food
W7 accurately during guided writing activities
UE8 Use imperative forms [positive and negative] to give short giving instructions to follow
instructions
Comment:
 pre-teach ; words cook, bake, boil fry, peel, chop, wash
Resource:
 worksheet: images to interpret e.g. tap /saucepan/ egg cup oven/ eggs / flour/chocolate tin of tuna/ knife / lettuce

Module 4 Nature protection


Unit 9. Weather and Seasons
Learning Objective Activities
Syllabus
Codes
S4 use basic vocabulary for a limited range of general and talking about weather words
curricular topics

20
Resource:
 worksheet: matching words [anagrams] to weather pictures e.g nair nsow etc ...
use adjectives, including possessive adjectives, on focusing on adjectives related to the topic of weather
UE3 information and describe things familiar topics to give
personal
Resource:
 worksheet: pictures of different weather scenes It’s a cold ____ morning. It’s a wet _____ day [frosty rainy] etc...
R7 understand the meaning of simple short sentences on familiar reading and matching/completing sentences to go with images
general and curricular topics
understand some specific information and detail of short listening to short weather forecasts for cities and matching weather symbols / to cities and
L5 supported talk on an increasing range of general and marking temperature on thermometers
curricular topics
Resource:
 map with various cities / thermometer and box for drawing weather symbols in next to each city
use basic vocabulary for a limited range of general and talking about what to wear in different weathers connections in a game of ‘weather card’: ‘go
S4
curricular topics fish’ e.g. you need skis in the snow/ when it’s snowy
Resource:
 worksheet : matching clothes items to names worksheet matching weather adjectives cold hot wet dry to clothing/ accessories
UE17 use when clauses to describe simple present and personal talking about preferences about weather
and familiar topics
Resource:
 Worksheet: survey about the weather.
UE9 use common simple present forms on familiar topics. focusing on simple present to talk about weather and where water comes from

Resource:
 worksheet: sentence matching It snows in the mountains It gets hot in summer
R6 understand the meaning of very short, simple texts on familiar reading and ordering stages in a diagram about where water comes from
general and curricular topics by rereading them
Resource:
 boxes to order and match to pictured cycle
contribute a growing range of suitable words, phrases, and talking about how we use water/why water is important
S6 sentences during short pair, group and whole class
exchanges
Resource:
 rain falls from the clouds in the sky/ the rain goes into streams. etc
UE8 use imperative forms (positive and negative) to give short use should /shouldn’t write sentences

21
instructions
Resource:
 poster
R8 use with more infrequent support a simple picture dictionary reading /using a picture dictionary to look up words
Resource:
 worksheet: half- completed images of how water is used. e.g. half a shower head /half a watering can
S1 make basic statements which provide personal information on talking about the months of the year
a limited range of general topics
Comment:
 pre-teach words for seasons
Resource:
 worksheet: jumbled months questions e.g. In which month is your birthday What is your favourite month?
understand the main points of very short simple texts on some
R4 familiar general and curricular topics by using contextual clues
reading sentences connected to students’ lives to put in sequence for months of the year
Resource:
 worksheet: In September we start school In March the snow goes away etc.
L5 understand some specific information and detail of short,
supported talk on an increasing range of general and
curricular topics listening about changes in weather / environment in two different countries around the world
Resource:
 worksheet: twelve month vertical calendar / images to match to months
L1 understand an increased range of short, basic, supported
classroom instructions listening to instructions to complete a season timeline diagram
Resource:
 worksheet: twelve months on a timeline e.g
L3 understand an increasing range of short supported questions
on general and curricular topics listening to questions and answering what colour to colour things on the diagram
S4 use basic vocabulary for a limited range of general and
curricular topics
Resource:
 Spring begins … Spring ends. Mark this on the line. What colour are clouds in winter?
R1 recognise, identify and sound with support a limited range of reading and sorting jumbled ‘rain rhymes’
language at text level
Resource:
 worksheet: jumbled rhymes
L7 understand short, supported narratives on an increasing listening and completing weather rhymes with rhyming words
range of general and curricular topics

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Resource:
• rain, rain go away / rain on the green grass
S8 relate very short, basic stories and events on a limited range learning a rhyme [above] by heart and practising gestures to teach other students to use
of general and curricular topics when performing it
Resource:
• worksheet: incomplete it’s raining it’s pouring itsy bitsy spider / I hear thunder / I’m a little snowman etc...
L1 understand an increased range of short, basic, supported listening to instructions for making a weather pop-up card. e.g. cloud, rain, thunder,
classroom instructions sunshine etc...
Resource:
• bring scissors, cardboard, clue coloured paper etc
Resource: worksheet above.
L8 understand short, supported narratives on an increasing listening to a weather story e.g. weather and popping up weather feature and making
range of general and curricular topics sounds whenever it is mentioned in the story
mark during guided writing of short, familiar sentences begin write the words related to the weather
W4 to use joined-up handwriting in a limited range of written work
Comment:
• display opportunity
Resource:
• different cardboard
• weather pop-ups
• pop-ups above

Unit 10. English environment

Syllabus Learning Objective Activities


Codes
R3 begin to read with support very short simple fiction and non- looking at the jumbling lyrics of the ‘Hello, Goodbye’s song [Beatles] and
fiction texts with confidence and enjoyment piecing them together by thinking about rhymes’
Resource:
 worksheet: cut up lyrics you say no, you say why etc ...
understand the meaning of very short, simple texts on familiar looking at resembled lyrics and completing missing words
R6 general and curricular topics by rereading them

Resource:
 worksheet: lyrics as a cloze exercise
contribute a growing range of suitable words, phrases, and talking about what gestures could be used to mime actions in the song
S6 sentences during short pair, group and whole class
exchanges

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Resource:
 worksheet: I say yes, you say why, you say goodbyeproject lyrics to accompany song
L7 understand short, supported narratives on an increasing listening to, singing the song and performing actions
range of general and curricular topics
UE9 use common past simple forms [regular and irregular] to focusing on simple past forms in telling stories
describe actions and narrate simple events including short
answer forms and contractions
Resource:
 worksheet: [regular / irregular] past tables to complete
 multiple-matching task
L9 Identify initial, middle and final phonemes and blends listening to the opening part of a story and matching names to characters

Resource:
 project image of characters
L5 Understand some specific information and detail of short, dictate past forms of verbs they are going hear in story for students to
supported talk on an increasing range of general and complete tables
curricular topics
Comment:
 bring scissors, felt, clue and items for decorating finger puppets
Resource:
 recipes with images. e.g. cup cakes, chocolate brownies, meatballs, cheese puffs, jam tarts etc
L1 understand an increasing range of short, basic, supported listening to instructions for making finger puppets and making along with
classroom instructions T.Decorating finger puppet as one of the characters in the story
Resource:
 collect finger puppets [explain that you’ll revisit the story / with puppets on final day party]
R3 begin to read with support very short simple fiction and non- reading short recipes with nonsense lines in item e.g. each cake will be the
fiction texts with confidence and enjoyment size of a football / Mix the chocolate with some fish to identify false details.
Resource:
 Ask student s to choose a recipe to take home and make with parents for final day party
R2 read and follow with support familiar instructions for completing an end of year crossword puzzle with clues relating to grammar
classroom activities and vocabulary looked at throughout the year
Resource:
 puzzle and different types of clue e.g. first animal beginning with ‘T’ in the picture dictionary
R8 use with more infrequent support a simple dictionary
Resource:
 you can find this word on the black wall
L9 identify initial, middle and final phonemes and blends participating in an end of year ‘spelling bee’ involving spelling of vocabulary

24
from throughout the year
Resource:
 class team ‘spelling bee’ in rounds: your word is ...your word is a place
 prepare different rounds. Set time limited and keep team scores
L3 understand an increasing range of short supported questions
on general and curricular topics
Resource:
 children play it rhymes with ‘dark’
UE5 use who what and where, how many to ask questions on focusing on questions that can be asked about words and pictures
familiar topics
Resource:
 worksheet: students complete questions in relation to a collage image e.g. where _____ the helicopter? How many chimpanzees ______?
S1 make basic statements which provide personal information on talking to other students about words they’ve learnt this year
a limited range of general topics
L1 understand an increased range of short, basic, supported making a collage postcard of English words students know to sent home to
instructions test ‘mum / dad’ ect...
Resource:
 worksheet: The best animal this year is _____ . The word this year was _____ . My favourite new colour word is _____
W1 plan, write and check short sentences with support on writing our their address and questions about images on front of postcard for
familiar topics mum / dad to answer e.g. Which animal goes ‘moo’?
Resource:
 postcard pro-forma the computer or cut and paste
use upper and lower case letters accurately when writing
W6 names, places and short sentences during guided writing
activities
R1 recognise, identify and sound with support a limited range of attending an end of year English party at which students
language at text level sing ‘Hello, Goodbye’s song’
S8 relate very short, basic stories and events on a limited range tell other students about food [recipes] prepared at home
of general and curricular topics
Resource:
 projected lyrics and music
L7 understand short, supported narratives on an increasing listen to and reform whole story with finger puppets
range of general and curricular topics
Resource:
 projected story images

25
Assessments can be formative or summative.
Assessment of students’ language knowledge and skills includes the following:
• assessment of the curriculum outcomes
• formative assessment which is done throughout the course
• summative assessment which is done at the end of each term and school year
• self-assessment which is done by students themselves
• peer assessment which is done by students in pairs, groups or in a whole class
• nonverbal assessment which is done through giving positive reinforcement to students
Formative assessment is given during the course, not at the end, so that learners can improve during the course. Formative assessment comes in many forms, but
always includes feedback. There may also be an overall score, but this is not essential. The feedback generally relates to only a few areas for learners to focus on
and improve rather than on all of the learners' errors.
Summative assessment occurs at the end of instruction, typically after a semester, course, or a few years in school. School leaving exams are one example of a
summative assessment. Learners often receive only a final score without feedback on what they have done wrong.
In this curriculum the recommendations and materials for assessment are given by portion after each module. Teachers need to go through the all curriculum to get
acknowledged with the different tasks and rubrics. The dimension and categories are subject to be changed and modified towards to the students’ learning level and
specifics of the criteria which is aimed to reveal required skills relevant to the learning objectives.
After each module there are given different assessment tasks in the order of: listening, speaking, reading and writing. Tasks can be applied for individual, pair, group
and whole class activities.
For example: When teachers decide to reveal their students’ speaking skill progress could use the following task.
Assessment for listening
The below given sample tasks can be used to assess the students’ listening knowledge and skills.
 Listen and point to the things or follow instructions
 Listen and select the appropriate pictures
 Listen to a description and draw or colour a picture
 Listen to a description and label a picture
 Listen and match to pictures
 Listen and sequence pictures
 Listen to a description or story and pick items on a simple chart
 Listen and select the correct picture
 Put numbers for each picture or label under the given pictures
Example for listening test (20 minutes/20 items)
There are four parts. Each part begins with one or two examples. All tasks are heard twice.
Part 1
Get students practise with pictures to ensure that they can recognise all of the nouns they have learned.
There are given tasks to match the objects in different locations with the correct prepositions.
Encourage the students to draw straight lines from each object to its location.
Part 2

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Students need to write a name or a number in answer to each question. Names which students are required to write will be spelled out for them. All the names come
from familiar topics to students.
Where a number is required, students should be encouraged to write numbers as digits rather than words to avoid spelling mistakes. Students will only hear
numbers 1–100 so they need plenty of practice in hearing, and recognising, each of those numbers.
Part 3
This task consists of five questions, each a three-option multiple-choice with pictures. Students listen to the information conveyed in five separate dialogues in which
the speakers are clearly differentiated by age or gender. Students listen and tick the correct picture.
Part 4
This is a test of lexis, particularly names of colors, and prepositions of place. There is one large picture, and in it there are a number of examples of the same object.
The student has to identify a certain object by listening to details of its position, and then color it in correctly. The information is given in a dialogue between
preferably an adult and a child.
Summary of Listening test

Parts Main skill focus Input Expected response Number of questions

1 Listening for words and Picture and dialogue Carry out instructions and position 5
prepositions things correctly on a picture

2 Listening for numbers and Illustrated comprehension Write numbers and names 5
spelling questions and dialogue
3 Listening for specific information 3-option multiple-choice pictures Tick correct box under picture 5
of various kinds and dialogues

4 Listening for words, colours and Picture and dialogue Carry out instructions, locate objects, 5
prepositions and colour correctly
(Range of colours is: black, blue,
brown, green, grey, orange, pink,
purple, red, yellow)

Rubric sample for listening task

Category Excellent /10-8/ Good /7-6/ Fair /5-4/ Poor /3-below/


Comprehension Student has a complete Student has a proficient Student showed some part of Student does not understand
understanding of tasks understanding of tasks tasks tasks

Time management Student completed all tasks Student completed tasks on Student completed Students did not complete

27
on time and showed perfect time assignments with help tasks on time
performance
Accuracy Student completed all tasks Student completed all tasks Student completed all tasks Student completed all tasks
with full accuracy with accuracy with some accuracy with not adequate accuracy

Example reading and writing test (20 minutes/25 items)


There are five parts. Each part begins with one or two examples. Correct spelling is required in all parts of the reading and writing test.

Part 1
In this task students read sentences. There are five statements, each accompanied by a picture, and the students have to place a tick in a box if the statement
matches the picture, and a cross if it does not.
Part 2
Students look at a picture and five statements, some of which correctly describe the picture and some which do not. Students write ‘yes’ or ‘no’ as appropriate.
Part 3
This is a test of knowledge of words and spelling. There are five pictures of objects, each accompanied by the word for the object given as jumbled letters. The
students write the word for each object.
Part 4
Students read a text and look at the words with pictures in a box below the text. They then copy the correct words in each of the five gaps. All missing words are
singular or plural nouns. There are two extra words which candidates should not use.

Part 5
A story is told through three pictures, with five questions, each of which requires a one-word answer. The correct word may be a noun, verb or number.

Summary of Starters Reading & Writing test

Expected response Number of


Parts Main skill focus Input questions

1 Reading short sentences and recognising words Words, pictures and Tick or cross to show if 5
sentences sentence is true or false
2 Reading sentences about a picture Picture and sentences Write ‘yes’/‘no’ 5
Writing one-word answers
3 Spelling of single words Pictures and sets of jumbled Write words 5
letters
4 Reading a text Cloze text, words and Choose and copy missing 5
Copying words pictures words

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5 Reading questions about a picture story Story presented through Write one-word answers to 5
Writing one-word answers three pictures and questions questions

What Do We Mean by ‘Ability to Read’?

The first thing we have to do before designing formative assessment tasks for our students is define what our tasks aim to address. We should ask, “What reading
skills do our tasks elicit?” In other words, we need to know what constitutes reading skills and sub-skills. Based on the literature, we present the summary of reading
sub-skills29: Skimming to understand the gist
Scanning to locate specific information
Reading for main ideas and supporting details
Understanding meaning of words
Deducing meaning of unfamiliar words from the context
Understanding explicitly stated information
Understanding information when not specifically stated
Drawing inferences
Recognizing the communicative purpose of a passage
Recognizing a writer’s purpose, attitude and tone
Recognizing the organization of information in a passage
Distinguishing important information from minor details

Formative Assessment of Reading Even though reading skills are taught and practiced in most class sessions, they are generally assessed through summative
tests such as end-of-term tests in order to measure students’ achievement against the curriculum target. As we have seen from the review of formative versus
summative assessment in Section 1, summative assessment is mostly final and hence will not benefit students and teachers significantly in terms of adjusting their
learning and teaching. As a result, we encourage the practice of formative assessment to fill the gap, as a type of assessment which will bring about more benefits to
both students and teachers, rather than just grades.
It is important to note that we need to align our formative assessment tasks with our syllabus, so checking the reading sub-skills covered in your syllabus is a step
you should not miss. As formative assessment usually has a narrow focus, you may need to set your priorities as to which sub-skills you want to focus on in the
assessment for that lesson/exercise. In addition to a narrow focus, we also need to ensure that this formative assessment task is done repeatedly so that we and our
students
How to Assess/Give Feedback
The assessment involved in this task is mainly self-assessment where students assess and reflect on their own practice. In addition to that, you can give them
feedback after several reading occasions based on the information in their logbook (the Reading Rate Chart and the Self-Assessment Checklist) and write the
feedback on the Teacher Feedback Sheet. Besides using the information to give feedback to students, you can also use it to adjust your teaching of reading and the
formative assessment task itself. For instance, when you notice that many students appear to have difficulty with reading the news article, perhaps you can find
simpler articles for future tasks or simplify the articles.
Skills/Rationale Skills:

29
Skimming to understand gist
Scanning to locate specific information
Reading for main ideas and supporting details
Understanding explicitly stated information

30
Scheme of work for grade 7

Introduction

The emphasis in Grade 7 continues to be on speaking and listening, though to a slightly lesser extent
than in previous Grades. There is an increasing emphasis in Grade 7 on developing the ability to ask
questions so that students can explore their own ideas and thoughts and on the ability to narrate and
understand narration of events. In Grade 7 learners demonstrate increasing control over their use of
language and as listeners, learn to understand the main ideas and increasing detail, and to listen to
others without interrupting.
The Grade 7 curriculum moves from sentence level to short text level in areas of reading and writing,
encouraging learners to develop strategies that help them to work more independently when
approaching reading and writing tasks.
The Grade 7 curriculum continues to promote learners’ personal, social and cultural development and
their understanding of themselves and others. Personal skills are developed at this stage by
encouraging learners to take responsibility for their learning and show initiative in dealing with tasks.
Social skills are promoted at this stage through continued emphasis on negotiating and sharing
meaning through talk, through which learners come to anticipate others’ feelings, attitudes and ideas
and adapt their behaviour to suit different situations when expressing their views. There is also in
Grade 7 a continued emphasis on enabling learners to understand and respect people who have
different values, traditions and customs, helping learners to develop a richer appreciation of their own
cultural heritage in the process.
Learning objectives
Syllabus Code Learning objectives
Listening Mid A1
L1 Understand a short sequence of supported classroom instructions
L2 Understand a limited range of unsupported basic questions which ask for personal
information
L3 Understand a limited range of unsupported basic questions on general and
curricular topics
L4 Understand the main points of short, supported talk on a range of general and
curricular topics
L5 Understand most specific information and detail of short, supported talk on a range
of general and curricular topic
L6 Guess meaning from context in short, supported talk on a limited range of general
and curricular topics
L7 Recognise the opinion of the speaker(s) in basic, supported talk on a limited range
of general and curricular topics
L8 Understand supported narratives on a limited range of general and curricular topics
L9 Identify rhyming words
Speaking Mid A1
S1 Provide basic information about themselves at sentence level on a limited range of
general topics
S2 Ask questions to find out general information on a limited range of general and
curricular topics
S3 Give an opinion at sentence level on a limited range of general and curricular topics
S4 Use basic vocabulary for an increasing range of general and curricular topics
S5 Organise talk at sentence level using basic connectors on a limited range of general
and curricular topics
S6 Communicate meaning clearly using phrases and simple sentences during pair,
group and whole class exchanges
S7 Keep interaction going in short, basic exchanges on a limited range of general and
curricular topics
S8 Relate basic stories and events on a growing range of general and curricular topics
Reading Mid A1
R1 Recognise, identify and sound with support an increasing range of language at text
level
R2 Read and follow with some support familiar instructions for classroom activities
R3 Read with support a limited range short simple fiction and non-fiction texts with
confidence and enjoyment
R4 Understand the main points of short simple texts on a limited range of general and

31
curricular topics by using contextual clues
R5 Understand with support some specific information and detail in short, simple texts
on a limited range of general and curricular topics
R6 Recognise the difference between fact and opinion in short, simple texts on a
limited range general and curricular topics
R7 Recognise the attitude or opinion of the writer in short texts on a limited range of
general and curricular topics
R8 Find with support books, worksheets and other print materials in a class or school
library according to classification
Writing Mid A1
W1 Plan, write and check sentences with support on a limited range of general and
curricular topics
W2 Write with support longer sentences on a limited range of general and curricular
topics
W3 Write with support short sentences which describe people, places and objects
W4 Use joined-up handwriting in a growing range of written work
W5 Link with some support sentences using basic coordinating connectors
W6 Use upper and lower case letters accurately when writing names, places and short
sentences when writing independently
W7 Spell most familiar high-frequency words accurately during guided writing activities
W8 Use full stops, commas, question marks, and speech marks at sentence level with
some accuracy when writing independently
Use of English Mid A1
UE1 Use nouns as direct and indirect objects in describing events and actions on a
limited range of general and curricular topics
UE2 Use numbers 1 – 100 to count , use basic quantifiers many , much, not many, a lot
of on a limited range of general and curricular topics
UE3 Use common comparative and superlative adjectives to give personal information
and on a limited range of general and curricular topics
UE4 Use determiners a, the, some, any , this, these, that , those to give personal
information and on a limited range of general and curricular topics
UE5 Use who what where how many how much to ask questions on a limited range of
general and curricular topics
Use why to ask for explanations
Use when to ask when something happens/happened
Use What is/was the weather like? Use What’s the matter?
UE6 Use demonstrative pronouns to ask and answer basic questions on personal and
familiar topics
UE7 Use direct and indirect object personal pronouns in descriptions of events and
actions on a limited range of general and curricular topics
UE8 Use imperative forms with direct and indirect object forms to give a short sequence
of instructions
UE9 Use simple present forms
Use simple past regular and irregular forms to describe actions and narrate simple
events on a limited range of general and curricular topics
UE10 Use present continuous forms to describe events and talk about what is happening
now
Use present continuous forms to talk about future arrangements on a limited range
of general and curricular topics
UE11 Use I think... I know... to express basic opinions on a limited range of general and
curricular topics
Use a limited range of simple perfect forms …[regular and irregular] to talk about
experiences
UE12 Use common adverbs of frequency never, a lot
Use adverbs of sequence first next then and direction left right
Use common comparative and superlative adverbs to describe and compare things
…more quickly ...best on a limited range of general and curricular topics
UE13 Use could as a past form of can
Use have (got) to/ had to to express obligation
Use shall [interrogative] to make offers and will to ask about future intention on a
limited range of general and curricular topics

32
UE14 Use common prepositions of time on, in, at, after, before to state when things
happen
Common prepositions of location, position and direction: at, above, below, behind,
between, in, in front of, inside, near, next to, on, opposite, outside, to, under
Use from [origin] with / without [inclusion]
Use be good at + n use go for + n on a limited range of general and curricular
topics
UE15 Use common verbs followed by infinitive verb / verb + ing patterns
Begin to use infinitive of purpose
Use want/ask someone to do something
Use be called + n on a limited range of general and curricular topics
UE16 Use conjunction because to give reasons on a limited range of general and
curricular topics
UE17 Use defining relative clauses with which who where to give personal information

 The number of lines in the table will match the total number of learning objectives for the
stage.
 Syllabus codes will be entered in the order that they appear.
 Learning objectives will appear in full.
 The learning objectives can be colour coded:
- ongoing
- a different colour for each term – once only when it is first introduced.
4. English curriculum content

This scheme of work is based on a 35 week academic year, with 4 Modules being covered in 4 terms.
Each unit should, therefore, be covered in 2 weeks based on the provision of 3 hours of classroom
English per week.

TERM 1 TERM 2 TERM 3 TERM 4

Module 1 What it is Module 2 Sights and Module 3 All about Module 4 What and
like Sounds nature When

- Unit 1 Welcome - Unit 4 Tastes, - Unit 7 Environment - Unit 9 Long, long


sounds and smells ago
- Unit 2 Nice - Unit 8 Animal
Ideas - Unit 5 Colours and kingdom - Unit 10 It’s Time
patterns
- Unit 3 Enjoying
yourself - Unit 6 Same or
different

33
Module1. What it is like

Unit 1. Welcome

Syllabus
Codes Learning Objective Activities
L1 understand a short sequence of supported classroom listening short classroom instruction and perform them
instructions
S4 use basic vocabulary for an increasing range of general and talking about ways of greeting people and introducing yourself
curricular topics
Resource:
 worksheet: matching task short greeting /
 introduction dialogues e.g. Hi Sam, this is John / Nice to meet you
L6 deduce meaning from context in short, supported talk on a listening to the opening of short
limited range of general and curricular topics greeting dialogues and predicting the response.
S1 making a dialogue and practice it.
Provide basic information about themselves at sentence level
on a limited range of general topics
R5 reading a text about greetings in countries.
Understand with support some specific information and detail
in short, simple texts on a limited range of general and
curricular topics
Resource:
 worksheet: matching task: students match the greeting customs to the countries
UE9 use simple present forms on a limited range of general and focusing on simple present and
curricular topics. the use of contractions
Resource:
 worksheet: students change verbs which can contract. Who are you? That is Sam, over there
W3 write with support short sentences which describe people, writing down questions asking for personal information
places and objects
Resource:
 worksheet: students are given answers and work with another student to find questions. e.g. Just one sister / I am nine
S1 provide basic information about themselves at sentence level asking and answering questions in the previous task
on a limited range of general topics
Resource:
 students ask and answer personal questions from previous task
S6 communicate meaning clearly talking about the names of relatives

34
using phrases and simple sentences during pair, group and
whole class exchanges
Resources:
worksheet; matching name of relative to corresponding other [anagram] e.g. mother /atfhre
R5 understand with support some specific information and detail reading a short text on a family and completing a family tree
in short, simple texts on a limited range of general and
curricular topics
Resource:
 worksheet: image of family tree to complete
S8 relate basic stories and events on a growing range of general students draw and complete their own family tree and then describe it to
and curricular topics another student.
Comment:
 possible display opportunity
Resource:
 generic family tree for students to use as a model
W4 use joined-up handwriting in a writing a short description of who is who in their family
growing range of written work
Resource:
 guided writing template
UE5 use who what where how many how much to ask questions asking questions about each other’s identity. Students take turns in groups to
on a limited range of general and curricular topics use What is ask questions and each student has one guess at where the other person is
was the weather like? from
focusing on questions using demonstrative pronouns
Resource:
 worksheet: question word completion. _____ brothers and sisters? _____ is your birthday? etc ...
W6 use upper and lower case letters accurately when writing focusing on simple questions
names, places and short sentences when writing
independently
R5 understand with support some specific information and detail reading to make up an identity through internet / library research
in short, simple texts on a limited range of general and Each student has a ‘secret nationality’ and completes facts about their
curricular topics. identity [imaginary] from research
Resource:
 first name, last name, address, weather
 national flag colours
 famous person from country etc...
S2 ask questions to find out general information on a limited asking questions about each other’s countries Project on board, country
range of general and curricular topics silhouettes.
national costumes etc...

35
L3 understand a limited range of unsupported basic questions on listening to questions and relating them to information gathered in mingling
general and curricular topics task
L6 deduce meaning from context in short, supported talk on a listening to short conversations
limited range of general and curricular topics between people and saying what their relationship is.
Resource:
 worksheet: are the people talking: friends, relatives, strangers
UE6 use demonstrative pronouns to ask and answer basic worksheet: question
questions on personal and familiar topics completion: Is that your country, Juan? Are those your clothes, Tomako?
R4 understand the main points of short simple texts on a limited reading short descriptions of the relationship between two people and
range of general and curricular topics by using contextual matching to appropriate term
clues
S2 ask questions to find out general information on a limited focusing on questions you ask in getting to know someone
range of general and curricular topics mingling activity in which students ask as many questions to different
students [students try to remember as much information as possible]
Resource:
 worksheet: completing questions relating to above categories e.g. What’s the weather like? What’s your surname?

Unit 2. Nice Ideas

Syllabus
Codes Learning Objective Activities
UE8 use imperative forms focusing on the language of suggestions [let’s, what about..]
Resource:
 worksheet: completing short suggestion responses
L7 recognise the opinion of the speaker(s) in basic, supported worksheet: dialogue
talk on a limited range of general and curricular topics. matching
Resource:
 worksheet: happy /disapproving face …
 students tick
L4 understand the main points of short, supported talk on a listening to what speakers say and matching appropriate
range of general and curricular topics responses
Resource:
 worksheet: multiple matching task e.g. Why not Take mine. Try this one etc…
S6 communicate meaning clearly calling out suggestions in response to images of people in predicaments
using phrases and simple sentences during pair, group and

36
whole class exchanges

Resource:
 project images of someone just missing a bus someone gingerly going into sea … etc...
W2 write with support longer sentences on a limited range of writing from prompts three turn dialogues [suggestion..reject
general and curricular topics idea.. further suggestion]
R1 recognise, identify and sound with support an increasing reading out dialogue exchanges with another student
range of language at text level
Resource:
 worksheet: dialogues to complete e.g.
R4 understand the main points of short simple texts on a limited reading short texts about gift ideas when visiting people
range of general and curricular topics by using contextual
clues.
Resource:
 multiple-matching task: students match gifts to an age group suitable for
L7 recognise the opinion of the speaker(s) in basic, supported listening to short conversations about suggestions for gifts
talk on a limited range of general and curricular topics.
Resource:
 multiple-choice task; 3 images {which one do they choose?]
UE15 use common verbs followed by verb + ing patterns. focusing on gerund structure in making suggestions with
Try … what about … how about
Resource:
 worksheet: dialogue completion / matching tasks
W4 writing suggestion caption bubbles
use joined-up handwriting in a growing range of written work
keep interaction going in short, basic exchanges on a limited discussing with other students how to solve a number of different
S7 range of general and curricular topics. puzzles
Comment
 prepare cut out letter H pieces bring match sticks for each group.
Resource:
 worksheet: caption bubbles to complete with suggestions to people having problems in images worksheet: instructions for puzzles: letter H puzzle /
various matchstick
UE14 use shall [interrogative] to make offers and will to ask about focusing on the language of offers and expressing intention
future intention on a limited range of general and curricular
topics
Resource:
 worksheet: dialogue completion task shall or will
 worksheet: dialogue matching task

37
recognise the attitude or opinion reading jokes involving offers / intentions and matching to the punch lines
R7 of the writer in short texts on a limited range of general and
curricular topics
Resource:
 worksheet: multiple matching main body of joke to punch line e.g.
A: I’ll have the ‘as much as you can eat... for just a dollar ‘menu please...
B .Of course, sir. Here you are. A: What’s that? B: Your one chopstick.
R4 understand the main points of short simple texts on a limited reading and identifying the job of the person in the jokes completing short
range of general and curricular topics by using contextual dialogues by writing appropriate responses
clues
Resource:
 multiple-matching task worksheet: dialogues to complete e.g. A I don’t want to go alone. B Alright
W1 plan, write and check sentences with support on a limited listening to what speakers say and matching appropriate
range of general and curricular topics responses
L4 understand the main points of short, supported talk on a writing responses [offers /expressing intentions] to text messages
range of general and curricular topics
Resource:
 worksheet: responses to match to offers / expressing intentions e.g. Hang on You will. Who knows?
W2 write with support longer sentences on a limited range of writing 4-5 sentences about the trip.
general and curricular topics
Resource:
 worksheet: text messages to respond to e.g. I am not feeling well. Won’t be in school today
UE11 use a limited range of simple perfect forms …[regular and focusing on simple perfect forms
irregular] to talk about experiences
Resource:
 worksheet: matching sentence halves: e.g. I haven’t had my lunch at home I’ve left a mobile phone before I’ll share my lunch with you.
W2 write with support longer sentences on a limited range of writing offers as responses to statements in previous task
general and curricular topics
S7 keep interaction going in short, making offers in response to statement cards. Students work in groups of
basic exchanges on a limited range of general and curricular three. One student turns over a card other two make different offers of help.
topics.
S2 ask questions to find out general information on a limited playing a letter swap game. At each turn a player says: Shall I take a letter or
range of will you swap a letter?
general and curricular topics. swap = you receive a letter / give one way Take = take one from pack and put
at bottom of pack

Unit 3. Enjoying yourself

38
Syllabus
Codes Learning Objective Activities
S1 matching free time activities to the pictures
provide basic information about themselves at sentence
level on a limited range of general topics
Resource:
 Worksheet: from images of objects / items say what someone is planning. [go for a swim, go shopping etc…]
L6 deduce meaning from context in short, supported talk on a listening to people getting ready to do different things
limited range of general and curricular topics
Resource:
 Multiple-matching task: [where are they going?]
understand with support some specific information and reading about different young people’s hobbies
R5 detail in short, simple texts on a limited range of general
and curricular topics
Resource:
 multiple-matching tasks
S2 ask questions to find out general information on a limited asking and answering about things you like, dislike, want someone to teach
range of general and curricular topics you
Resource:
 worksheet: divide activities into 3 groups / rank likes / dislikes
use present continuous forms to talk about future focusing on present continuous for future arrangements
UE10 arrangements on a limited range of general and curricular
topics
plan, write and check sentences with support on a limited
W1 range of general and curricular topics
UE11 use a limited range of simple perfect forms …[regular and focusing on the simple perfect form
irregular] to talk about experiences
Resource:
 worksheet: completing a find someone who task sheet with verbs Has _____ to the zoo Has _____ a horse etc... worksheet above
S1 provide basic information about themselves at sentence Mingling task in which students ask questions to find who has done
level on a limited range of general topics something.
L2 understand a limited range of unsupported basic questions Listening to conversations about what someone thinks of different places.
which ask for personal information
Comment:
 pass blogs round the room clockwise giving students time to write something each time
Resource:
 worksheet: tick Speaker 1 [approving / disapproving face]

39
write with support short sentences which describe people, Writing ‘a pass round room’ blog. Each student writes a sentence saying
W3 places and objects where they are planning to go / what they are planning to do … followed by
the question Has anyone been?
Resource:
 a sheet of paper for each student to start their blog on
S3 give an opinion at sentence level on a limited range of talking about what older people / generations did to amuse themselves
general and curricular topics
Comment:
 read out fullest blogs give students task of bringing to next class oldest photo they can find of family members having fun
Resource:
 worksheet: images tick which things are still popular today
Resource: worksheet postcard images to prompt make a list
deduce meaning from context in short, supported talk on a listening to older people talking about toys they remember from their
L6 limited range of general and curricular topics childhood
Resource:
 multiple-matching task: match speaker to image of toy they are talking about
relate basic stories and events on a growing range of talking about the photos students have brought in
S8 general and curricular topics
Comment
 project photos if possible
Resource:
 photos T asked students to bring in previously
provide basic information about themselves at sentence talking about whether something looks fun, scary or tiring
level on a limited range of general topics
S1
Resource:
 worksheet: images of windsurfing, roller- coaster, ice-skating, Wii computer game etc...
use common verbs followed by infinitive verb / verb + ing focusing on verbs common followed by –ing pattern
UE14 patterns on a limited range of general and curricular topics
Resource:
 worksheet: sentence completion / matching tasks with verbs [like enjoy, love, don’t mind, hate, prefer
understand the main points of short simple texts on a reading: reading short emails from friends and matching different venues /
limited range of general and curricular topics by using place to go to each one
R4 contextual clues
Resource:
 worksheet: where’s the best place to take …
W5 link with some support sentences using basic coordinating writing a short e-mail to a friend suggesting somewhere to together

40
connectors
Resource:
 guided writing prompts

Module 2. Sights and Sounds


Unit 4. Tastes Sounds Smells

Syllabus
Codes Learning Objective Activities
S4 use basic vocabulary for an increasing range of general and talking about the senses and parts of the body
curricular topics
Resource
 worksheet: completion task I ___ things with my eyes I ____ things with my tongue hear look at listen to touch feel see touch smell
W7 spell most familiar high- frequency words accurately during listening to different sounds and writing down what they are and
guided writing activities reporting: I could hear
Comment:
 open the window or take students outside and ask them to note down what they can hear.
Resource:
 worksheet: completion What’s cooking? Something ___ nice recording of different sounds e.g. door opening, opening a can etc...
S3 give an opinion at sentence level on a limited range of general talking about smells that are nice, bad, dangerous
and curricular topics

UE11 use I think / I know to express basic opinions on a limited range focusing on the I think, I know structure. Pass round darkened smell
of general and curricular topics jars and students tell their partner and write down what they think the
smell is
Comment:
 prepare darkened smell jars e.g. with toothpaste, vinegar, lemon, garlic, soap etc...
Resource:
 worksheet: grid nice bad dangerous perfume rubbish smoke
W3 write with support short sentences which describe people, writing sentences about the pictures for each verb.
places and objects
R6 recognise the difference between fact and opinion in short, reading short dialogues about reactions to things [senses]
simple texts on a limited range general and curricular topics
Comment:
 prepare partial images of objects to project e.g. ruler comb, cup etc...
Resource:

41
 worksheet: circle whether the speaker knows or thinks She knows / thinks it tastes of lemon.
S3 give an opinion at sentence level on a limited range of general talking about what something is by looking at partial pictures
and curricular topics
S6 communicate meaning clearly using phrases and simple talking about adjective opposites
sentences during pair, group and whole class exchanges
Resource:
 worksheet: match words to anagram opposites: bitter / ewest hard / osft
UE3 use common, simple comparative adjectives to give personal focusing on comparative forms of adjectives
information and on a limited range of general and curricular
topics
Resource:
 worksheet: completing and answering questions e.g. Do you like ____ chocolate? darker or lighter
R5 understand with support some specific information and detail in reading short texts and working out what something is
short, simple texts on a limited range of general and curricular
topics
Resource:
 short texts e.g. It comes from a fruit and is a pale yellow colour. It tastes bitter without sugar.
W3 write with support short sentences which describe people, writing sentences about things students like/don’t like. Students
places and objects complete grid then write sentences
Resource:
 worksheet: grid smiley face / glum face smell taste touch etc...
L1 understand a short sequence of supported classroom listening and sequencing pictures in the description of a touch
instructions classroom experiment
Resource:
 worksheet: jumbled picture experiment sequence touching things with your bare foot on a board on floor
UE8 use imperative forms with direct and indirect object forms to give focusing on giving instructions
a short sequence of instructions
L1 understand a short sequence of supported classroom giving instructions to a blindfolded student to touch different
instructions objects[experiment above]
Resource:
 worksheet: matching instructional verbs and prepositions to images
R2 read and follow with some support familiar instructions for reading instructions for performing a classroom
classroom activities
Comment:
 prepare range of follow-up questions on experiment? Who felt a number on their back? What was the number?
Resource:
 worksheet: item 1 is / he / she said instructions to match to
L3 understand a limited range of unsupported basic questions on touch experiment students then perform the experiment and compare

42
general and curricular topics results and then answer teachers questions
Resource:
 images / sequence e.g. write down five things that you can draw with your finger on your partners back e.g. a number, letter etc… do not show
your partner make sure one of the things is a five-letter word
L3 understand a limited range of unsupported basic questions on conducting a class ‘senses’ challenge and quiz
general and curricular topics
Comment:
 write quiz questions in different rounds
Resource:
 different quiz rounds- picture flash / What could you see? - What did you feel in the bag?
W4 use joined-up handwriting in a growing range of written work writing a poem entitled From my window
Comment:
 bring a freely bag and about 12 small objects bring a blindfold for ‘whose hand’ challenge display opportunity
Resource:
 Poem template From my window, I can see I can smell etc...

Unit 5. Colours and Patterns

Syllabus
Codes Learning Objective Activities
S3 give an opinion at sentence level on a limited range of general talking about what colours there are in a rainbow
and curricular topics
Resource:
 worksheet: images of different colours, students tick rainbow colours
L5 understand most specific information and detail of short, listening to and learning ‘the rainbow’ song
supported talk on a range of general and curricular topic
Resource:
 worksheet above students tick colours they hear
UE4 use determiners a, the, some, any, this, these, that, those to focusing on the use of determiners in short texts on home and away
give personal information and on a limited range of general and team strips
curricular topics
Resource:
 worksheet completing rainbow song lyrics before singing the song

43
R5 understand with support some specific information and detail in reading short descriptions of team strips and matching them to different
short, simple texts on a limited range of general and curricular options
topics
Comment:
 pre-teach some key pattern words plain, stripe, star, check pattern, circle, dots
Resource:
 worksheet; multiple- choice and open cloze tasks
W5 link with some support sentences using basic coordinating writing a short description of favourite / school team strip and colouring
connectors range of general and curricular topics image to match blank strip to colour
Resource:
 multiple-matching task display opportunity
R5 understand with support some specific information and detail in reading descriptions of animals and drawing patterns / colouring them
short, simple texts on a limited short, simple texts on a limited
topics
Resource:
 worksheet: outline of ladybird, bee, tiger etc...
UE13 will to ask about future intention on a limited range of general focusing on the use of ‘will’ to express future intention / outcome
and curricular topics
Resource:
 worksheet: short dialogue matching e.g. Make sure you’re in the blue team / I’ll try Don’t wear red / I won’t Dress up in bright colours / I will
L6 deduce meaning from context in short, supported talk on a listening people talking about mixing colours and guessing which
limited range of general and curricular topics colour they will get
Comment:
 small paint sets for groups of students to experiment with
Resource:
 worksheet: put the number of the dialogue next to the colour
W3 write with support short sentences which describe people, writing instructions for other students to test a colour mix
places and objects
Resource:
 multiple matching task: colour to a dialogue
L6 deduce meaning from context in short, supported talk on a listening to other groups instructions and guessing the final word
limited range of general and curricular topics
Resource:
 worksheet: guided writing template for writing out five instructions. e.g. mix blue and red and you’ll get brown
L8 understand supported narratives on a limited range of general listening to the first part of a story about a Chameleon e.g. The Crafty
and curricular topics Chameleon
Resource:

44
 worksheet: true / false task
UE1 use nouns as direct and indirect objects in describing events focus on nouns as direct and indirect objects
and actions on a limited range of general and curricular topics
Resource:
 worksheet: text summary completion
R3 read with support a limited range short simple fiction and non- reading the second part of the story
fiction texts with confidence and enjoyment
Resource:
 worksheet: fact completion task
W3 write with support short sentences which describe people, writing sentences to label a colour diagram of a Chameleon
places and objects
Resource:
 Worksheet: image of a Chameleon to colour and label This is its colour when it… etc... Chameleons change … They eat etc…
 worksheet: text summary completion - complete with nouns used as direct, indirect objects
L6 deduce meaning from context in short, supported talk on a listening and colouring ice-cream scoops according to what they hear
limited range of general and curricular topics
Resource:
 Worksheet: ice-cream scoops in cones to colour e.g. I’ll have one chocolate and two lemon.
S6 communicate meaning clearly using phrases and simple talking about which colour shade is the odd-one-out
sentences during pair, group and whole class exchanges
Comment:
 prepare different quiz rounds e.g. What colour are a Ladybird’s spots?
Resource:
 worksheet: choosing the odd-one-out in each category: e.g. traffic lights: red pink orange green clouds: white dark blue grey
L3 understand a limited range of unsupported basic questions on listening to questions in a class /team ‘colour and pattern’ quiz
general and curricular topics

Comment:
 You are eating a Strawberry and vanilla cone. What colour are the scoops?

Unit 6. Same or Different

Syllabus
Codes Learning Objective Activities
R4 understand the main points of short simple texts on a limited reading different pairs of signs notices and sentences and
range of general and curricular topics by using contextual clues deciding whether the meaning is the same or different

45
Resource:
 worksheet: pairs of items e.g. six fifteen, a quarter past six / when’s your birthday / what’s your date of birth
L7 recognise the opinion of the speaker(s) in basic, supported listening to short conversations
talk on a limited range of general and curricular topics and deciding whether the second speaker feels the same or different
Resource:
 worksheet: speaker 1 circle correct answer:
 same or different
UE16 use conjunction because to give reasons on a limited range of
general and curricular topics focusing on language of reasons in explain differences
Resource:
 worksheet: What’s the difference: e.g. cushion /pillow
underlining the odd noun in each of the following sets and giving
UE 5 use why to ask for explanations reasons ‘why’.
Resource:
 worksheet: Why are they not the same: e.g. 11o’clock / 23.00
S7 keep interaction going in short, basic exchanges on a limited talking about which signs / objects / situations are the odd-one-out and
range of general and curricular topics saying why
Resource:
 pictures of e.g .clock / watch / compass
UE3 use common comparative and superlative adjectives to give focusing on comparative forms of adjectives
personal information and on a limited range of general and
curricular topics communicate meaning clearly
Resource:
 worksheet; sentence matching and completion tasks
S6 using phrases and simple sentences during pair, group and talking about what someone will
whole class exchanges. say in comparing things in pictures. Students note down their answers
Resource:
 worksheet: pairs / set of pictures e.g. thermometer showing 15 c [Sat] and 18c [Sun]
L5 understand most specific information and detail of short, listening to people talking about pictures above and students decide if
supported talk on a range of general and curricular topic what was predicted is said
Resource:
 students use answers from previous task and tick or cross if the same
understand with support some specific information and detail in
short, simple texts on a limited range of general and curricular reading short texts posted around room and deciding whether
R5 topics something is ‘a bit / a lot’ longer / taller / bigger etc…

46
Resource:
 worksheet: compare River Amazon / River Nile [length] Australia / Canada [size]
W2 write with support longer sentences on a limited range of students write down what they find out as sentences to be read out
general and curricular topics
S3 give an opinion at sentence level on a limited range of general talking [speculating] about the world’s longest, fastest, and tallest,
and curricular topics oldest, biggest etc...
Resource:
 worksheet: questions e.g.
UE3
use common superlative adjectives to give personal information
and on a limited range of general and curricular topics
Resource:
 How old is the world’s oldest person?
R6 recognise the difference between fact and opinion in short, reading short texts about world’s oldest etc...
simple texts on a limited range general and curricular topics

Comment:
guide to primary friendly sites / library section
Resource:
 fact or opinion task
R8 find with support books, worksheets and other print researching online and completing a fact-file
materials in a class or school library according to classification

Comment:
 fact file to complete:
Resource:
 display opportunity
W5 link with some support sentences using basic coordinating writing a short description of world’s tallest, highest, fastest etc... based
connectors on internet research
Resource:
 record: important date next oldest / biggest etc... guided writing template
deduce meaning from context in short, supported talk on a listening to what is said / asked and predicting an emphatic response in
L6 limited range of general and curricular topics. agreement e.g. Are you really sure?
Comment:
 pre-teach any unknown emphatic words and model one or two short dialogues
Resource:
 worksheet: emphatic adjectives which students match to what they hear e.g. Beautiful Much better Lovely Ancient Plenty Positive Terrible Delicious

47
W1 plan, write and check sentences with support on a limited range writing short dialogues based on above with another set of emphatic
of general and curricular topics adjectives
S6 communicate meaning clearly using phrases and simple students act out dialogues for class talking about where student and
sentences during pair, group and whole class exchanges partner would place themselves on a ‘tachometer’
Resource:
 worksheet: emphatic adjectives fine impossible fantastic, exhausting, freezing, the best, etc...
S7 students hide their ‘tastometer’ and predict where partner is on
keep interaction going in short, basic exchanges on a limited ‘tastometer’ e.g. I like spicy food but I think you like spicier food than
range of general and curricular topics. me.
Comment:
 display opportunity
Resource:
Worksheet music: quiet ____ loud
food: plain ____spicy
weather: hot _____ cold, Delicious
hair short ____ long
He likes the clothes: dark _____ bright
W3 write with support short sentences which describe people, writing a short comparative poem about your partner e.g. John likes
places and objects his food spicy Spicier than me weather cold Freezing guided writing
template

Module3. All about nature

Unit 7. Environment

Syllabus Codes
Learning Objective Activities
S2 ask questions to find out general information on a limited listening and matching the words to the pictures of nature.
range of general and curricular topics
Comment:
 pair students who perhaps don’t normally sit together for this task
Resource:
 worksheet of nature
W1 Plan, write and check sentences with support on a writing a short description of nature: There is a big desert in our
limited range of general and curricular topics province. It’s called … .
Resource:
 guided writing template

48
S3 Give an opinion at sentence level on a limited range of talking about some earth’s facts: earth surface, water
general and curricular topics
Resource:
 worksheet: true / false task multiple-matching task
R8 find with support books, worksheets and other print reading about rainforests, Antarctica and water resource “World
materials in a class or school library according to Environment Day”
classification
Resource:
 worksheet: text summary completion
Use I think... I know... to express basic opinions on a focusing on the I think, I know structure. talking about the dangers that
UE11 limited range of general and curricular topics threaten our planet.

S6 Communicate meaning clearly using phrases and simple talking about the dangers that threaten our country
sentences during pair, group and whole class exchanges
S5 understand most specific information and detail of short, talking about kinds of pollution and causes of them
supported talk on a range of general and curricular topic
Resource:
 worksheet: water, air and land pollution images
W3 write with support short sentences which describe writing about one of the pollution
people, places and objects
Resource:
 guided writing prompts
read and follow with some support familiar instructions reading instructions for performing a classroom activities
R2 for classroom activities
L5 understand most specific information and detail of short, listening about some environmental problems
supported talk on a range of general and curricular topic
Resource:
 images of environmental problems
S3 give an opinion at sentence level on a limited range of talking about the problems and their solutions
general andcurricular topics
UE8 use should for giving advice focusing on should for giving advice
Resource:
 worksheet: completion task
UE9 use simple present forms on a limited range of general focusing on simple present forms
and curricular topics
W2 write with support longer sentences on a limited range of students write down some sentences on giving advice
general and curricular topics understand with support
some

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Resource:
 guided writing prompts
S2 ask questions to find out general information on a limited asking and answering about environmental problems
range of general and curricular topics
Resource:
 worksheet: questions e.g.
L5 understand most specific information and detail of short,
supported talk on a range of general and curricular topic listening to the radio talk about endangered animals
Resource:
 worksheet: images of a endangered animals
S5 organise talk at sentence level using basic connectors on completing the table
a limited range of general
Resource:
 worksheet: fact completion task
UE1 use nouns as direct and indirect objects in describing focus on nouns as direct and indirect objects
events and actions on a limited range of general and
curricular topics
L1 understand a short sequence of supported classroom listening to short classroom instructions
instructions
S6 communicate meaning clearly using phrases and simple in groups, do the project on pandas. Find some information and write.
sentences during pair, group and whole class exchanges
Resource:
 worksheet:fact file to complete:
ask questions to find out general information on a limited interviewing 4-5 of your classmates and find someone who… . knows
S2 range of general and curricular topics what a forest fire is / saw a flood or an earthquake
Resource:
 worksheet: questions
plan, write and check sentences with support on a limited writing about some ways to save our world
W1 range of general and curricular topics

Unit 8. Animal Kingdom

Syllabus
Codes Learning Objective Activities
S7 keep interaction going in short, basic exchanges on a limited talking about which animals live in water / on land and which have legs / no
range of general and curricular topics legs

50
Resource:
 worksheet: matching images of heads of animals to names and diagram for classification
UE14 common prepositions of location, position and direction: at, focusing on prepositions:
above, below, behind, between, in, in front of, inside, near,
next to, on, opposite, outside, to, under
Resource:
 worksheet sentence matching and completion tasks e.g. Female and male penguins sit / on their eggs
L5 understand most specific information and detail of short, listening to a description of a snail and labelling its body parts.
supported talk on a range of general and curricular topic.

Resource:
 worksheet: diagram to label with snail parts
S3 give an opinion at sentence level on a limited range of answering true / false questions about a snail
general and curricular topics
R4 understand the main points of short simple texts on a limited reading a series of short paragraphs about snails
range of general and curricular topics by using contextual
clues
Resource:
 worksheet true / false task use for prediction before reading worksheet: complete text with missing prepositions
L8 understand supported narratives on a limited range of general listening to the first half of a snail story e.g. ‘It’s Hard to Hurry When You’re a
and curricular topics Snail’ or ‘The Snail and The Whale’
Resource:
 worksheet: completing a text summary with rhyming words from story
L9 identify rhyming words focusing on demonstrative pronouns is asking and answering questions e.g.
What is it this? Whose are those?
Resource:
 worksheet with images of characters / items from the story + What___? / Whose __? etc...
UE6 use demonstrative pronouns to ask and answer basic
questions on personal and familiar topics
S2 ask questions to find out general information on a limited in pairs, discussing and making predictions what will happen to the snail and
range of general and curricular topics the whale
R5 understand with support some specific information and detail reading the second part of the story
in short, simple texts on a limited range of general and
curricular topics
Resource:
 worksheet: multiple- matching and correcting false statements tasks
UE12 use adverbs of sequence first next then
S8 relate basic stories and events on a growing range of general talking about the story by putting jumbled events in order

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and curricular topics
Resource:
 worksheet: jumbled events from the story to order
L3 library according to classification understand a limited range answering questions about mini- beasts
of unsupported basic questions on general and curricular
topics
Comment:
 project images of mini-beasts and ask a question about each one
Resource:
 about the mini-beast
S2 ask questions to find out general information on a limited mingling activity in which students ask what someone’s mini-beast is and
range of general and curricular topics then ask questions to complete mini-beast grid
Resource:
 worksheet grid: Example wings, legs, eat, live, ladybird,centipede
L1 understand a short sequence of supported classroom worksheet with grid to fill in and space to draw mini-beast.
instructions
Resource:
 Prepare instructions about where to look, how not to hurt, what to write down about mini-beasts
W3 write with support short sentences which describe people, listening to instructions for a mini-beast hunt in a small outside area
places and object
Comment:
 display opportunity with drawing
Resource:
 guided template to complete writing and completing sentences about what they found. e.g. I found
It was _______ and had... It moved
S6 communicate meaning clearly using phrases and simple talking about which animal can do what
sentences during pair, group and whole class exchanges
Resource:
 worksheet: grid which animal can jump, walk, swim
R4 understand the main points of short simple texts on a limited reading and matching missing
range of general and curricular topics by using contextual
clues
Resource:
 worksheet: descriptions with missing adjectives e.g. as quiet as a ___ / mouse
S3 give an opinion at sentence level on a limited range of adjectives to descriptions of animals [adjectives we associate with them]
general and curricular topics looking at images of animal skeletons with a scale for each one. Students
measure, work out approximate size and talk about what the animal is

52
UE11 use I think / I know to express basic opinions on a limited
range of general and curricular topics
S6 matching picture of skulls to rest of animal skeleton
communicate meaning clearly using phrases and simple
sentences during pair, group and whole class exchanges
Resource:
 worksheet: measurement sentences to complete
L5 understand most specific information and detail of short, listening to short descriptions of skeletons and saying which animal it is
supported talk on a range of general and curricular topic
Resource:
 worksheet: images of animal skulls and skeletons to match multiple-matching of animal names to images in previous worksheet

Module 4 What and When.

Unit 9. Long Long ago

Syllabus
Codes Learning Objective Activities
S3 give an opinion at sentence level on a limited range of talking about what students know about ‘dinosaurs’
general and curricular topics
Resource:
 worksheet: choose the best answer e.g. Dinosaurs had babies / laid eggs etc...
use simple past regular and irregular forms to describe
UE8 actions and narrate simple events on a limited range of focusing on simple past questions
general and curricular topics
Resource:
 worksheet: did or could? ____ some dinosaurs fly? ____ some dinosaurs only eat plants and leaves?
UE13 use could as a past form of can
R5 understand with support some specific information and
detail in short, simple texts on a limited range of general reading short descriptions of dinosaurs’ and matching to images / sketches
and curricular topics
Comment:
 bring split pins scissors, felt, glue etc...
Resource:
 multiple-matching tasks
L1 understand a short sequence of supported classroom listening how to instructions about tracing a dinosaur from fossil impressions,

53
instructions colouring, decorating, making moveable limbs
Comment:
 possible display opportunity
Resource:
 photos of complete dinosaur fossils for students to trace
plan, write and check sentences with support on a limited writing short ‘dinosaur’ dialogues for their dinosaur characters.
W1 range of general and curricular topics [Read out / use in bubbles in display
communicate meaning clearly using phrases and simple talking about what people did long, long ago
S6 sentences during pair, group and whole class exchanges
Resource:
 worksheet: A 1000 years ago
use I think… /I know… to express basic opinions on a focusing on I think, I know to talk about the past
UE11
limited range of general and curricular topics
Resource:
 questions: How did people keep warm? How did people get food? How did they travel around?
UE14 use common prepositions of time on, in, at, after, before to focusing on time prepositions
state when things happens/happened/
Resource:
 worksheet: write down a word or draw a picture
L5 understand most specific information and detail of short, listening about when inventions
supported talk on a range of general and curricular topic
Resource:
 What did people do before electric lights?
S3 give an opinion at sentence level on a limited range of talking about when inventions first appeared, looking at old photographs
general and curricular topics and saying how long ago something was.
Resource:
 worksheet: sentence completion and sentence matching
 worksheet students put inventions in order on timeline:
 worksheet: relating to images in previous task sentence completion task photos to put in order and divide into 3 groups: mum and dad’s time,
grandparents time, before grandparent’s time
S4 use basic vocabulary for an increasing range of general talking about the kind of characters and things that you get in fairytales
and curricular topics

54
Resource:
 worksheet: picture prompts witches hat, crown, trees
UE17 use defining relative clauses to give personal information focusing on defining relative clauses; who/which/where
Resource:
 worksheet: name a fairytale - which has a prince - where someone goes into a forest etc…
L8 understand supported narratives on a limited range of listening to short scenes from fairytales and matching a scene to a story
general and curricular topics
Resource:
multiple-matching tasks
UE1
focusing on nouns as direct indirect objects. Students un- jumble the
use nouns as direct and indirect objects in describing events
and actions on a limited range of general and curricular topics fact and try and name the fairytale
Comment:
 prompt students in groups of 3 to think of facts
Resource:
worksheet: jumbled fairytale facts. e.g. an apple a girl an old lady gave
W3 write with support short sentences which describe people,
places and objects writing sentences for other teams to guess ‘ which fairy-tale’
Comment:
 keep team scores first group to shout out correct answer
Resource:
 a prince gave a sleeping girl a kiss
listening to the first part of the story Aladdin
L8 understand supported narratives on a limited range of
general and curricular topics
Commment:
 pre-teach some key vocabulary e.g. lamp, wish genie
Resource:
 worksheet: true / false task
relate basic stories and events on a growing range of
S8
general and curricular topics matching fairytales to the pictures

55
W8 use full stops, commas, question marks, and speech students draw lines between characters and say how they are connected in
marks at sentence level with some accuracy when the story
writing independently
Resource:
 worksheet: images of characters
read with support a limited range short simple fiction and
looking at the next extract from the story which needs to be punctuated to
R3 non-fiction texts with confidence and enjoyment make it clear reading the next part of the story
Resource:
 worksheet; unpunctuated extract multiple-matching and sentence completion tasks
understand supported narratives on a limited range of listening to the final part of the story
L8
general and curricular topics
Resource:
 worksheet: questions with anagram answers to work out at the end

Unit 10. It’s Time

Syllabus
Codes Learning Objective Activities
L1 understand a short sequence of supported classroom listening to instructions to make a clock face
instructions
Comment:
 bring copies etc... for each student
Resource:
 worksheet of pieces to cut out and / or assemble, fill in and colour
R2 read and follow with some support familiar instructions for reading instructions for putting clock hands in different places and recording
classroom activities the time
Resource:
 clocks from above
Resource:
 Worksheet: blank clock faces to record answers / match time expressions e.g. half past, quarter to, 20 past etc…
UE 2 use numbers 1 – 100 to count
ask questions to find out general information on a limited asking and responding to short questions about time
S2 range of general and curricular topics

56
Resource:
 worksheet: different time question prompts
understand a limited range of unsupported basic questions student asking the question puts their clock to a particular time and the other
L2 which ask for personal information student responds
Resource:
 Is it early / late? Is it lunch time / time for dinner?
understand with support some specific information and
detail in short, simple texts on a limited range of general reading different time ‘word’ problems and writing down answers
R5 and curricular topics
Comment:
 pre-teach words it takes / lasts
Resource:
 Is it half past / a quarter to
ask questions to find out general information on a limited talking about different times in student’s day. Students plot on timeline when
S2 range of general and curricular topics they do things
Resource:
 worksheet: typical school day timeline / actions to match e.g. breakfast / TV/ bed /
UE5 use when to ask when something happens / happened focusing on when questions students ask each other questions about their
timelines
Resource:
 use another copy of worksheet above to record answers
use common prepositions of time on, in, at to state when focusing on common time prepositions
UE14 things happen
Resource:
 worksheet: write down three things you do at the same time, before and after your partner
write with support longer sentences on a limited range of
W2 general and curricular topics writing about the times student and their partner do things
provide basic information about themselves at sentence students tell each other how long above things take them
S1 level on a limited range of general topics
Resource:
 worksheet: How long does it take John to get ready?
UE13 use have (got) to / have to to express obligation focusing on have got to / have to
Resource:
 worksheet: dialogue completion with correct form [negative and interrogative]
recognise the opinion of the speaker(s) in basic, supported listening to things young people have [got] to do
L7 talk on a limited range of general and curricular topics

Resource:

57
 multiple-matching task

organise talk at sentence level using basic connectors on a matching and practising short dialogues relating to obligations
S5 limited range of general
Resource:
 worksheet: jumbled three turn dialogues to complete
R5 understand with support some specific information and reading word problems about time/ obligations
detail in short, simple texts on a limited range of general
and curricular topics
S5 organise talk at sentence level using basic connectors on a talking about what you’ve got to do to improve. Students work in pairs. One
limited range of general and curricular topics turns over a card, the other says what ‘they’ve got to’
Comment:
 bring cards and place face down
Resource:
 worksheet: solving word problems e.g. It’s four o’clock. You’ve got to be at the dentist’s at a quarter past five cards with comments / complaints on.
e.g. ‘we’re late’ [I know, we’ve got go]‘your hands are dirty’to[I know I’ve got to wash them]
understand with support some specific information and reading and to remember time information posted on walls around the room.
R5 detail in short, simple texts on a limited range of general Students to go round class and try to memorise info in extracts. Repeat
and curricular topics process three times
Comment:
 place on walls TV schedules, bus timetables, opening closing times, time differences between different cities etc…
Resource:
 questions: what do you remember Rounds 1 2 3
UE12 use common comparative and superlative adverbs to focusing on comparative adverbs to talk about how fast, early, quickly, long,
describe and compare things more quickly...best on a slowly etc...
limited range of general and curricular topics

L1 understand a short sequence of supported classroom


instructions
Resource:
 worksheet: sentence completion / matching tasks
understand a limited range of unsupported basic listening to instructions for completing short races
L3 questions on general and curricular topics
S3 give an opinion at sentence level on a limited range of sit three students in a line and give instructions for getting ready / each race
general and curricular topics ask class about which of three students will finish more quickly / faster do it
fastest etc…

58
Resource:
 Race 1: putting inside out socks and shoes to be tied on
 Race 2: Put inside out back to front jumper on right way
 Race 3 Do up tie etc...
 Race 4 Put hair in a bun on head etc...
W2 write with support longer sentences on a limited range of writing up race results e.g.
general and curricular topics Sam put on his socks faster than Joe but Tom did it most quickly.

Resource:
 worksheet: 1st 2nd 3rd podium on which students record result

Example for speaking test


5–7 minutes/4 parts
The speaking test is a face-to-face test with a teacher and one student. It lasts approximately 4-5 minutes.
The mark for the speaking test is based on ratings for interactive listening ability, production of appropriate and extended responses, and pronunciation.

Part 1
The teacher asks the student to describe four differences.
Part 2
The teacher shows the student a sequence of four pictures which show a story. The teacher tells the student the name of the story and describes the first picture in
the story then asks the student to describe the other three pictures.
Part 3
The teacher shows the student four sets of four pictures where one picture in each set is the ‘odd one out’. The teacher has to identify which picture is the odd one
out in the remaining three sets and say why.
Part 4
The teacher asks the student some personal questions on topics such as school, weekends, friends and hobbies.

Summary of the speaking test

Parts Main skill focus Input Expected response

1 Describing two pictures by using short Two similar pictures Identify four differences
responses between pictures
2 Understanding the beginning of a story and Picture sequence Describe each picture in
then continuing it based on a series of pictures turn
3 Suggesting a picture which is different and Picture sets Identify odd one out and

59
explaining why give reason
4 Understanding and responding to personal Open-ended questions Answer personal
questions about student questions

Rubric sample for speaking

Category Excellent /10-8/ Good /7-6/ Fair /5-4/ Poor /3-below/

Fluency Speaks clearly, Speaks with some Speaks with some Hesitates too
with little hesitation, but it hesitation, which often when speaking,
hesitation that does not usually often interferes with which often interferes
with
does not interfere with communication
communication
interfere with communication
communication

Pronunciation Pronunciation Pronunciation Pronunciation Frequent problems


and intonation and intonation and intonation with pronunciation
are almost are usually errors sometimes and intonation
always very clear/accurate with make it difficult to
clear/accurate a few understand
problem areas the student
Vocabulary Good use of Adequate use of Weak use of Inadequate use of
vocabulary for vocabulary for vocabulary for vocabulary for
describing describing scene describing scene describing scene
scene picture picture picture picture

Example reading and writing test


30 minutes/40 items
There are six parts. Each part begins with one or two examples. Correct spelling is required in all parts of the reading and writing test.
Part 1
In this task, students match words and definitions. There are eight pictures, each with the words that they illustrate written under them, and six definitions. Students
copy the correct words next to the definitions.
Part 2
Students look at a picture and six statements, some of which correctly describe the picture and some which do not. Students write ‘yes’ or ‘no’ as appropriate.

60
Part 3
In this task, students read a short written dialogue, for which three different responses are given for what the second speaker says in his/her turn. Students choose
the correct response by circling letters.
Part 4
Students read a text and look at the words and pictures in a box next to the text. They then copy the correct words in each of the six gaps. The missing words are
nouns, adjectives or verbs (present and past tense). There are two extra words which students should not use.
Students choose the best title for the story from a choice of three.
Part 5
Students read a story and complete sentences using one, two or three words. The story is divided into three sections, each with an illustration. The pictures do not
provide answers to the questions.
Part 6
In this task, students read a factual text which contains five gaps. They choose the correct word from a choice of three and copy the correct words in the gaps. This
task has a grammatical focus.

Summary of the reading and writing test

Parts Main skill focus Input Expected response Number of


questions
1 Reading short definitions and Labelled pictures Copy correct words next 6
matching to words and definitions to definitions
Writing words
2 Reading sentences about a Picture and Write ‘yes’/’no’ 6
picture sentences
Writing one-word answers
3 Reading a dialogue Short dialogue with Choose correct 6
Choosing the correct responses multiple-choice response by circling a
responses letter
4 Reading for specific information Cloze text, words Choose and copy 7
and gist and pictures missing words correctly.
Copying words Tick a box to choose
the best title for the
story
5 Reading a story Story, pictures and Complete sentences 10
Completing sentences gapped sentences about story by writing
one, two or three words

61
6 Reading and understanding
Reading and a Gapped
Gapped
texttext
andand
3- 3-Complete
Complete
text by
text by 55
factual text understanding a option
option
multiple-
multiple- selecting
selecting
the correct
the correct
Copying wordsfactual text choice
choice (grammaticalwordswords
and copying
and copying
Copying words (grammatical
words) themthem
in thein the
words) corresponding
correspondinggapsgaps

62
Scheme of work for grade 8

Introduction

In Grade 8 learners experiment with language using English in pairs, groups and whole-class
discussions and in a variety of informal and semi-formal situations. They develop the ability to ask
questions to explore their own ideas and thoughts, as well as enhancing their ability to narrate and
understand narration of events. Learners develop their skills of reading for global and detailed
understanding, and write simple, short fiction and a broader range of non-fiction texts in a way which
communicates a message clearly to their intended audience.

At Grade 8 learners should develop learning strategies and an understanding of concepts which are
useful in other curricular subjects and gain a sense of self-esteem and confidence from understanding
and communicating successfully in an additional language. Learners develop their own thinking
through talking and listening to others, and learn to feel responsibility towards others they work with.
They gradually begin to learn to solve differences of opinion by seeking consensus. The cultural focus
of topics in Grade will continue to enhance student’s awareness of the culture of others and their
appreciation of their own cultural identity and heritage.

The aims of the English curriculum


1 to develop learners communicative skills in terms of asking questions, expressing ideas
and thoughts, giving and understanding instructions and the narration of events.
2 to develop learner control of an increasing range of A2 level structure and vocabulary
3 to enable learners to relate to listening and reading texts for an increasing range of global
and detailed understanding purposes.
4 to develop learner abilities to produce simple, short fiction and non-fiction texts which
communicate messages clearly to their intended audience.
5 to encourage learners through the study of English to explore both curriculum content and
their own and other people’s cultural identity

Learning objectives

Syllabus
Learning objective
Code
Listening High A1
L1 Understand longer sequences of classroom instructions with little or no
support
L2 Understand more complex unsupported questions which ask for personal
information
L3 Understand more complex questions on a range of general and curricular
topics with little or no support
L4 Understand the main points in both short and extended talk with little or no
support on a range of general and curricular topics
L5 Understand specific information and detail in both short and extended talk on a
range of general and curricular topics with little or no support
L6 Deduce meaning from context in both short and extended talk on a range of
general and curricular topics with little or no support
L7 Recognise the attitude or opinion of the speaker(s) in both short and extended
talk on a range of general and curricular topics with little or no support
L8 Understand both short and extended narratives with little or no support on a
range of general and curricular topics
L9 Identify rhymes, onomatopoeia and rhythm

Speaking High A1
S1 Provide detailed information about themselves and others at discourse level
on a wide range of general topics
S2 Ask questions to clarify meaning on a range of general and curricular topics
S3 Give an opinion at discourse level on a range of general and curricular topics
S4 Respond with increasing flexibility at both sentence and discourse level to
unexpected comments on a range of general and curricular topics
Summarise what others have said on a range of general and curricular topics
63
S5
Link comments to what others say at sentence and discourse level in pair,
S6 group and whole class exchanges
S7 Keep interaction going in longer exchanges on a wide range of general and
curricular topics
S8 Relate extended stories and events on a growing range of on general and
curricular topics
Reading High A1
R1 Recognise, identify and sound independently a wide range of language at text
level
R2 Read and follow independently familiar instructions for classroom activities
R3 Read independently a range of short simple fiction and non-fiction texts with
confidence and enjoyment
R4 Understand the main points of a wide range of short, simple texts on general
and curricular topics by using contextual clues
R5 Understand independently specific information and detail in short, simple texts
on a range of general and curricular topics
R6 Recognise the difference between fact and opinion in short, simple texts on a
wide range of general and curricular topics
R7 Recognise the attitude or opinion of the writer in short texts on a wide range of
general and curricular topics
R8 Use independently familiar paper and digital reference resources to check
meaning and extend understanding
Writing High A1
W1 Plan, write, edit and proofread work at text level with some support on a
range of general and curricular topics
W2 Write with some support about factual and imaginary past events, activities
and experiences on a growing range of general and curricular topics
W3 Write with some support about personal feelings and opinions on a limited
range of general and curricular topics
W4 Use joined-up handwriting in all written work across the curriculum with
appropriate speed and fluency
W5 Link sentences into coherent text using a variety of basic connectors on a
range of general and curricular topics when writing independently
W6 Use independently appropriate layout at text level for a growing range of
written genres on familiar general and curricular topics
W7 Spell most high-frequency vocabulary accurately for a range of familiar
general and curricular topics when writing independently
W8 Punctuate written work at text level for a range of general and curricular topics
with some accuracy when writing independently
Use of English High A1
UE1 Use a limited range of abstract nouns and compound nouns
Use double genitive structures : a friend of theirs
on a range of general and curricular topics
UE2 Use a growing range of quantifiers and cardinal, ordinal numbers and fractions
on a range of general and curricular topics
UE3 Use a growing range of participle adjectives and a growing range of adjectives
in the correct order in front of nouns on a range general and curricular topics
UE4 Use a range of determiners including neither, both on a range of general and
curricular topics
UE5 Use a growing range of questions including how far , how many times, what +
noun on a range of general and curricular topics
UE6 Use a range of pronouns including relative pronouns who which that whom
whose on a range of general and curricular topics
UE7 Use simple perfect forms to express [ recent, indefinite and unfinished past ]
on a range of general and curricular topics
UE8 Use a growing range of future forms including be going to [predictions based
on present evidence] and will for predictions on a range of general and
curricular topics
UE9 Use a range of active and passive simple present and past forms and used

64
to/didn’t use to for past habits/states on a range of general and curricular
topics
UE10 Use present continuous forms with present and future meaning and past
continuous forms for background, parallel and interrupted past actions on a
range of general and curricular topics
UE11 Begin to use simple forms of reported speech to report statements and
commands on a range of general and curricular topics.
UE12 Use a range of adverbs [simple and comparative forms] including adverbs of
manner
Use pre-verbal, post-verbal and end-position adverbs
on a range general and curricular topics
UE13 Use a growing range of modal forms including would
[polite requests] could [polite requests] needn’t [lack of necessity] should,
ought to [ obligation] on a range of general and curricular topics
UE14 Use a growing range of prepositions preceding nouns and adjectives in
prepositional phrases
Begin to use dependent prepositions following adjectives
on a range of general and curricular topics
UE15 Use the pattern verb + object + infinitive give/take/send/bring/show + direct/
indirect object
Begin to use some common prepositional verbs on a range of general and
curricular topics
UE16 Use conjunctions while, until, as soon as in relating narratives and if /unless in
conditional sentences on a range of general and curricular topics
UE17 Use if /unless in zero and first conditional clauses
Use a range of defining and non-defining relative clauses with which who that
whose whom
on a range of general and curricular topics

 The number of lines in the table will match the total number of learning objectives for the
stage.
 Syllabus codes will be entered in the order that they appear.
 Learning objectives will appear in full.
 The learning objectives can be colour coded:
- ongoing
- a different colour for each term – once only when it is first introduced.

English curriculum content

This scheme of work is based on a 35 week academic year, with 4 Modules being covered in 4 terms.
Each unit should, therefore, be covered in 2 weeks based on the provision of 3 hours of classroom
English per week.

TERM 1 TERM 2 TERM 3 TERM 4


Module 1 Me and Module 2 Different Module 3 Getting Module 4 Stuff
others Times here - Unit 9. What are
- Unit 1 Family and - Unit 4 Day and - Unit 7 Going Places things made of?
Friends Night - Unit 8 At the shops - Unit 10 Food around
- Unit 2 Routines - Unit 5 Around Town the world
- Unit 3 All in a Week - Unit 6 Landmarks and
museums

Approach to teaching and learning

A student-centred curriculum should support students in learning how to learn and becoming
independent, self-motivated, engaged, confident, responsible and reflective learners.
Teachers are expected to nurture and develop these qualities through using a wide variety of teaching
65
and learning strategies that include:
 modeling language to allow learners see how different areas of language are related, and thus helping
them to assimilate and accommodate new language and to produce language chunks

 providing opportunities for learners to interact in pairs, groups, and plenary discussion, helping
learners to reach shared meanings and understandings

 continuing to develop learners ability to evaluate and refine their work and participate in the sharing of
the work with others

 using classroom talk to create interest in a task, to break complex tasks into smaller steps, to focus
learners on the aim of a task and to show learners who are unable to do a task alternative ways of
approaching it
 continuing through ICT to expose opportunities for finding, creating and manipulating information,
collaborating in communicating this information to others

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Module 1. Me and Others

Unit 1. Family and friends

Syllabus Learning objective Activities


code
S1 provide basic information about themselves and others at talking about people in your family circle and circle of friends.
sentence level on an increasing range of general topics. students complete diagram with names of people and then answer questions
from another student.
Comment:
 pre-teach/elicit words for relatives
Resource:
 diagram with widening circles me / my close family,/ my relatives / special people
S2 ask questions to find out general information on an increasing focusing on the superlative
range of general and curricular topics form of adjectives.
Resource:
 Worksheet: questions prompts : …. old person you know?
…. good friend you have?
UE3 use a general and curricular topics growing range of listening to young people talking
superlative adjectives [both regular and irregular] on a limited about who they are most like.
range of
Comment:
 Worksheet: multiple-choice task images of three people each speaker describes
Resource:
 Worksheet: rewriting sentences. e.g. My mum and I have the same voice. / She sounds…
L4 understand the main points of supported extended talk on a focusing on verb + like structure
range of general and curricular topics
Resource:
 poem template to complete
I look……just like me.I sound __________.
___just like me. Etc
UE11 use be/ look/ sound/ feel/ taste/ smell like on a limited range of Completing a ‘Just like me’
general and curricular topics
UE14 use preposition like to describe things spell most high-
frequency words
W7 accurately for a limited range of general and curricular topics poem

67
when writing independently
Comment:
 display opportunity [possibly with photos]
S6 communicate meaning clearly at sentence level during, pair, talking about when you send cards and messages to family and special
group and whole class exchanges friends.
R4 understand the main points of an increasing range of short reading different cards and messages
simple texts on general and curricular topics by using
contextual clues
Resource:
 worksheet: Have youever sent ….. [tick / X] Multiple-matching tasks
UE6 use basic quantitative pronouns some, any, something, nothing focusing on use of quantitative
anything on a limited range of general and curricular topics pronouns
Resource:
 worksheet: completing missing pronouns in message extracts e.g. I have lots of comics. Do you want ___?
S4 respond with limited flexibility at sentence level to unexpected talking about short greetings and responses.
comments on an increasing range of general and curricular
topics
Resource:
 worksheet: matching/finding responses to what others say
W6 use with some support appropriate layout at text level for a writing and replying to short cards messages / notes
limited range of written genres on familiar general and
curricular topics
Resource:
 guided writing prompts for different scenarios...
L6 deduce meaning from context in short, supported talk on an listening to the problems that different friends are having
increasing range of general and curricular topics
Resource:
 multiple –matching: Which friend needs -to see a friendly face
-to rest someone to help etc...
UE15 use common verbs followed by infinitive verb / verb + ing focusing on verb + infinitive and verb + ing patterns e.g. like, enjoy, prefer, I’d
patterns use infinitive of purpose on a limited range of general like
and curricular topics
Resource:
 worksheet: completion, matching and dialogue building tasks
S1 provide basic information about themselves and others at talking about what you enjoy doing with friends
sentence level on an increasing range of general topics
Resource:

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 worksheet: activity Ranking enjoy ....don’t like so much
S2 ask questions to find out general information on an increasing asking about the best place to go
range of general and curricular topics – students mingle and exchange information.

Resource:
 worksheet: name best place to go swimming / for an ice-cream to eat out etc…
S4 respond with limited flexibility at sentence level to unexpected guessing what someone is doing in a game of ‘charades’
comments on an increasing range of general and curricular
topics
Comment:
 Divide class into teams and keep scores
R5 understand with little or no support specific information and reading short texts about what
detail in short, simple texts young people are good at.
Resource:
 multiple-matching and yes/not doesn’t say task
R7 recognise the attitude or opinion of the writer in short texts on focusing on asking tag questions
an increasing range of general and curricular topics
Resource:
 worksheet: matching, completing tasks
UE5 use questions ,including tag questions to seek agreement, and asking about students’ talents
clarify on a limited range of You’re a good musician, aren’t you? around the class.
general and curricular topics
Resource:
 worksheet: put the name of the person in the class who you think can break dance is a good skateboarder is a musician etc
S2 ask questions to find out general information on an increasing
range of general and curricular topics
W3 write with support factual and imaginative descriptions at text writing an e-mail to a friend introducing another member of
level which describe people, places and objects class
Comment:
 bring puppet making materials display opportunity and opportunity to use puppets in future communication tasks
Resource:
 guided writing template
L1 understand a sequence of supported classroom instructions listening to instructions on how to make a hand puppet of themselves
S1 provide basic information about themselves and others at sharing information about themselves in a mingling activity
sentence level on an increasing range of general topics using the puppets
Resource:
 worksheet: completion
My full name is …. I look …

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I’m good at …

Unit 2 Routines

Syllabus Learning objective Activities


code
S1 provide basic information about themselves and others at Talking about how tidy or messy you are.
sentence level on an increasing range of general topics
Resource:
 Worksheet: always / sometimes / never tidy my things away get food on my clothes wash my cup up close door lose things.
S5 organise talk at sentence level using connectors on an Talking about the order you do things in the morning
increasing range of general and curricular topics
Resource:
 worksheet: students order actions get out of bed / comb hair turn on TV/ computer brush teeth / have a drink time line [ before , then , after, first]
UE16 use conjunctions when , before, after to link parts of sentences Focusing the use of present simple in talking about routines/ habits.
on a limited range of general and curricular topics
Resource:
 Worksheet: sentence matching / completion tasks
UE9 use simple present forms regular and irregular forms to Listening about different routines that people have for
describe routines, habits and states on a limited range of ‘good luck’
general and curricular topics Students all write down something they do for ‘good luck’ on a piece of paper.
L4 understand the main points of supported extended talk on a
range of general and curricular topics
W7 spell most high-frequency words accurately for a limited range
of general and curricular topics when writing independently
Resource:
 Rewriting sentences so they are true about themselves
R5 understand with little or no support specific information and Reading about the routines of two well-know people.
detail in short, simple texts
Resource:
 elicit / pre-teach vocabulary for household / morning activities
Resource:
 Multiple matching tasks
R6 recognise the difference between fact and opinion in short, Focusing on determiners and quantifiers in talking about routine activity
simple texts on an increasing range of general and curricular
topics

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Resource:
 Multiple-matching / fact or opinion tasks
 Worksheet: multiple-choice / text completion tasks.
UE4 use quantifiers many much , a lot of ,a few
UE6 use determiners including any no each every on a limited Talking about how much / how little / how often you do things
range of general and curricular topics
Resource:
If ‘internet’ guide to primary sites possible display [possible activity using personal puppets from previous unit]
S6 communicate meaning clearly at sentence level during, pair, Reading short texts or doing internet research about average children
group and whole class exchanges statistics.
Resource:
 worksheet: table completion chart showing averages students put names on, below or above the line
R5 understand with little or no support specific information and
detail in short, simple texts
Resource:
 worksheet: table completion chart showing averages students put names on, below or above the line
UE1 use a growing range of common noun phrases describing Focusing on time and location noun phrases.
times and location, on a limited range of general and curricular
topics
Resource:
 Worksheet: sentence matching and text completion tasks. at lunchtime at break after lunch in the playground etc...
S7 keep interaction going in basic exchanges on a growing range Talking about what is the same/different in our school.
of general and curricular topics
Resource:
 Worksheet: relating to previous listening same / different start of the dayclothes /music/ lunch etc...
L5 understand most specific information and detail of short, Listening to pupils from another country describe their school routine
supported talk on a wide range of familiar topics
Resource:
 Grid completion / multiple- matching tasks
W2 write with support a sequence of short sentences in a Writing a description of school routine in an e-mail to send to pen pal in a
paragraph on a limited range of general and curricular topics school in another country.
Resource:
 Guided writing template
S3 Give an opinion at sentence level on an increasing range of
general and curricular topics
W4 use joined-up handwriting in a range of written work across the Talking about when your routine changes. Students then discuss in pairs
curriculum with some speed and fluency. another reason why the routine might change. Then read this out and other
groups guess which routine they mean.

71
Resource:
 Worksheet: students match routine changes to incomplete reasons e.g.
There’s no school, /There’s snow.
L4 understand the main points of supported extended talk on a Listening to voicemails about changes in plan
range of general and curricular topics
Resource:
 Multiple-matching tasks
W8 punctuate written work at text level on a limited range of Improving punctuation and correcting a poorly written.
general and curricular topics with some accuracy when writing
independently
Resource:
 Short text to be corrected
W6 use with some support appropriate layout at text level for a Writing a short note to your teacher explaining a change.
limited range of written genres on familiar general and
curricular topics
Resource:
 Guided writing template
UE1 use common noun phrases describing times and location, on a Focusing on expressions of time. Focusing on and asking questions about
limited range of general and curricular topics what students do when
Resource:
 Worksheet: completion and matching tasks on school days, at weekends,
UE5 use questions What time/What else/next? on a limited range of Talking about typical school day and weekend activity
general and curricular topics
Resource:
 Question completion tasks
S2 ask questions to find out general information on an increasing Reading about a typical week of a child from a different part of the world.
range of general and curricular topics
Resource:
 Worksheet: two timelines school day / weekend students plot different activity on them e.g. getup / main meal / homework etc.
 Fact or opinion /multiple-choice tasks
R6 recognise the difference between fact and opinion
R7 recognise the attitude or opinion of the writer in short, simple
texts on an increasing range of general and curricular topic
S3 give an opinion at sentence level on an increasing range of Talking about adjectives that describe feelings.
general and curricular topics
Resource:
 Worksheet: matching adjectives to feeling sketches/faces
UE11 make somebody/something + adj on a limited range of general Focusing on make s/o / sth + adjective structure

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and curricular topics
Resource:
 Worksheet: Name something that... makes you sleepy etc
S1 provide basic information about themselves and others at
sentence level on an increasing range of general topics
Resource:
 Worksheet: multiple- choice image task.
L5 understand most specific information and detail of short,
supported talk on a wide range of familiar topics.
R8 use with some support familiar paper and digital reference
resources to check meaning and extend understanding
Resource:
 circle the amount/number that’s good for you
R5 understand with little or no support specific information and
detail in short, simple texts

Unit 3 All in a Week

Syllabus Learning objective Activities


code
W4 use joined-up handwriting in a range of written work across the Listening to a nurse talking about staying healthy [how much of something
curriculum with some speed and fluency per week is good / OK]
Researching on-line how much of something you need.
Resource:
 Research cards for different groups e.g. sleep, salt, water etc… with specific e.g. fizzy drinks / vegetables / sweets etc…
R4 understand the main points of an increasing range of short Making a good for / not good for you poster. Reading descriptions of different
simple texts on general and curricular topics by using TV programmes and matching them to type of programme
contextual clues
Resource:
 questions to answer
 Poster template
R8 use with some support familiar paper and digital reference Focusing on pronouns something, nothing anything.
resources to check meaning and extend understanding
UE6 use pronouns some, any, something, nothing anything on a Talking about your typical TV viewing week. Students ask and answer
limited range of general and curricular topics questions about their schedules
Comment:
 keep scores winning points for correct guesses /losing them for incorrect ones

73
Resource:
 Multiple-matching and check the meaning of the highlighted words tasks
S2 ask questions to find out general information on an increasing Writing a description of a well- known TV programme
range of general and curricular topics
Comment:
 display opportunity
Resource:
 Worksheet: question completion Do you watch ___ everyday?
Is there ___ you always watch with your parents?
S1 provide basic information about Students write down eight facts
themselves and others at sentence level on an increasing about a programme in groups of three. They read these out one at a time
range of general topics
W7 spell most high-frequency words accurately for a limited range Writing out and ordering facts into a whole descriptive paragraph for display
of general and curricular topics when writing independently
R1 recognise, identify and sound with some support a range of
language at text level
W5 link with some support sentences into a coherent paragraph
using a variety of basic connectors on a limited range of
general and curricular topics
UE4 use determiners including any no each every on a limited Focusing on the use of determiners any no each every
range of general and curricular topics
L5 understand most specific information and detail of short, Listening and working out ‘weekly’ problems
supported talk on a wide range of familiar topics

Module 2 Different Times

Unit 4 Day and Night

Syllabus Learning objective Activities


code
S3 give an opinion at sentence level on an increasing range of Talking about when it gets dark
general and curricular topics
Resource:
 Worksheet: winter day timeline /summer day timeline
UE9 use simple present forms to describe routines, habits and Focusing on simple present forms in talking about earth, stars, moon etc...
states on a limited range of general and curricular topics

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R4 understand the main points
Comment:
 you may want to project key orbit diagrams
Resource:
 Worksheet: questions What goes round the sun? What comes out at night?
R5 understand with little or no support specific information and Reading short texts with diagrams about orbit of earth and moon.
detail in short, simple texts on an increasing range of general
and curricular topics
Resource:
 Worksheet: night/day riddles. What appears in the sky ?
L1 understand a sequence of supported classroom instructions Listening and drawing: joining star dots to make star figures shapes. [great
bear / hunter / plough / fish (carp) ]
Resource:
 Worksheet: four different grids every 28 days?
S6 communicate meaning clearly at sentence level during, pair, Talking about what ‘lights’ in the dark are for.
group and whole class exchanges
Comment:
 pre-teach some words e.g. fox trot,insomniac
Resource:
 Worksheet: images of torch , lighthouse, bicycle lights, candles, fireflies, runway lights, street lights , life-vest lights, police siren lights
UE15 use infinitive of purpose
UE16 use conjunction so …..to link parts of sentences on a limited Focusing on the use of the infinitive of purpose / conjunction ‘so’
range of general and curricular topics
Resource:
 Worksheet: completion and matching tasks e.g. so cars can see you
R6 recognise the difference between fact and opinion Reading about ‘fireflies’
Resource:
 Table completion yes, no, doesn’t say task
R5 understand with little or no support specific information and
detail in short, simple texts on an increasing range of general
and curricular topics
L8 understand supported narratives, including some extended Listening to the song Fireflies by Owl City
talk, on an increasing range of general and curricular topics
Resource:
 Worksheet: lyric completion e.g. earth turns stay awake fall asleep worksheet: chorus to sing along to
S3 give an opinion at sentence level on an increasing range of Talking about day and night animals.
general and curricular topics
Resource:

75
 Worksheet: which animals come out at night bees, rats chickens, cows, foxes bats, owls ,mice, pigeon etc
S6 communicate meaning clearly at sentence level during, pair, Talking about which animals you hear in the night
group and whole class exchanges
L8 understand supported narratives, including some extended Listening to the first part of a night-time story: e.g. The owl who was afraid of
talk, on an increasing range of general and curricular topics the dark.
Comment:
 perhaps use the abridged version
Resource:
 owls mosquitoes cockerels, wolves, ducks etc.
UE16 use conjunctions so , if, when ,where, before, after to link parts Focusing on conjunctions in telling stories
of sentences on a limited range of general and curricular topics
Comment:
 pre-teach unfamiliar words
Resource:
 Worksheet: summary of so far story to complete with conjunctions.
W7 punctuate written work at text level on a limited range of Writing out and putting punctuation into an extract of the
general and curricular topics with some accuracy when writing story
independently
Resource:
 Worksheet: short extract including dialogue with no punctuation
R3 read with some support a an increasing range of short fiction Reading second part of the night-time story.
and non-fiction texts with confidence and enjoyment
Resource:
 Multiple – matching / text summary completion tasks
UE5 use questions /What else/next?
UE10 use past continuous forms for background actions
UE9 irregular forms on a limited range of general and curricular Focusing on simple past and past
topics continuous questions
Resource:
 Worksheet: direct comprehension questions
S8 relate basic stories and events on a range of general and Talking about things you do to get ready for bed. Telling another
curricular topics student your night time routine.
Comment:
 display opportunity
Resource:
 Worksheet: tick the things you do : brush teeth , drink
something say good night, read something , comb your hair ,turn off the light etc

76
W1 plan, write, edit and proofread work at text level with support Writing a poem entitled Night Time
on a limited range of general and curricular topics
Resource:
 Worksheet: prompts e.g.I can see / I can’t see
can hear / I can smell. I feel / I know

Unit 5 Around Town

Syllabus Learning objective Activities


code
S3 give an opinion at sentence level on an increasing range of talking about different types of houses and why it would be good to live them
general and curricular topics
Resource:
 worksheet: images of apartments bungalow, detached house, beach hut high-rise flats caravan house-boat, terraced house tent, farm
L6 deduce meaning from context in short, supported talk on an listening to descriptions of other types of shelter/structure and what they are
increasing range of general and curricular topics used for.
L1 understand a sequence of supported classroom listening and following instructions for drawing different structures e.g. draw a
instructions tent, only use five lines. draw a caravan use eight lines and two and a half
circles
Resource:
 worksheet: matching images to descriptions bus shelter greenhouse, marquee, tent, pier, kennel, multi- storey car park, barn etc...
UE9 use simple present and simple past regular and irregular focusing on the perfect[indefinite time] simple past [definite time]
forms
UE7 use simple perfect forms of common verbs to express what talking about structures you’ve been in and when and where it was. Students
has happened[indefinite time] on a limited range of general tick places they’ve been, tell another. Other student asks when / where.
and curricular topics
Comment:
for this activity do not have previous worksheets in view
Resource:
 dialogue matching and completion activities Worksheet of all types of house and structures above
UE12 use adverbs of definite time : last week, yesterday
S2 ask questions to find out general information on an talking about different types of place around town.
increasing range of general and curricular topics
R4 understand the main points of an increasing range of short reading signs from public places and working out where you would see them.
simple texts on general and curricular topics by using reading incomplete signs and completing them.
contextual clues

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Resource:
 multiple-matching and multiple-choice tasks
UE13 use might may could to express possibility on a limited focusing on the use of modal verbs to talk about possibility Students
range of general and curricular topics speculate about what these things are and which place you might see them
Resource:
 worksheet: range of words to complete signs/notices
L6 deduce meaning from context in short, supported talk on an listening to conversations and deciding where around town the people are.
increasing range of general and curricular topics
Comment:
 recycle images of places from previous tasks
Resource:
 worksheet: matching collocations: post mall
car centre
town park
leisure hall
shopping office etc...
worksheet: dialogue completion sketches of things such as bottle bank, flag pole, ticket barrier etc.

UE5 use questions, including What time/What else/next? on a focusing on questions you might ask/ be asked in public places
limited range of general and curricular topics
Resource:
 multiple-matching tasks
S7 keep interaction going in basic exchanges on a growing students model short dialogues Talking about where the questions might be
range of general and curricular topics asked
Resource:
 worksheet: if the answer is...what’s the question a _______? b No that’s all thanks. a _______? b No not very, about two kilometres.
UE4 use of quantitative pronouns some, any, something, focusing on the use of pronouns some any, anything etc...
nothing anything on a limited range of general and
curricular topics
R5 understand with little or no support specific information and reading different advertisements for things on for young people in town
detail in short, simple texts on an increasing range of
general and curricular topics
Resource:
 worksheet: dialogue completion/matching. a I don’t have ___ to do b See what’s on TV.
W6 use with some support appropriate layout at text written writing: exchanging e-mails with a friend you are visiting for
genres on familiar general and curricular topics
Comment:
possible display with images from previous task

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Resource:
 multiple- matching tasks
E-mail prompts explain no visit to water park [as planned ask what else can do] write reply to email you receive
S6 communicate meaning clearly at sentence level talking about different types of vehicle
during, pair, group and whole class exchanges
Comment:
 possible display with images from previous task
Resource:
 Worksheet: completing vehicle words on a tally chart. ca _ , __an , lorr_ , emergenc _, vehicl_, etc
UE8 use future forms will for predictions focus on making predictions
Resource:
 Worksheet: complete with your predictions : We won’t _____ There will be more pedestrians._____
S3 give an opinion at sentence level on an conducting a traffic survey from a window/ playground etc...
increasing range of general and curricular topics
S6 communicate meaning clearly at sentence level talking about whether their predictions were correct and using data to make a bar chart
during, pair, group and whole class exchanges about number of vehicles that go past school per hour.
W5 link with some support sentences into a coherent students write a paragraph on results Bar chart to complete.
paragraph using a variety of basic connectors on Guided writing template
a limited range of general and curricular topics
Comment:
 possible display opportunity
Resource:
 students use a tally chart from first activity to note traffic observations for about 20 minutes

Unit 6. Landmarks and Museums

Syllabus Learning objective Activities


code
S3 give an opinion at sentence level on an increasing range of talking about different national landmarks.
general and curricular topics
Resource:
 worksheet: name a …
- famous castle / palace
- river/ mountain
- building/stadium etc…
UE17 use defining relative clauses with which who that where to focusing on relative clauses in talking about national landmarks

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give details on a limited range of general and curricular
topics
Resource:
 worksheet: completion / matching tasks is the place where ... Is the mountain which ….
L6 deduce meaning from context in short, supported talk on an listening to people talking about world famous landmarks
increasing range of general and curricular topics
Resource:
 multiple-matching sketch/ image task
W5 link with some support sentences into a coherent writing an e-mail to a pen pal abroad telling them about a national landmark.
paragraph using a variety of basic connectors on a limited
range of general and curricular topics
Resource:
 guided writing template
L1 understand a sequence of supported classroom listening and following instructions for copying and pasting a photo into an e-
instructions mail
Resource:
 prepare a simple set of ICT instructions, students will need to use a computer alone or in groups
R5 understand with little or no support specific information and reading short texts about local landmarks [not named] and matching them to
detail in short, simple texts on an increasing range of numbers of the map.
general and curricular topics
Resource:
 multiple-matching task Worksheet: local landmarks on a map. [numbered]
W5 link with some support sentences into a coherent Ordering a short jumbled text about a local place of interest. Rewriting the
paragraph using a variety of basic connectors on a limited jumbled text by adding information to it.
range of general and curricular topics
Resource:
 worksheet: jumbled text with conjunctions highlighted Worksheet ; information to add e.g. information that can be added in the form of relative
clauses
S6 communicate meaning clearly at sentence level during, talking about the kind of things you find in museums.
pair, group and whole class exchanges
Resource:
 worksheet: which things might you see?
R4 understand the main points of an increasing range of short reading about the Vikings and their way of life talking and speculating about
simple texts on general and curricular topics by using what museum exhibits [Viking] could be and what they’re made from
contextual clues
recognise the difference between fact and opinion in short,
simple texts on an increasing range of general and
curricular topics

80
Resource:
 weapons /coins / clothes/toys yes, no, doesn’t say task.
R6 respond with limited flexibility at sentence level to focusing on the use of modal forms [possibility].
unexpected comments on an increasing range of general
and curricular topics
Resource:
 possibly project images of exhibits in PowerPoint
UE13 use might / may could to express possibility
Resource:
 worksheet: images of exhibits Worksheet: Exhibit 1 It might be I think it’s made of
R4 understand the main points of an increasing range of short reading in which students match museum exhibits from their culture to exhibit
simple texts on general and curricular topics by using descriptions
contextual clues
Resource:
 multiple-matching tasks
R3 Read with some support an increasing range of short fiction researching an exhibit from students’ culture using the internet.
and non- fiction texts with confidence read with and
enjoyment
Comment:
 guide to primary friendly sites
Resource:
 cards with different ancient objects on.
UE11 use be made of writing a short description of the exhibit
Resource:
 worksheet: When was it made? What was it made from? Who used it? etc.
UE12 use adverbs of definite time :on a limited range of general
and curricular topics
Comment:
 possible display opportunity
Resource:
 guided writing template
W3 write with support factual and imaginative descriptions at telling the rest of the class about your exhibit. But including one false fact.
text level which describe people, places and objects
S8 relate basic stories and events on a range of general and [other students guess the false fact]
curricular topics
L3 Use a growing range of participle adjectives and a growing team quiz on world landmarks
range of adjectives in the correct order in front of nouns on
a range general and curricular topics

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Comment:
 possibly project images of exhibits in PowerPoint
 prepare quiz in
Resource:
 quiz visuals and Worksheet: Exhibit 1 It might be I think it’s made of

Module 3 Getting here

Unit 7. Going Places

Syllabus Learning objective Activities


code
S3 give an opinion at sentence level on an increasing range of talking about different types of transport
general and curricular topics
Comment:
 Activity 1
Resource:
 worksheet: completing and sorting words into land, sea, air.
L6 deduce meaning from context in short, supported talk listening and working out which transport situation people are in.
Comment:
 Activity 2
Resource:
 multiple-matching and multiple-choice tasks
L7 recognise the opinion of the speaker(s) in basic, supported reading transport signs and notices and saying where you would see them
talk on an increasing range of general and curricular topics
Comment:
 Activity 3
Resource:
 multiple-matching tasks e.g. fasten your seatbelts/plane
R4 understand the main points of an increasing range of short writing signs and notices for a school bus
simple texts on general and curricular topics by using
contextual clues
Comment:
 Activity 4 display opportunity
W6 use with some support appropriate layout at text level for a
limited range of written genres on familiar general and
curricular topics

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Comment:
 provide frames for signs and notices to be written in
Resource:
 writing prompts: getting on / off / sitting down / keeping clean / bags etc...
S6 communicate meaning clearly at sentence level during, talking about the best way to go places.
pair, group and whole class exchanges
Comment:
 Activity 5
Resource:
 worksheet: What’s the best way … go to shops go to the countryside
UE3 use a growing range of adjectives and comparative and focusing on comparison of adjectives.
superlative adjectives [both range of general and curricular
topics
Comment:
 pre-teach: on foot by bike etc...
Resource:
 worksheet: completion task : It’s easier It’s quicker … Activity 6
R5 understand with little or no support specific information and reading a short city transport guide.
detail in short, simple texts on an increasing range of
general and curricular topics
Comment:
 Activity 7
Resource:
 worksheet: matching… more comfortable than...
R6 recognise the difference between fact and opinion in short, asking for and following directions on the London Tube map.
simple texts on an increasing range of general and
curricular topics
Comment:
 Activity 8
L3 understand an increasing range of unsupported basic
questions on general and curricular topics
Resource:
 worksheet: completing ways of asking for directions map of London Tube information gap cards e.g. You are at Leicester Square You want to the
Olympic Stadium
UE1 use common noun phrases describing times and location, focusing on phrases to talk about time and location.
on a limited range of general and curricular topics
Comment:
 Activity 9

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Resource:
 worksheet: rewriting There are two buses an hour. There’s a bus every half hour. on the bus. by bus etc.
L5 understand most specific information and detail of short, listening to automated recording of different bus routes and times.
supported talk on a wide range of familiar topics
Comment:
 Activity 10
Resource:
 map of town places and bus routes
W2 write with support a sequence of short sentences in a writing a short description of a bus or train journey students regularly do
paragraph on a limited range of general and curricular /have been on.
topics
Comment:
 Activity 11
Resource: multiple-matching different people’s needs
S2 ask questions to find out general information on an asking about the things you might need on a school trip.
increasing range of general and curricular topics
Comment:
 Activity 12
Resource:
 guided writing: prompts on and off ticket stops other people etc... Worksheet: images of different items [tick/ x]
R4 understand the main points of an increasing range of short reading a short itinerary / information sheet for a school trip
simple texts on general and curricular topics by using
contextual clues
Comment:
 Activity 13
Resource:
 worksheet: matching headings to sections of info sheet
UE8 use future forms be going to to talk about already decided focusing on future form ‘going to’ Focusing on infinitive of purpose
plans on a limited range of general and curricular topics
Comment:
 Activity 14
Resource:
 worksheet: ‘going to’ questions? about information in above reading.
UE15 use infinitive of purpose on a limited range of general and guessing why other students are going to take things.
curricular topics
Comment:
1. Activity 15

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S4 respond with limited flexibility at sentence level to on front of blank card students write: e.g. I’m going to take a box on back they
unexpected comments on an increasing range of general write [for others to guess] e.g. to put my lunch in
and curricular topics
Comment: Activity 16
Resource:
 Worksheet: Why questions Why do you need to bring money? Blank cards for students to write Where are we going to meet?/How much
money are you going to need?
R5 understand with little or no support specific information and researching a more unusual vehicle/means of transport online
detail in short, simple texts on an increasing range of
general and curricular topics
Comment:
 Activity 17
Resource:
 cards with transport: world’s largest guide to primary friendly sites
cruise ship cable car gondola etc.
S4 organise talk at sentence level using connectors on an presenting a short talk to class about means of transport
increasing range of general and curricular topics talking about which one is the‘ transport’ odd-one-out and
Comment:
 Activity 18 project images of vehicles
Resource:
 worksheet: questions to answer
S7 keep interaction going in basic exchanges on a growing saying why
range of general and curricular topics
Comment:
 Activity 19
Resource:
 worksheet set of images e.g. car seat / plane seat / bike saddle dingy
S6 communicate meaning clearly at sentence level alking about the points of the compass and degrees.
during, pair, group and whole class exchanges
Comment:
 pre-teach directional words clockwise, turn
Resource:
 worksheet: completion task worked on in pairs relating to N, S, E, W and NE, SW etc.
UE17 focusing the use of zero conditional clauses.
Comment:
 worksheet focusing on degrees between points, quarter turn / half turn etc.
Resource:

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 pre-teach directional words clockwise, turn , face
R3 read with some support a an increasing range of short reading the story of Hansel and Gretel (class reader)l [or another
fiction and non-fiction texts with confidence and enjoyment story about getting lost]
Resource:
 worksheet: sentence matching tasks
UE16 use conjunctions so , if, when , where, before, after to link focusing on conjunctions
parts of sentences on a limited range of general and
curricular topics
Resource:
 worksheet: completing a story summary with missing conjunctions.

Unit 8. At the shop

Syllabus Learning objective Activities


code
S2 ask questions to find out general information on an asking and talking about what you find in different sections in a supermarket.
increasing range of general and curricular topics
Comment:
 pre-teach key supermarket vocabulary e.g. check-out diary products etc
Resource:
 Worksheet: matching products to sections of a supermarket
S3 give an opinion at sentence level on an increasing range of listening to short conversations in supermarkets and identifying which section
general and curricular topics people are in.
Resource:
 Worksheet: matching items to the type of container/ packaging they come in
L6 deduce meaning from context in short, supported talk on an writing a shopping list for a friend to get for you.
increasing range of general and curricular topics
Resource:
 Supermarket diagram from previous task /multiple-matching task
W7 spell most high-frequency words accurately for a limited students then give their shopping lists to another group who have to guess
range of general and curricular topics when writing what their activity is.
independently
Comment:
 Give each pair of students s/th they would need to shop for e.g.,
-making a pizza
-having a party
-making a salad

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-going on a trip
Resource:
 Guided writing template
R4 understand the main points of an increasing range of short reading shop signs and notices.
simple texts on general and curricular topics by using
contextual clues
Comment:
 pre-teach words for different types of shop: pet shop, post office, bakers etc...
Resource:
 Multiple-matching different signs to different types of shop.
UE2 use quantifiers many , much , a lot of ,a few on a limited of focusing on quantifiers and quantitative pronouns.
range general and curricular topics
Resource:
 Multiple-matching signs to interpretations : e.g. sale ends Saturday / you pay less this week
UE6 use quantitative pronouns some, any, something, nothing building short dialogues that occur in shop situations
anything
Resource:
 Text and dialogue completion tasks
L4 understand the main points of supported extended listening to dialogue at the shop describing possibility and suggestion
talk on a range of general and curricular topics
Resource:
 Completing chart
UE13 use might may could to express possibility use shall [for building / completing short shop dialogues and acting these out
suggestions] on a limited range of general and curricular
topics
Resource:
 Worksheet: matching statements / questions to responses
S7 keep interaction going in basic exchanges on a growing talking about and working out how much things cost.
range of general and curricular topics
Resource:
 Give students a list of items and see which group gets closest to total to current supermarket prices
UE4 use determiners including any no each every on a limited focusing on determiners in word money problems.
range of general and curricular topics
Resource:
 Worksheet: how much does each one cost / how much change / how many coins etc
L4 understand the main points of supported extended talk on a listening about party activities and making party plans
range of general and curricular topics
Resource:

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 Multiple-matching
R2 read and follow with limited support familiar instructions for reading instructions about shopping for a party and the budget you have to
classroom activities spend
L6 deduce meaning from context in short, supported talk on an listening about whether party shopping list is completed or not
increasing range of general and curricular topics
UE7 use simple present perfect forms of common verbs to focusing on verb+ adjective and verb +like structure
express what has happened
UE12 use adverbs of indefinite time yet ever already always students model question / response sequences to class
S5 organise talk at sentence level using connectors on an talking about party shopping/ budgets and comparing what you’ve put in your
increasing range of general and curricular topics trolley.
Resource:
 Worksheet: instructions for party goals / how much you have to spend images of supermarket items with prices/ offers etc.
 Worksheet: image of supermarket trolley that students put items from previous task into
S3 give opinion at sentence level on an increasing range of talking about shopping malls and what they have in them
general and curricular topics
Resource:
 Worksheet: students tick things they think they will hear mentioned
L5 understand most specific information and detail of short, listening about where you can find things in a shopping mall
supported talk on a wide range of familiar topics
Resource:
 Diagram for students to label
S1 provide basic information about themselves and other at
sentence level on an increasing range of general topics
Resource:
 Worksheet: students form questions to ask other students from prompts: Have you ever had a Whoppa Burger? Have you been to TGIs yet?
UE1 use be/look/sound/feel/taste/smell/like write an e-mail to a friend inviting him/her to come with you and your parents
1 to a new shopping mall
Resource:
 Worksheet: students prompted to respond to above questions e.g. No, but it sounds nice
W2 Write with support a sequence of short sentence in a
paragraph on a limited range of general and curricular
topics
Resource:
 Guided writing template
R4 Understand the main points of an increasing range of short Reading short product descriptions and completing them with missing lines
simple texts on general and curricular topics by using
contextual clues
Resource:

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 Multiple-matching tasks
L1 Understand a sequence of supported classroom Listening and following instructions for making a pair of cut-out glasses.
instructions
W3 Write with support factual and imaginative descriptions at Students then make their own ‘extra stylish’ pair and write a short description
text level which describe people, places and objects of them.
R1 Recognise, identify and sound with some support a range Get other students to model the glasses as the descriptions are read out
of language at text level
Comment:
 Display opportunity
Resource:
 Description prompts / template

Module 4 Stuff

Unit 9. What are things made of?

Syllabus Learning objective Activities


code
S1 Give an opinion at sentence level on an increasing range of talking about what things are made of.
general and curricular topics
Comment:
 prepare a list of common class objects to ask questions on
Resource:
 Worksheet: materials word as anagrams.
UE11 use be made of on a limited range of general and curricular focusing on the is made/are made of... structure.
topics talking about materials around the school. Students try and come up with
three things in the school made of different materials
Resource:
 Worksheet: sentence matching / sentence completion Shoes are made of....etc
S6 communicate meaning clearly at sentence level during,
pair, group and whole class exchanges
Comment:
 if context permits get students to go round school investigating
Resource:
 Worksheet: materials / object grid to complete
R5 understand with little or no support specific information and reading about where rubber comes from and what is made from it.
detail in short, simple texts on an increasing range of

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general and curricular topics
Comment:
 bring small objects to put in feely bag
Resource:
 Multiple-matching and true/false tasks
S3 give an opinion at sentence level on an increasing range of feeling things in a bag and saying what it is made of.
general and curricular topics
S6 communicate meaning clearly at sentence level during, talking about the properties of materials
pair, group and whole class exchanges Focusing on comparative adjectives
Comment:
 pre-teach properties words
Resource:
 Worksheet grid: waterproof / flexible / transparent / strong /glass/ wood
UE3 use a growing range of adjectives and comparative and reading a materials word search. Circle correctly spelt words they find.
superlative adjectives [both regular and irregular] on a
limited range of general and curricular topics
Resource:
 Worksheet: Which is better for a sun hat plastic or cloth.
 Why
R1 recognise, identify and sound with some support a range of talking about why the following are a good / bad idea
language at text level
S4 respond with limited flexibility at sentence level to Word search sheet
unexpected comments on an increasing range of general
and curricular topics
Resource:
 Worksheet rubber shoes plastic cups glass doors etc.
S3 Give an opinion at sentence level on an increasing range of talking about protective clothing
general and curricular topics
Resource:
 Worksheet: matching clothing items to different materials to form different
L5 understand most specific information and detail of short, listening about different things that different people [ doctors, firemen, divers,
supported talk on a wide range of familiar topics ballerinas etc] wear
Resource:
 compounds e.g. plastic helmet rubber gloves
 Multiple-matching / sentence completion tasks
UE10 use present continuous forms to talk about present focusing on the present continuous [describing what someone is doing]
activities on a limited range of general and curricular topics
Resource:

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 Worksheet: students match/complete sentence beginnings to images and sentence endings e.g. The diver is wearing a rubber suit / to keep warm
UE15 use infinitive of purpose on a limited range of general and focus on infinite of purpose to explain actions
curricular topics
L5 understand most specific information and detail of short, listening and identifying people in a picture from the clothes, items they have
supported talk on a wide range of familiar topics with them.
Resource:
 Worksheet: matching names to character in a street scene
S6 communicate meaning clearly at sentence level during, talking about which materials absorb water
pair, group and whole class exchanges Listening to different sounds of materials reacting with water.
Comment:
 bring class about 8 different types of paper/material cut into squares plastic tray and a thimble for water
Resource:
 Worksheet: grid completion yes / no / sometimes
W4 use joined-up handwriting in a range of written work across students write down what it sounds like
the curriculum with some speed and fluency
Resource:
 Worksheet [optional]: jumbled images to prompt. e.g. rain on an umbrella / sea on the beach.
UE11 use be/sound like conducting an experiment on different types of paper to see which is the most
use future forms will for predictions on a limited range of absorbent
general and curricular topics
Resource:
 Worksheet: matching paper materials to be tested to a prediction
W5 link with some support sentences into a coherent completing an experiment observation.
paragraph using a variety of basic connectors on a limited
range of general and curricular topics
Resource:
 All the water will go. Some of the water will go. Not much of the water will go Worksheet experiment observation grid newspaper tissue paper cotton
wool, etc. Short paragraph to be completed

Unit 10 Food around the world

Syllabus Learning objective Activities


code
S3 give an opinion at sentence level on an increasing range of talking about food that grows in hot places and food that grows in colder
general and curricular topics places
Resource:
 Worksheet: Venn diagram and foods to assign to categories e.g potatoes, pineapples
S1 provide basic information about themselves and others at talking about food you like to eat in hotter/colder months

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sentence level on an increasing range of general topics
Resource:
 Worksheet: season timeline students place foods on it when they eat them
L5 understand most specific information and detail of short, listening about foods that originally come from the world’s rainforests
supported talk on a wide range of familiar topics
UE9 use simple present forms and simple past regular and focusing on do you / did you questions.
irregular on a limited range of general and curricular topics Students act out model dialogues Do you eat / like / drink … etc
Resource:
 Multiple-matching task: places shaded and numbered on a map / foods to match e.g. coffee/ Ethiopia
UE7 keep interaction going in basic exchanges on a growing I do Did you know it comes from … Really, that’s
range of general and curricular topics
Resource:
 Worksheet: dialogue completion Cards indicating a food from previous listening.
R3 Reading with some support an increasing range of short reading [Part 1] about the 17th century spice island wars e.g. Banda Islands
fiction and non-fiction texts with confidence read with and
enjoyment
Comment:
 pre-teach: words colony, trade, spices e.g. cloves
Resource:
 Correcting false statements task.
L8 understand supported narratives, including some extended listening to a dramatic episode from the story.
talk, on an increasing range of general and curricular topics
Resource:
 True/ false task
R4 understand the main points of an increasing range of short reading [Part 2] about the resolution of the Spice Island Wars [ New
simple texts on general and curricular topics by using Amsterdam / New York]
contextual clues
Resource:
 Multiple-matching tasks
UE16 use conjunctions so , if, when , where, before, after to link focusing on conjunctions to link parts of sentences in a jigsaw summary of
parts of sentences on a limited range of general and the spice island story.
curricular topics
Resource:
 Jumbled half lines of story with conjunctions in bold.
W5 link with some support sentences into a coherent writing a paragraph: How New York got its name
paragraph using a variety of basic connectors on a limited
range of general and curricular topics
Comment:

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 possible display opportunity
Resource:
 Guided writing template
S6 communicate meaning clearly at sentence level during, talking about food [dishes] from around the world.
pair, group and whole class exchanges
Comment:
 possibly show foods on slides
Resource:
 Matching dishes to flags[country of origin] /
L6 deduce meaning from context in short, supported talk on an listening to general descriptions of different types of food eaten in different
increasing range of general and curricular topics countries.
Resource:
 guessing where they are from Multiple matching task above
UE9 use simple perfect forms of common verbs to express what focusing on use of perfect forms. Have you ever eaten/tried/ made
has happened [indefinite time] on a limited range of general
and curricular topics
Resource:
 Worksheet: prompts such as food by nation – Mexican etc.
S1 provide basic information about themselves and others at talking about local/traditional and international food.
sentence level on an increasing range of general topics
Resource:
 food by colour [ red soup, pink fish] food by cooking [fried boiled etc...] Worksheet: students list food they eat in each category
S2 ask questions to find out general information on an asking about ingredients in food. Reading: matching descriptions of cooking
increasing range of general and curricular topics actions to images.
Resource:
 Worksheet: sort ingredients into what you need to make, cake, soup, salad dressing, pizza etc.
R4 understand the main points of an increasing range of short listening to instructions and
simple texts on general and curricular topics by using
contextual clues
Resource:
 Worksheet: multiple-matching mix, stirs, chop, blend, fry, boil, etc.
L1 understand a sequence of supported classroom watching how to make dips. Give instructions and get students in turn to
instructions make.
Resource:
 Ingredients for making three to five simple
UE12 use be/look/sound/feel/taste/ smell like focusing on structures verb + adjective [smells nice] and
be/look/sound/feel/taste/smell like.

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Comment:
 Display opportunity
Resource:
 common dips e.g. Mexican guacamole, Greek tzadziki, Turkish spiced cheese., Indian raita, etc.
W7 spell most high-frequency words accurately for a limited students look, smell and taste and write down responses.
range of general and curricular topics when writing
independently
W3 write with support factual and imaginative descriptions at writing a description of how to make their favourite dip.
text level which describe people, places and objects
R4 understand the main points of an increasing range of short reading : sorting jumbled recipes
simple texts on general and curricular topics by using
contextual clues
Comment:
 prepare recipes as texts for students to alter on computer
Resource:
 Two or three very different recipes e.g. sweet and savoury cut up and jumbled
W1 plan, write, edit and proofread work at text level with rewriting a recipe and changing six details
support on a limited range of general and curricular topics
R8 use with some support familiar paper and digital reference encourage students to use digital reference resource to help them.
resources to check meaning and extend understanding
Resource:
 Give pairs of students different recipe computer text to alter and print out
R3 with some support an increasing range of short fiction and reading altered recipes to spot details that may have been changed
non- fiction texts with confidence read with and enjoyment
Resource:
 Different print-outs to different groups

Using Informal Assessments for English Language Learners

Informal assessments (also called authentic or alternative) allow teachers to track the ongoing progress of their students regularly and often. While standardized
tests measure students at a particular point in the year, ongoing assessments provide continual snapshots of where students are throughout the school year. By
using informal assessments, teachers can target students' specific problem areas, adapt instruction, and intervene earlier rather than later.
Ongoing assessments are particularly important for English language learners (ELLs). Standardized tests in English do not usually reflect ELLs' true content
knowledge or abilities. Yet informal assessments can provide a more well-rounded picture of their skills, abilities, and ongoing progress. Today's No Child Left
Behind legislation requires that meticulous records be kept on the progress of ELLs. Having these records will make it easier when questions of program placement,
special services, and grading arise.

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There are two commonly used informal methods: performance-based assessment and portfolio assessment. Both methods utilize typical classroom activities to
measure progress toward curricular goals and objectives. These activities can be monitored and recorded by teacher observation and student self-assessment.
Colorín Colorado (2007)

After each module there are given different assessment tasks in the order of: listening, speaking, reading and writing. Tasks can be applied for individual, pair, group
and whole class activities.

Example for listening test

Approximately 25 minutes/25 items


There are five parts. Each part begins with one example. All tasks are heard twice.
Part 1
In this task, students look at a picture which shows people doing different things. Above and below are people’s names. Students listen to a dialogue between an
adult and a child and draw lines from the names to the correct person in the picture.
Part 2
This is a note-taking exercise in which students listen to a conversation between two speakers and write a word or a number next to five short prompts on a form or
page of a notepad. Some misspellings will be allowed for words which are not spelled out on the recording.
Part 3
Students listen to a conversation which is mainly led by one speaker. They match a list of illustrated words or names with a set of pictures by writing the letter of the
correct picture in a box.
Part 4
This task consists of five questions, each a 3-option multiple-choice with pictures. Students listen to five separate dialogues in which the speakers are clearly
differentiated by age or gender. Students listen and tick the correct picture.

Part 5
This task consists of a dialogue in which an adult asks a child to colour different things in a picture, write a simple word and draw and colour an object. Students
listen to the dialogue and follow the instructions

Summary of the Listening test

Parts Main skill focus Input Expected response Number of


questions
1 Listening for names and descriptions Picture, names and dialogue Draw lines to match names to 5
people in a picture

2 Listening for names, spellings and other Form or page of a notepad with missing Write words or numbers in gaps 5
information words and dialogue

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3 Listening for words, names and detailed Picture sets and list of illustrated words Match pictures with illustrated word 5
information or names and dialogue or name by writing letter in box
4 Listening for specific information of 3-option multiple-choice pictures and Tick boxes under correct pictures 5
various kinds dialogues
5 Listening for words, colours and specific Picture and dialogue Carry out instructions to colour, 5
information draw and write
(Range of colours is: black, blue,
brown, green, grey, orange, pink,
purple, red, yellow)

Example for speaking test


7–9 minutes/4 parts
The speaking test is a face-to-face test with a teacher and one student. It lasts approximately 5-6 minutes.
The mark for the speaking test is based on a rating for interactive listening ability, pronunciation, production of appropriate and extended responses, and grammar
and vocabulary.
Part 1
The student is shown two pictures similar but have some differences. The student looks at the picture, identifies six differences and says how the picture is
different.
Part 2
The teacher asks the student questions about a person, place or object, based on a set of question cues. The student responds, using a set of information cues. The
teacher asks the student questions based on a set of different question cues.
Part 3
The teacher shows the student a sequence of five pictures which show a story. The student is asked to describe the pictures.
Part 4
The teacher asks the student some personal questions on topics such as school, holidays, birthdays, family and hobbies.

Summary of the speaking test

Parts Main skill focus Input Expected response

1 Understanding statements and responding with Two similar pictures Identify six differences in candidate’s
differences Oral statements about picture picture from statements about
examiner’s picture
2 Responding to questions with short answers One set of facts and one set of question cues Answer and ask questions about two
Forming questions to elicit information people, objects or situations

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3 Understanding the beginning of a story and then Picture sequence Describe each picture in turn
continuing it based on a series of pictures
4 Understanding and responding to personal Open-ended questions about candidate Answer personal questions
questions

Sample rubric for speaking

Category Excellent /10-8/ Good /7-6/ Fair /5-4/ Poor /3-below/

Fluency Speaks clearly, with little Speaks with some hesitation, Speaks with some hesitation, Hesitates too
hesitation that does not but it does not usually which often interferes with often when speaking, which often
interfere with interfere with communication interferes with
communication communication communication

Production of almost always clear usually clear pronunciation Pronunciation Frequent problems with pronunciation
appropriate and pronunciation, uses with a few problem areas, errors sometimes make it and uses no extended responses
extended appropriate and extended uses some appropriate and difficult to understand, uses few
responses responses extended responses extended responses

Grammar and Good use of vocabulary Adequate use of vocabulary Weak use of vocabulary and Inadequate use of vocabulary and
Vocabulary and correct grammar for and grammar for describing correct grammar for describing correct grammar for describing scene
describing scene picture scene picture scene picture picture

Reading: Peer-assessment
Name:
Date:
 Perform this activity with a classmate.
 Exchange sheets with your classmate.
 Ask the questions on this sheet to your classmate.
 Write your classmate’s responses in the right column.

1. Do you like to read in English?
Why? Why not?
2. What do you like to read (books,
newspapers, magazines, comics,

97
etc.)?
3. How often do you read in English?
4. How often do you read in Mongolian?
5. How long do you read in English (a
few minutes, half an hour, an hour,
etc.)?
6. When do you read in English
(morning, afternoon, evening, night)?
7. Where do you read in English (home,school, library, etc.)?
8. What are you reading in English
these days?
9. Can you describe what makes a good reader?
10. How can you become a better
reader?

Example reading and writing test

40 minutes/50 items
There are seven parts. Each part begins with one or two examples. Correct spelling is required in all parts of the reading and writing test.
Part 1
In this task there are 15 words and 10 definitions. The words are not illustrated. Students match words to the corresponding definition by writing the correct words.
Part 2
Students look at a picture and seven statements, some of which correctly describe the picture and some which do not. Students write ‘yes’ or ‘no’ as appropriate.
Part 3
Students read a dialogue in which the second speaker’s responses are missing. There is a list of possible responses for the second speaker, lettered A–G. Students
select the appropriate response in each case and write the letter in the gap. There is one response which does not fit the dialogue.
Part 4
Students read a gapped text and look at words in a box beside the text. They then copy the correct word in each of the five gaps. The missing words are nouns,
adjectives, verbs (present and past tense) and adverbs. Correct spelling is required. There are four extra words which candidates should not use.
Students choose the best title for the story from a choice of three.
Part 5
Students read a story and complete sentences using one, two, three or four words. There is one continuous text and one picture. The picture provides a context for
the story but does not provide answers to the questions.
Part 6
In this task students read a factual text which contains 10 gaps. They choose the correct word from a choice of three and copy the correct words in the gaps. This
task has a grammatical focus.

Part 7
Students read a gapped text often in the form of a diary or a letter. Students write one word in each of the five gaps. There is no list of words for students to choose

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from. Both lexis and grammar are tested in this task.

Summary of the reading and writing test

Number of
Parts Main skill focus Input Expected response questions

1 Reading definitions and matching to words Nouns and definitions Copy the correct words next to the 10
Copying words definitions
2 Reading sentences about a picture Picture and sentences Write ‘yes’/‘no’ 7
Writing one-word answers
3 Reading and completing a continuous Half a dialogue with responses Select correct response and write A–H in 5
dialogue in a box gap
Writing letters
4 Reading for specific information and gist Cloze text with words in a box Choose and copy missing words correctly. 6
Copying words Tick a box to choose the best title for the
story
5 Reading a story Story, picture and gapped Complete sentences about story by 7
Completing sentences sentences writing one, two, three or four words
6 Reading and understanding a factual text Gapped text and 3-option Complete text by selecting the correct 10
Copying words multiple-choice (grammatical words and copying them in the
words) corresponding gaps
7 Reading and understanding a short text (e.g. Gapped text Write words in gaps 5
page from diary or letter) No answer options given
Providing words

Example of reading self-assessment I can do

Low A1/Mid A1
 I can understand the general idea of simple informational texts and short simple descriptions, especially if they contain pictures which help to explain the text.
 I can understand very short, simple texts, putting together familiar names, words
And basic phrases, by for example rereading parts of the text.
 I can follow short, simple written instructions, especially if they contain pictures.
 I can follow short, simple written instructions, especially if they contain pictures.
 I can understand short, simple messages, e.g. on postcards.

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High A1/Mid A1
 I can understand short, simple texts containing the most common words, including some shared international words.
 I can understand short, simple texts written in common everyday language.
 I can understand short simple personal letters.
 I can find specific information in simple everyday material such as advertisements, brochures, menus and timetables.
 I can identify specific information in simple written material such as letters, brochures and short newspaper articles describing events.
 I can understand simple instructions on equipment encountered in everyday life--‐ such as a public telephone.
 I can understand everyday signs and notices in public places, such as streets, restaurants, railway stations and in workplaces.

Reading rubric for assessing story-reading skills

CATEGORY Proficient Developing Beginning Emerging


Can retell the Re-tells the story Re-tells the story Re-tells the story orally, may have Re-tells the
story orally in proper in proper 1 or two story, has
sequence using a lot of detail. sequence and mistakes with several
uses some the sequence. mistakes in the
detail Uses some sequencing.
details Uses few details.
Can write a Writes 5 Writes 3 or 4 Writes 2 or 3 details about the story. Writes few
summary of important details important details May not relevant parts of the story relevant details
the story about relevant about relevant about the story
parts of the story parts of the
story
Can relate the Can relate Can relate a few events or Can relate 1 Is unable to
story to several events or characters in characters in the story to event or make any
personal the story to personal personal character in the story to connections
experiences experiences experiences personal with the events
experience or characters in the story
Can formulate Can ask several Can ask a few Can ask 1 or 2 Is unable to
questions meaningful and meaningful questions about the story. Lack formulate any
from the story well formulated questions detail questions
questions referring to the referring to the
referring to the story story
story

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Can Can define and can define and can define 1 or Is unable to
understand use several new use a few new 2 new vocabulary define new
and use vocabulary words from the vocabulary words from the vocabulary
vocabulary story words from the story words from the
from the story story story

Writer's name:
Reader's name:
Date: Type of writing:

This type of writing is…

The part I like best is…

This piece can be improved by…

When you are editing someone's writing look for these things:

Punctuation
 Periods and commas
 Question marks
 Capital letters(proper names, beginning of sentences)
 Quotation mark ("…")
Spelling
 S-V-O/S-V-C formation
 Word/verb agreement
 Conjunctions (and, but, then)
 Prepositions (on, in, into, under etc)
Articles (a, an, the)
Spelling
 Correct spelling

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Other
 Neat writing
Overall writing (paragraphs)
 Main idea
 Well organized (introduction, body, conclusion)

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Instruction

In grade 9 learners experiment with language using English in pairs, groups and whole-class
discussions and in a variety of informal and semi-formal situations. They develop the ability to ask
questions to explore their own ideas and thoughts, as well as enhancing their ability to narrate and
understand narration of events. Learners develop their skills of reading for global and detailed
understanding, and write simple, short fiction and a broader range of non-fiction texts in a way which
communicates a message clearly to their intended audience.

At grade 9 learners should develop learning strategies and an understanding of concepts which are
useful in other curricular subjects and gain a sense of self-esteem and confidence from understanding
and communicating successfully in an additional language. Learners develop their own thinking
through talking and listening to others, and learn to feel responsibility towards others they work with.
They gradually begin to learn to solve differences of opinion by seeking consensus. The cultural focus
of topics in grade will continue to enhance student’s awareness of the culture of others and their
appreciation of their own cultural identity and heritage.
Learning objectives

Syllabus
Learning objective
Code
Listening Low A2
L1 Understand longer sequences of classroom instructions with little or no support
L2 Understand more complex unsupported questions which ask for personal information
L3 Understand more complex questions on a range of general and curricular topics with
little or no support
L4 Understand the main points in both short and extended talk with little or no support on a
range of general and curricular topics
L5 Understand specific information and detail in both short and extended talk on a range of
general and curricular topics with little or no support
L6 Deduce meaning from context in both short and extended talk on a range of general and
curricular topics with little or no support
L7 Recognise the attitude or opinion of the speaker(s) in both short and extended talk on a
range of general and curricular topics with little or no support
L8 Understand both short and extended narratives with little or no support on a range of
general and curricular topics
L9 Identify rhymes, onomatopoeia and rhythm
Speaking Low A2
S1 Provide detailed information about themselves and others at discourse level on a wide
range of general topics
S2 Ask questions to clarify meaning on a range of general and curricular topics
S3 Give an opinion at discourse level on a range of general and curricular topics
S4 Respond with increasing flexibility at both sentence and discourse level to unexpected
comments on a range of general and curricular topics
S5 Summarise what others have said on a range of general and curricular topics
Link comments to what others say at sentence and discourse level in pair, group and
S6 whole class exchanges
S7 Keep interaction going in longer exchanges on a wide range of general and curricular
topics
S8 Relate extended stories and events on a growing range of on general and curricular
topics
Reading Low A2
R1 Recognise, identify and sound independently a wide range of language at text level
R2 Read and follow independently familiar instructions for classroom activities
R3 Read independently a range of short simple fiction and non-fiction texts with confidence
and enjoyment
R4 Understand the main points of a wide range of short, simple texts on general and
curricular topics by using contextual clues
R5 Understand independently specific information and detail in short, simple texts on a
range of general and curricular topics
R6 Recognise the difference between fact and opinion in short, simple texts on a wide range

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of general and curricular topics
R7 Recognise the attitude or opinion of the writer in short texts on a wide range of general
and curricular topics
R8 Use independently familiar paper and digital reference resources to check meaning and
extend understanding
Writing Low A2
W1 Plan, write, edit and proofread work at text level with some support on a range of
general and curricular topics
W2 Write with some support about factual and imaginary past events, activities and
experiences on a growing range of general and curricular topics
W3 Write with some support about personal feelings and opinions on a limited range of
general and curricular topics
W4 Use joined-up handwriting in all written work across the curriculum with appropriate
speed and fluency
W5 Link sentences into coherent text using a variety of basic connectors on a range of
general and curricular topics when writing independently
W6 Use independently appropriate layout at text level for a growing range of written genres
on familiar general and curricular topics
W7 Spell most high-frequency vocabulary accurately for a range of familiar general and
curricular topics when writing independently
W8 Punctuate written work at text level for a range of general and curricular topics with
some accuracy when writing independently
Use of English Low A2
UE1 Use a limited range of abstract nouns and compound nouns
Use double genitive structures : a friend of theirs on a range of general and curricular
topics
UE2 Use a growing range of quantifiers and cardinal, ordinal numbers and fractions on a
range of general and curricular topics
UE3 Use a growing range of participle adjectives and a growing range of adjectives in the
correct order in front of nouns on a range general and curricular topics
UE4 Use a range of determiners including neither, both on a range of general and curricular
topics
UE5 Use a growing range of questions including how far , how many times, what + noun on
a range of general and curricular topics
UE6 Use a range of pronouns including relative pronouns who which that whom whose on a
range of general and curricular topics
UE7 Use simple perfect forms to express [ recent, indefinite and unfinished past ] on a range
of general and curricular topics
UE8 Use a growing range of future forms including be going to [predictions based on present
evidence] and will for predictions on a range of general and curricular topics
UE9 Use a range of active and passive simple present and past forms and used to/didn’t use
to for past habits/states on a range of general and curricular topics
UE10 Use present continuous forms with present and future meaning and past continuous
forms for background, parallel and interrupted past actions on a range of general and
curricular topics
UE11 Begin to use simple forms of reported speech to report statements and commands on a
range of general and curricular topics.
UE12 Use a range of adverbs [simple and comparative forms] including adverbs of manner
Use pre-verbal, post-verbal and end-position adverbs on a range general and curricular
topics
UE13 Use a growing range of modal forms including would [polite requests] could [polite
requests] needn’t [lack of necessity] should, ought to [ obligation] on a range of general
and curricular topics
UE14 Use a growing range of prepositions preceding nouns and adjectives in prepositional
phrases
Begin to use dependent prepositions following adjectives on a range of general and
curricular topics
UE15 Use the pattern verb + object + infinitive give/take/send/bring/show + direct/ indirect
object
Begin to use some common prepositional verbs on a range of general and curricular
topics

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UE16 Use conjunctions while, until, as soon as in relating narratives and if /unless in
conditional sentences on a range of general and curricular topics
UE17 Use if /unless in zero and first conditional clauses
Use a range of defining and non-defining relative clauses with which who that whose
whom on a range of general and curricular topics

 The number of lines in the table will match the total number of learning objectives for the stage.
 Syllabus codes will be entered in the order that they appear.
 Learning objectives will appear in full.
 The learning objectives can be colour coded:
- ongoing
- a different colour for each term – once only when it is first introduced.
This scheme of work is based on a 35 week academic year, with 4 Modules being covered in 4 terms.
Each unit should, therefore, be covered in 2 weeks based on the provision of 3 hours of classroom
English per week.

TERM 1 TERM 2 TERM 3 TERM 4


Module 1. My world Module 2. Past and Module 3. Different Module 4. Making
Unit 1. All about Present People Decisions
me - Unit 4. Clothes - Unit 7.Survivor - Unit 9.
Unit 2. At school - Unit 5. Time and Special tales Calculating
Unit 3. Sports and Days - Unit8.People - Unit10.
Fitness - Unit 6 Inventions and Jobs Making plans

Approach to teaching and learning


A student-centred curriculum should support students in learning how to learn and becoming
independent, self-motivated, engaged, confident, responsible and reflective learners.
Teachers are expected to nurture and develop these qualities through using a wide variety of teaching
and learning strategies that include:
 modeling language to allow learners see how different areas of language are related, and thus
helping them to assimilate and accommodate new language and to produce language chunks

 providing opportunities for learners to interact in pairs, groups, and plenary discussion, helping
learners to reach shared meanings and understandings

 continuing to develop learners ability to evaluate and refine their work and participate in the
sharing of the work with others

 using classroom talk to create interest in a task, to break complex tasks into smaller steps, to
focus learners on the aim of a task and to show learners who are unable to do a task alternative ways
of approaching it
 continuing through ICT to expose opportunities for finding, creating and manipulating
information, collaborating in communicating this information to others

Notes:

• The current model of eight modules per stage is recommended – two per term. Fewer would
give too large a group of objectives to address in one unit. More would be too fragmented to give
coherence to the overall scheme.

• Terminology can vary although consistency is recommended within a school. An audit of the
learning objectives for the whole stage is recommended to ensure coverage. 1

• Each objective may be revisited in different ways in different units to continue to develop new
skills in different contexts.

• Some learning objectives will be ongoing throughout the stage – a grid to show this is
recommended.2

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Module 1. My world.

Unit 1. All about me


Syllabus Learning Objective Activities
Codes
provide detailed information about themselves and
others at discourse level on a wide range of general talking about yourself / preferences / habits. Students mingle and ask / answer. Ask
S1 topics each student to report one interesting thing they found out
Comment:
 prepare a sequence of instructions e.g. take your partner’s hand and look into their eyes …
Resource:
 worksheet: completing statements about yourself e.g. first thing you do in the morning / something you find annoying / how you like to relax / my
favourite place is
L1 understand longer sequences of classroom
instructions with little or no support listening to a sequence of class ‘bonding’ instructions then ask students to report
anything they found out
Comment:
 compare the length of your fingers
Resource:
 worksheet: questions to complete..question.
UE5 use a growing range of questions including how far,
how many times, what + noun on a range of
general and curricular topics focusing on questions you can ask someone about themselves
S1 provide detailed information about themselves and students then ask and answer questions
others at discourse level on a wide range of general
topics
Resource:
 beginnings to match to endings e.g. How tall What colour What shoe
L2 understand more complex unsupported questions
which ask for personal information
provide detailed information about themselves and
S1 others at discourse level on a wide range of general
topics talking about relatives and completing the names of relatives in a family tree
Comment:
 pre-teach: relative vocabulary
Resource:
 worksheet: names of relatives, years of birth to complete worksheet: questions to
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S2 ask questions to clarify meaning on a range of
general and curricular topics
Comment:
 ask about family members: oldest / youngest etc...
R4 understand the main points of a wide range of reading about names in different cultures
short, simple texts on general and curricular topics
by using contextual clues
Resource:
 multiple-matching / yes /no / doesn’t say tasks

understand the main points in both short and


L4 extended talk with little or no support on a range of
general and curricular topics listening to different people explaining how they got their name
Resource:
 multiple – matching and summary completion tasks.

W5 link sentences into coherent text using a variety of writing a paragraph about different names in your country.
basic connectors on a range of general and
curricular topics when writing independently
Resource:
 guided writing template
UE3 use a growing range of adjectives in the correct
order in front of nouns on a range general and focusing on adjectives for describing people and their appearance
curricular topics
Resource:
 worksheet: sorting adjectives into opposite pairs e.g. long / short wavy / straight
understand specific information and detail in both listening to different descriptions
short and extended talk on a range of general and of people
L5 curricular topics with little or no support
Comment:
 display opportunity
Resource:
 worksheet: ordering adjectives in descriptions
 multiple-matching tasks
 worksheet: table
S1 provide detailed information about themselves and talking about and describing yourself and your partner
others at discourse level on a wide range of general

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topics
Resource:
 completion of different features
W5 link sentences into coherent text using a variety of writing a description of your hero /idol for a young person’s magazine
basic connectors on a range of general and
curricular topics when writing independently
Resource:
guided writing template. Meet … If you don’t know her / him check her / him out
use simple perfect forms to express [recent,
UE7 indefinite and unfinished past] on a range of general focusing on things you have done before now students ask and answer questions
and curricular topics
Resource:
 worksheet: sorting jumbled questions highest been building in what you walk longest ever
L6 deduce meaning from context in both short and
extended talk on a range of general and curricular
topics with little or no support listening to conversations where people experience things for the first-time.
Resource:
 worksheet: matching question beginnings and endings? Have you ever been … completion task: it’s the first time she’s received ___ worksheet
sentence completion
S1 provide detailed information about themselves and
others at discourse level on a wide range of general
topics talking about things you’ve done / haven’t done
S6 link comments to what others say at sentence and
discourse level in pair, group and whole class students then relate statements their partner makes to themselves
exchanges
Resource:
 I’ve never _____a lot I’ve only ever _____.
R5 understand independently specific information and
detail in short, simple texts on a range of general
and curricular topics reading a short text about the life of young Mozart
R6 recognise the difference between fact and opinion
in short, simple texts on a wide range of general reading about the things Mozart could do / did at different ages all about me ‘dictation’
and curricular topics poem.
Comment:
 display opportunity
Resource:
 worksheet: fact or opinion task

109
W1 plan, write, edit and proofread work at text level with
some support on a range of general and curricular Dictate to students 10 to 12 pieces of information about themselves to include in a poem
topics e.g. your shoe size, something about your name, etc...…
Resource:
 poem template: I can’t play like Mozart but…
recognise, identify and sound independently a wide
R1 range of language at text level students read out poems
Resource:
 students arrange different information about themselves into a poem

Unit 2. At school
Syllabus
Codes Learning Objective Activities
S2 ask questions to clarify meaning on a range of general and
curricular topics talking about the names of different places around a school
Comments:
 pre-teach key school vocabulary e.g. attend, take tests etc...
Resources:
 a diagram / visual of a typical school in the US students label the diagram
S1
provide detailed information about themselves and others at
discourse level on a wide range of general topics
Resources:
 students tick / cross the things in the diagram they have in their school
R5 understand independently specific information and detail in
short, simple texts on a range of general and curricular topics reading about a day in the life of a US school
Resources:
 multiple-choice / table completion tasks multiple-choice / table
L5 understand specific information and detail in both short and listening about a day in the life of a rural school in a developing country
extended general and curricular topics with talk on a range of
little or no support
Resources:
 completion tasks worksheet: sentence
use a range of adverbs [simple and comparative forms]
UE12 including adverbs of manner focusing on comparative adjectives and adverbs
Resources:
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 completion / matching tasks comparing their school to too above
R4 understand the main points of a wide range of short, simple
texts on general and curricular topics by using contextual reading school signs and notices
clues
Resources:
 completion task with jumbled adjectives matching signs to where you’d see them – use above visual
focusing on common prepositional
begin to use some common prepositional verbs on a range of verbs
UE14 general and curricular topics
Comment:
 prepare instruction sequences e.g. face towards the board
Resource:
worksheet: matching and completion tasks with common verbs sit up, face towards etc...
L1 understand longer sequences of classroom instructions with listening and following different sequences of classroom instructions
little or no support
link comments to what others say at sentence and discourse completing from memory with another student weekly class timetable. Students
S6 level in pair, group and whole class exchanges fill in timetabled lessons and activities
Comment:
 pre-teach subjects / names of school activities
Resource:
 template of weekly class timetable for students to fill in worksheet: tick activities you’d like e.g. drama, cooking classes, judo, Put on your timetable
above and tell another student
provide detailed information about themselves and others at
S1 discourse level on a wide range of general topics talking about other lessons, activities, clubs they would like in or after school.
use a growing range of modal forms including would [polite
requests] could [polite requests] needn’t [lack of necessity]
UE13 should, ought to [obligation] focusing on modals in the context of what you might write in emails / letters
Resources:
 worksheet matching and completion tasks
use independently appropriate layout at text level for a
growing range of written genres on familiar general and
W6 curricular topics writing an e-mail to the headmaster about a class / extra lesson you’d like
Comment:
 possible display opportunity
Resources:
 guided writing template
L6 deduce meaning from context in both short and extended talk listening about schools in the past and what teachers / children used to do
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on a range of general and curricular topics with little or no
support
Resources:
 labelling task images of: ink well, cane, dunce’s cap, slate, lines book etc...
summarise what others have said on a range of general and
S5 curricular topics students tell each other what they heard about the objects
Resources:
 worksheet: sentence completion relating to images above. e.g. Before pens…
use a range of active and passive past forms and used to /
didn’t use to for past habits / states on a range of general and
UE9 curricular topics focusing on language for talking about habits / states in the past
Resources:
 worksheet: text summary completion task
understand the main points of a wide range of short, simple
texts on general and curricular topics by using contextual
R4 clues reading about Victorian children at work and the jobs the used to do
write with some support about factual and imaginary past
events, activities and experiences on a growing range of
W2 general and curricular topics writing a diary entry as a Victorian working child
Resources:
 multiple-choice / yes no doesn’t say tasks guided writing template
understand the main points in both short and extended talk
with little or no support on a range of general and curricular
L4 topics listening to students talking about different problems at school
Resources:
 multiple-matching tasks
link comments to what others say at sentence and discourse
S6 level in pair, group and whole class exchanges talking about what kind of behaviour causes problems at school
Resources:
 worksheet: matching problems to causes.
UE17 use if / unless in zero and first conditional clauses focusing on conditional forms in talking about behaviour and rules
Comment:
 encourage display opportunity
Resources:
 worksheet: completion task if / unless
spell most high-frequency vocabulary accurately for a range
W7 of familiar general and curricular topics when writing making a poster A Happy School Do’s / Don’ts
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independently
Resources:
 worksheet: matching sentence halves students to recycle language from previous tasks e.g Don’t touch someone’s things unless you ask

Unit 3 Sports and Fitness


Syllabus
Codes Learning Objective Activities
UE1 use a limited range of abstract nouns and compound nouns focusing on compound nouns sports equipment / places you play…
Comment:
 pre-teach some vocabulary
Resource:
 worksheet: matching compounds tennis racquet, running track worksheet: images of different sports / arranged in squares
provide detailed information about themselves and others at
S1 discourse level on a wide range of general topics talking about the sports you play /things you own
Resource:
 worksheet: matching sports / activities to play / do / go
understand specific information and detail in both short and
L5 extended talk listening to a sportsperson talking about their daily regime / things they use do
talking about using sports equipment: : students ask questions to find out what
recognise the attitude or opinion of the speaker(s) in both their partner uses pieces of equipment for: Are these running shoes? Do you
L7 short and extended talk use the gloves for windsurfing?
Comment:
 prepare / cut out sports equipment cards for different groups of students
 ensure copies of sports image worksheet are available
Resource:
 multiple-choice / multiple- matching tasks
 worksheet [from above]images of different sports each student places different equipment cards
provide detailed information about themselves and others at
S1 discourse level on a wide range of general topics on different sports out of view of other student
understand more complex unsupported questions which ask
L2 for personal information
understand independently specific information and detail in
R5 short, simple texts on a range of general and curricular topics reading about the life and great moments of an athlete / sports star
Resource:
 multiple –choice, yes no doesn’t say tasks
R7 recognise the attitude or opinion of the writer in short texts on writing: Students plan and write a series of questions to ask this or another

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a wide range of general and curricular topics famous sports star for a radio interview … which students then act out for class
W1 plan, write, edit and proofread work at text level with some
support on a range of general and curricular topics
UE11 begin to use simple forms of reported speech to report
statements and commands on a range of general and
curricular topics focusing on reporting simple statements and commands
Resource:
 worksheet: students change direct to reported down simple statements / commands about sports
S5 summarise what others have said on a range of general and reporting what others say to you /tell you to do in a memory game
curricular topics
Resource:
 students write provide context: opening line
W5 link sentences into coherent text using a variety of basic
connectors on a range of general and curricular topics when writing: Students summarise previous sports star interview into a paragraph.. to
writing independently be read out as if live post-interview on camera
R1 recognise, identify and sound independently a wide range of
language at text level
S1 provide detailed information about themselves and others at talking about the different types of exercise students get
discourse level on a wide range of general topics
Resource:
 worksheet: students tick and talk about the activities they do
S3 give an opinion at discourse level on a range of general and talking about what’s good for what
curricular topics
Resource:
 worksheet: labelling image the body / organs
R6 recognise the difference between fact and opinion in short, reading about the benefits of doing exercise
simple texts on a wide range of general and curricular topics
Comment:
 display opportunity
Resource:
 matching activities to what they help with yes / no / doesn’t say and tasks sentence completions
R5 understand independently specific information and detail in students write a personal ten-point fitness action plan[resolutions]
short, simple texts on a range of general and curricular topics
Comment:
 provide a template /visuals
W4 use joined-up handwriting in all written work across the
curriculum with appropriate speed and fluency
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UE8 use a growing range of future forms including be going
to[predictions based on present evidence]
L1 understand longer sequences of classroom instructions with listening and following sets of instructions for warm-up / stretching exercises
little or no support
Comment:
 pre teach key verbs: stretch place etc...
Resource:
 worksheet: on key exercise verbs
L5 understand specific information and detail in both short and listening to what pulse rate is and how to check it
extended talk on a range of general and curricular topics with
little or no support
Resource:
 multi-matching picture tasks
R2 read and follow independently familiar instructions for reading instructions on how to conduct a pulse rate experiment
classroom activities
Resource:
 picture sequencing tasks
 test completion grid
S4 respond with increasing flexibility at both sentence and completing a pulse rate experiment and reporting results to whole class
discourse level to unexpected comments on a range of
general and curricular topics
Resource:
 worksheet: sentence completion of what test proves

Module 2. Past and present


Unit 4. Clothes
Syllabus
Codes Learning Objective Activities
give an opinion at discourse level on a range of general and
S3 curricular topics talking about what different clothes and accessories can be made of
Resource:
 worksheet: matching tasks clothes / accessories to material
UE3 use a growing range of participle adjectives and a growing
range of adjectives in the correct order in front of nouns on a
range general and curricular topics focusing on the order of adjectives before nouns
Resource:
 worksheet: sorting jumbled adjectives e.g. black nice leather Italian belt

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UE9 use a range of active and passive simple present and forms focusing on simple passive forms is made of, can be made from
read independently a range of short simple fiction and non-
R3 fiction texts with confidence and enjoyment reading about this year’s must have fashion accessories for boys and girls
Resource:
 worksheet: matching and completion tasks necklaces can be made from...
give an opinion at discourse level on a range of general and telling another student [ranking] your preferences for the accessories. Your
S3 curricular topics partner then
summarise what others have said on a range of general and
S6 curricular topics relates your fashion tastes to rest of class
Comment:
 possible display opportunity
Resource:
 multiple-matching guided writing template
use independently appropriate layout at text level for a growing
range of written genres on familiar general and curricular
W6 topics writing a lost property notice.
keep interaction going in longer exchanges on a wide range of
S7 general and curricular topics talking about fashion through the ages
Resource:
 worksheet images - matching styles to dates.
understand independently specific information and detail in
R5 short, simple texts on a range of general and curricular topics reading about clothing and fashion in different historical times
Resource:
 diagram labelling and fact or opinion tasks
recognise the difference between fact and opinion in short,
R6 simple texts on a wide range of general and curricular topics
understand the main points of a wide range of short, simple
R4 texts on general and curricular topics by using contextual clues reading short advertisements for different clothing and items of uniform
Resource:
 multiple-matching tasks
use a range of active and passive simple past forms on a
UE9 range of general and curricular topics focusing on language [passive second-hand advertisements] in
Comment:
 possible display opportunity
Resource:
 worksheet: conversion into full sentences; never worn, unwanted present, hardly used, much loved, by last owner
W6 use independently appropriate layout at text level for a growing writing an advertisement for an item to sell
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range of written genres on familiar general and curricular
topics
Resource:
 guided writing template

Unit 5. Time and Special days


Syllabus
Codes Learning Objective Activities
L8 understand both short and extended narratives with little or no
support on a range of general and curricular topics listening about the Roman calendar
Resource:
 true / false tasks

understand independently specific information and detail in


R5 short, simple texts on a range of general and curricular topics reading and problem-solving tasks around a calendar
Resource:
 worksheet: questions for student’s to work out about this year’s calendar.
understand longer sequences of classroom instructions with
L1 little or no support listening: noting down events dates on the calendar calendar above to
Resource:
 complete as listening guide e.g. Circle the second Monday in April
use a growing range of quantifiers and cardinal, ordinal
UE2 numbers on a range of general and curricular topics talking about special calendar days and focusing on ordinal numbers to 31st
Resource:
 worksheet: birthdays , national holidays, anniversaries, term dates, How many can you mark on the calendar
R4
understand independently specific information and detail in reading simple ‘clock / time’ problems relating to digital / analogue am / pm
short, simple texts on a range of general and curricular topics etc… and working out answers
Comments:
 pre-teach time ‘word; vocabulary lasts, spends takes, is delayed fortnight, fast / slow etc...
Resource:
 worksheet: with problems to work out
UE14 use a growing range of prepositions preceding nouns and focusing on prepositional time phrases with in / at / on and looking at how early
adjectives in prepositional phrases / late are used with such phrases
Resource:
 worksheet: text completion / time questions student complete then answer. e.g.__ what time does the metro start?
S3 give an opinion at discourse level on a range of general and talking about days, hours, second minutes in a
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curricular topics
Resource:
 cards with: numbers 60,366. 28, 14, 2, 365, 52 match to facts: days in a year / weeks in a fortnight
L5 understand specific information and detail in both short and
extended talk on a range of general and curricular topics with
little or no support listening about wedding days in two different countries
Comments:
 pre-teach: wedding vocabulary ceremony, bride, groom, reception
Resource:
 multiple-matching / sentence completion tasks
L2 understand more complex unsupported questions which ask talking about weddings. Students ask each other about weddings they have
for personal information been to / heard of and what happened
Resource:
 worksheet: timeline before ceremony after words for students to place on the timeline
S8 relate extended stories and events on a growing range of on
general and curricular topics
R5 understand independently specific information and detail in
short, simple texts reading about a summer fair from history
Resource:
 yes / no doesn’t / say task
R7 recognise the attitude or opinion of the writer in short texts on
a wide range of general and curricular topics
Resource:
 worksheet images tick the things you could see at a summer fair magician, horses etc…
use a range of active and passive simple past forms and
UE9 used to / didn’t use to for past habits / states
focusing on narrating past events
UE10 use past continuous forms for background, parallel and
interrupted past actions
Resource:
 worksheet: sorting jumbled stories
UE16 use conjunctions while, until, as soon as in relating narratives
Resource:
 worksheet: completing stories putting verbs into correct form
write with some support about factual and imaginary past
W2 events, activities and experiences on a growing range of writing a paragraph about a special day. Students write about something they
general and curricular topics did / that happened to them that was special
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Resource:
 write: closing line on board it was a very special day

Unit 6 Inventions
Syllabus
Codes Learning Objective Activities
give an opinion at discourse level on a range of general and
S3 curricular topics talking about 20th century inventions
Comment:
 possibly bring in sets of image cards for students to sequence
Resource:
 worksheet timeline activities [ordering]
use a range of active and passive simple past forms and used
to / didn’t use to for past habits / states on a range of general focusing on passive forms and by+ agent in talking about inventions and
UE9 and curricular topics inventors
Resource:
 worksheet: sentence completion
 worksheet: famous names/ brands matching
recognise the attitude or opinion of the speaker(s) in both
short and extended talk on a range of general and curricular talking about what people used to do / use before something was invented
L7 topics with little or no support listening Great Inventions in the20th century.
Resource:
 Worksheet: sentence completion. Before talking films / Before frozen food etc... worksheet: which one came first. e.g. MP3 players / i-Pod
worksheet: true / false /
give an opinion at discourse level on a range of general and talking about and internet researching what communications devices existed
S3 curricular topics before the phone
Resource:
 multiple choice tasks worksheet: images of early telecommunication machines
R8 use independently familiar paper and digital reference
resources to check meaning and extend understanding reading about the invention of the telephone
Comment:
 possible display opportunity
Resource:
 yes / no / doesn’t say / multiple-choice task
R5 understand independently specific information and detail in writing an imaginary dialogue of Bell’s first phone conversation and acting this
short, simple texts on a range of general and curricular topics out in front of class writing an imaginary telegram from Bell to a friend about
successful first phone conversation.

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W2 write with some support about factual and imaginary past
events, activities and experiences on a growing range of
general and curricular topics
Resource:
 guided telegram template
S6 link comments to what others say at sentence and discourse talking about gadgets / technology that students important. use everyday
level in pair, group and whole class exchanges students make a list of 8 things they use and rank as most Students compare
lists
UE5 use a growing range of questions on a range of general and focusing on questions you might want to answer in researching the history of a
curricular topics product
Resource:
 worksheet questions to complete Who …Which company
R3 read independently a range of short simple fiction and non- researching in groups a gadget / invention on the internet and in order to
fiction texts with confidence and enjoyment answer these questions
Comment:
 guide to primary friendly sites
Resource:
 When … What … look like? students use questions as research guide
R8 use independently familiar paper and digital reference
resources to check meaning and extend understanding events students prepare a short presentation around 3 images they find relating to their
on a growing range of on general and curricular topics search
Comment:
 ICT link help students save images for subsequent projection display opportunity
UE12 use a range of adverbs [simple and comparative forms] focusing on comparative adverbs and order of adjectives in describing products
including adverbs of manner and their uses
Resource:
 worksheet: completing short ads with adjectives and adverbs
use a growing range of participle adjectives and a growing
UE3 range of adjectives in the correct order in front of nouns on a talking about new gadgets / products and what they are used for
range general and curricular topics writing an advertisement for an imaginary product e.g. fold-away bike
Resource:
 worksheet: images of gadgets students speculate about what it is/ does worksheet: new gadget names e.g. the suitcase seat
guided writing template
L6 deduce meaning from context in both short and extended talk
on a range of general and curricular topics with little or no
support listening to descriptions of inventions that didn’t work, didn’t catch on
Resource:

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 matching descriptions to images / sketches of inventions.
S4 respond with increasing flexibility at both sentence and
discourse level to unexpected comments on a range of talking about how useful / silly gadgets are students discuss different pairs of
general and curricular topics gadgets
Resource:
 worksheet: which one’s best?

Performance-based assessments

Performance-based assessments are based on classroom instruction and everyday tasks. You can use performance-based assessments to assess ELLs'
language proficiency and academic achievement through oral reports, presentations, demonstrations, written assignments, and portfolios.
These assessments can include both processes (e.g., several drafts of a writing sample) and products (e.g., team projects). You can use scoring rubrics and
observation checklists to evaluate and grade your students. These assessment tools can help document your ELLs' growth over a period of time.
When using performance-based assessments, it is important to establish clear and fair criteria from the beginning. It might be helpful to develop these criteria in
conjunction with other teachers or specialists at your school. Performance-based assessments promote a wide range of responses and do not typically produce
one single, correct answer. Therefore, evaluation of student performances and products must be based on teacher judgment, using the criteria specified for
each task.
You can also develop assessment (and instructional) activities that are aimed to your ELLs' current level of English proficiency. Performance-based assessment
activities can concentrate on oral communication and/or reading. Here are examples of commonly-used activity types designed for assessing speaking or
reading:

 Reading with partners


 Retelling stories
 Role playing
 Giving descriptions or instructions using visual or written prompts
 Oral reporting to the whole class
 Telling a story by using a sequence of three or more pictures
 Completing dialogue or conversation through written prompts
 Debating, either one-on-one or taking turns in small groups
 Brainstorming
 Completing incomplete stories
 Playing games
After each module there are given different assessment tasks in the order of: listening, speaking, reading and writing. Tasks can be applied for individual, pair,
group and whole class activities.

Example for listening assessment


Self-assessment statement for listening: I can do
Low A1/MidA1
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 I can understand simple everyday classroom expressions.
 I can follow very slow speech with long pauses for me to get the meaning.
 I can understand questions and instructions and follow short, simple directions.
 I can understand times, numbers and frequently used words and expressions on a familiar topic.
High A1/Low B1
 I can understand enough to manage simple routine exchange without too much effort.
 I can generally identify the topic of discussion around me which is produced slowly and clearly.
 I can understand phrases and expressions related to the everyday life situations.
 I can understand essential information from short passages on everyday topics which are spoken slowly and clearly.

Sample rubric for listening


This form is designed to help you evaluate a student’s skill in listening. Read the statements below. Then indicate the number from the following scale that
reflects your assessment of the student’s mastery of this skill.
1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong
1. The student determines exactly what he or she needs to know. 12345
2. The student pays careful attention to relevant verbal information. 12345
3. The student asks effective questions to clarify verbal information. 12345
4. The student encourages others to present information and opinions. 12345

Module 3. Different people Unit 7. Survivor’s tales


Syllabus Learning Objective Activities
Codes
S6 Link comment to what others say at sentence and discourse Talking about different things you have for safety in different situations
level in pair, group and whole class exchange
Comments
 pre-teach some survival item vocabulary
Resources
 worksheet: matching safety items to activities ... torch, life vest sailing, compass, climbing rope
L5 Understand specific information and detail in both short and Listening to the instruction of an airplane safely announcer
extended talk on a range of general and curricular topics with
little or no support
Resources
 worksheet: students tick one of two images that corresponds to each instruction
UE16 Use conjunctions if/unless in conditional sentences on a Focusing on the use of zero and first conditional forms
range of general and curricular topics
Resources

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 worksheet: following on from listening true / false if/ unless / in case statements about airplane safety
S3 Give an opinion at discourse level on a range of general and Talking about when something would be of no use to you in an emergency /
curricular topics survival situation
Resources
 Worksheet clause matching and completion tasks
S4 Respond with increasing flexibility at both sentence and
discourse level to unexpected comments on a range of
general and curricular topics
Resources
 Worksheet with images of compass mobile phone matches dingy radio etc...
e.g. if matches are wet, they don’t work
R7 Recognise the attitude or opinion of the writer in short texts Reading about a mountain survival situation and rescue
Resources
 yes / no / doesn’t say task fact or opinion task
R6 Recognise the difference between fact and opinion in short,
simple texts on a wide range of general and curricular topics
UE15 Use the pattern verb + object + infinitive give / take / send / Focusing on ver. And object patterns in talking about the events in story
bring / show + direct / indirect object
Resources
 Worksheet : correcting a summary of the story
W8 Punctuate written work at text level for a range of general and Punctuating an unpunctuated extract from the story
curricular topics with some accuracy when writing
independently
Resources
 Worksheet: stream of text to punctuate
S2 Ask questions to clarify meaning on a range of general and Talking about natural disasters and asking another student what they think
curricular topics happens with each one
Comment:
 Pre-teach natural disaster vocabulary
Resources
 Worksheet: students match natural disistrts to parts of the world [on map] where they are common
R4 Understand the main points of a wide range of short, simple Reading about natural disasters in headed section: flood avalanche etc...
texts on general and curricular topics by using contextual
clues
Resources
 Multiple matching / completion task students match missing lines to each section
S6 Link comments to what others say at sentence and discourse Talking about what people should do in different disaster situation.

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level in pair, group and whole class exchange
UE 13 Use a growing range of modal forms including should, ought
to [obligation] on a range of general and curricular topics
Resources
 Worksheet: matching go underground climb on a roof get under a table wear a life vest
L6 Recognise the attitude or opinion of the speaker(s) in both Listening to an interview in which a survivor recounts her tale of survival
short and extended talk
Resources
 Fact or opinion / multiple choice tasks
L4 Understand the main points in both short and extended talk Focusing on reported speech and remembering what was said
with little or no support on a range of general and curricular
topics
Resources
 Worksheet: sentence matching to make true statements about the story
S4 Summarise what others have said on a range of general and
curricular topics
UE11 Begin to use simple forms of reported speech to report
statements and commands on a range of general and
curricular topics
Resources
 Worksheet: rewriting direct speech from the story as indirect speech
W8 Writing a passage of dramatic dialogue from the story
Resources
 Guided writing template
S7 Keep interaction going in longer exchanges on a wide range Talking about [ranking] what you should do first in a survival situation on a
of general and curricular topics desert island
Resources
 Worksheet: ranking tasks hunt animals build fire find shelter look for food find somewhere to swim etc...
UE7 Use simple perfect forms to express [recent, indefinite and Focus on perfect forms ... in the context of survivor diary entries
unfinished past] on a range of general and curricular topics
Resources
 Worksheet completion
 Worksheet [for or since]
W2 Write with some support about factual and imaginary past Writing a short desert island diary entry. Students take a sentence from one
events, activities and experiences on a growing range of of previous tasks as their opening line
general and curricular topics
Comment:

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 Display opportunity
Resources
Worksheet completion [yet already just never before

Unit 8 People and Jobs


Syllabus
Codes Learning Objective Activities
S3 give an opinion at discourse level on a range of general and
curricular topics talking about whose job it is to… listening: ‘What’s my line
Comments:
 pre-teach some words focusing on–er –ess –or endings
Resources:
 worksheet: matching tasks ..help you in a shop… to a compound noun …students make from jumbled words shop assistant
UE1 use a limited range of compound nouns on a range of general listening to people describing their job / what they do each day and working out
and curricular topics their job’
L6 deduce meaning from context in both short and extended talk
on a range of general and curricular topics with little or no talking about different things that policemen and policewomen do / don’t do
support
Resources:
 multiple matching tasks
use double genitive structures: a friend of theirs on a range of reading about people who love what they do
UE1 general and curricular topics
Resources:
 worksheet: match words to give activity e.g. control crowds and explain where worksheet: a list of activities tick if police do say who does if police don’t
e.g. put out fires
 multiple-matching tasks
UE11 begin to use simple forms of reported speech to report focusing on use of double genitive structures
statements and commands on a range of general and curricular talking about what you heard / what was said ask 5 / 6 students to read out one
topics line: a cousin of mine is a nurse. Nominate student to report as many as they
can remember. e.g. Tania said a cousin of hers is
Comment:
 keep team scores
Resources:
 worksheet: rewriting sentences using double genitive: Sally’s friend is a hairdresser / A friend worksheet: a cousin of mine is ___ a relative of ours is a
neighbour … etc... students complete with people they know
L4 understand the main points in both short and extended talk with
little or no support on a range of general and curricular topics listening to people describing the qualities they need to do their jobs

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Resources:
 multiple-matching tasks
UE14 begin to use dependent prepositions following adjectives on a focusing on prepositions used after adjectives: good at, keen on good with, kind
range of general and curricular topics / polite to
Resources:
 worksheet: completion and matching tasks
W4 use joined-up handwriting in all written work across the writing down a list of qualities for a job students read out their descriptions other
curriculum with appropriate speed and fluency students write down what job it is
Comment:
 possible ICT / display opportunity writing with photo shop
Resource:
 template: I’m keen on … I’m good at. I’m not bad with / at..etc.... ..so I should be a..?
W3 write with some support about personal feelings and opinions
on a limited range of general and curricular topics writing a paragraph about yourself and what you’d like to be
S1 provide detailed information about themselves and others at
discourse level on a wide range of general topics talking about household jobs / chores students do / can do
Resources
 worksheet: putting chores on a venn diagram: jobs you can do inside / outside house [both
UE4 use a range of determiners including neither, both
L2 understand more complex unsupported questions which ask for
personal information
Resource:
 set of instructions about:
- writing questions
- doing the survey
- putting the results into a graph
S2 ask questions to clarify meaning on a range of general and
curricular topics
Resource:
 presenting the results to the results to the class
R2 read and follow independently familiar instructions for reading instructions about conducting a class survey on who does what
classroom activities household chores..
Resource:
 tally chart template for students to write questions on
W4 use joined-up handwriting in all written work across the writing questions [in groups] for and conducting a class survey using tally
curriculum with appropriate speed and fluency charts.

126
Resource:
 different graph templates for showing results
S5 summarise what others have said on a range of general and
curricular topics presenting result of survey to class by explaining graph
UE17 use a range of defining and non- defining relative clauses with
which who that whose whom focusing on relative clauses to talk about jobs and people who do them
Resource:
 worksheet: complete with correct relative pronoun
UE6
use a range of pronouns including relative pronouns who which
that whom whose on a range of general and curricular topics punctuating a piece of writing[with no punctuation] in which
Resource:
 worksheet: students complete sentences about people they know My uncle, who _____, works…..
W8 punctuate written work at text level for a range of general and someone describes their job students prepare defining relative clause quiz
curricular topics with some accuracy when writing questions for class e.g. think of someone who works up . ladder think of
independently someone with whom a doctor works think of someone whose job is on the
beach
listening to and answering questions in a class ‘jobs’ quiz. First student to shout
out answer questioner has written on card wins a point
 Comment: Keep team scores
Resource:
 worksheet: put commas in relative clause sentences where needed
 worksheet: unpunctuated piece of writing

Module 4. Making Decisions


Unit 9 Calculating
Syllabus
Codes Learning Objective Activities
S3 topics give an opinion at discourse level on a range of
general and curricular talking about numbers and the things [operations] you do with them
Comments
 cut out cards
Resources
 cards: operations symbol and vocabulary matching[= x - + ] etc…
R2 read and follow independently familiar instructions for reading to calculate the answers to ‘money’ word problems
classroom activities
worksheet: with ‘money’ calculation word problems
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L3 understand more complex questions on a range of listening: ‘I think of a number’ doing mental maths calculations writing
general and curricular topics with little or no support problems for other
UE17 students which will then be read out for them to solve [Totals / How much
use if / in zero and first conditional clauses change etc…
UE2 use a growing range of quantifiers and cardinal, ordinal focusing on fractions and percentages
numbers and fractions on a range of general and
curricular topic
Resources
 worksheet: calculating fractions in word problems worksheet: calculating percentage discounts in shops
UE5 use a growing range of questions including how far, how listening to How many / What percentage questions and giving best estimate
many times, what + noun on a range of general and as a fraction / percentage
curricular topics
Resources
 prepare questions on statistics students might be able to guess
R3 read independently a range of short simple fiction and reading simple logic problems and discussing with other students how to
non- fiction texts with confidence and enjoyment solve them e.g. chicken, grain and fox

Resources
 worksheet: logic problems for students to read and solve
L4 understand the main points in both short and extended listening: Line up accordingly students listen to instructions about how to line
talk with little or no support on a range of general and up and race with other groups to organise themselves accordingly
curricular topics
Resources
 listen of line up instructions: line up according to shoe size / height / month of birth etc…
R3 read independently a range of short simple fiction and reading about palindromes [words numbers that are the same read
non- fiction texts with confidence and enjoyment backwards] and various word and number palindromes for students to work
out and solve
Resources
 prepare questions e.g. Both parents; what’s the palindrome
 worksheet: palindrome problems e.g. what was the last year in the 20th century that was a palindrome
L3 understand more complex questions on a range of listening to a quick thinking palindrome quiz
general and curricular topics with little or no support
UE12 use a range of adverbs [simple and comparative forms] focusing on comparative adverbs[regular and irregular]
including adverbs of manner
Resources
 worksheet: completion and matching tasks on comparative adverbs

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R5 understand independently specific information and detail reading maths problems with adverb questions; who travels more quickly,
in short, simple texts on a range of general and which one swims faster gets home earlier etc…
curriculartopics

Resources
 worksheet: problems and questions
 worksheet: Who…… walks further …
 …… eats faster …
 ….. laughs louder …
S6 link comments to what others say at sentence and discussing personal comparisons with other students
discourse level in pair, group and whole class exchanges
R4 understand the main points of a wide range of short, reading and researching in small groups ideas for a school fair[money-
simple texts on general and curricular topics by using raising stall ideas]
contextual clues
Resources
 worksheet: guide to primary friendly sites instructions / websites where to find ideas for primary school fair worksheet: guide to primary friendly
sites instructions / websites where to find ideas for primary school fair
S3 give an opinion at discourse level on a range of general discussing in groups and calculating how much money they could make from
and curricular topics their stall
Comment
 possible display opportunity
Resources
 discussion prompts worksheet price per person, costs, profit, equipment
W3 write with some support about personal feelings and writing an e-mail to teacher explaining their stall and calculations
opinions on a limited range of general and curricular
topics
Resources
 guided writing template

Unit 10 Making Plans

Syllabus
Codes Learning Objective Activities
S1 provide detailed information about themselves and others talking about the kinds of things you use for planning
at discourse level on a wide range of general topics
Resources
 worksheet: images of things that we use of planning: lists, diary, calendar, post-it notes, note-book, I-phone, I-pod

129
L6 deduce meaning from context in both short and extended listening to different people talking about how they plan things
talk on a range of general and curricular topics with little or
no support
Resources multiple-matching images in previous worksheet
R4 understand the main points of a wide range of short, simple reading about different ideas for school charity fund-raising projects
texts on general and curricular topics by using contextual students choose an idea they think will work for the school in groups and
clues make a plan
Resources
 multiple-matching tasks yes no doesn’t say tasks
 guided writing template
W3 write with some support about personal feelings and give students a budget each group presents their idea to the class for
opinions on a limited range of general and curricular topics students to vote on best.

Comment
 possible display or lead-in to actual fund - raising
S8 relate extended stories and events on a growing range of
on general and curricular topics
R4 understand the main points of a wide range of short, reading extracts, reviews, plot synopses of different story class readers and
simple texts on general and curricular topics by using deciding which ones you are going to read over the summer. Students given
contextual clues a number of books to select
Comment
 bring range of readers to class
Resources
 multiple-matching task: titles to genre / type.. worksheet criteria to tick and tally
R3 read independently a range of short simple fiction and non-
fiction texts with confidence and enjoyment
Comment
 ossibly show film clips related to stories
S4 respond with increasing flexibility at both sentence and talking about your choices mingling with other student. Students find other
discourse level to unexpected comments on a range of students that they can arrange to swap / send readers to
general and curricular topics
UE8 use a growing range of future forms including be going to focusing on ‘be going to’ to talk about decisions [already decided] /
[predictions based on present evidence] and will for resolutions. ‘will’ deciding as you speak
predictions on a range of general and curricular topics
S8 relate extended stories and events on a growing range of talking about resolutions, plans and predictions for the summer
on general and curricular topics
Resources
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 worksheet: list of title
W1 plan, write, edit and proofread work at text level with some
support on a range of general and curricular topics writing an e-mail to your teacher about holiday plans / resolutions
Resources
 worksheet: completing dialogues with correct verb form.
W8 punctuate written work at text level for a range of general
and curricular topics with some accuracy when writing
independently
Resources
 worksheet: activities tick if already decided / determined to do / possibility guided template:
 readers plan
 English plan
 holiday plans
S7 keep interaction going in longer exchanges on a wide planning in a small group an internet research challenge
range of general and curricular topics
Resources
 worksheet: huge collage of similar and different information to find.
S3 give an opinion at discourse level on a range of general
and curricular topics students decide who will find what and how. Decide which search words
[maximum 3] to type in reading different internet sources
Resources
 today’s temperature in Rome / name’s of …’s children etc...
R8 use independently familiar paper and digital reference
resources to check meaning and extend understanding to locate information in class research challenge
Resources
 worksheet above
R5 understand independently specific information and detail in students use plan and worksheet above to find as much information as they
short, simple texts on a range of general and curricular can in given time limit
topic
W7 spell most high-frequency vocabulary accurately for a reporting back results. Students write out each piece of information found on
range of familiar general and curricular topics when writing a piece of paper
independently
Comment
 keep scores
S5 summarise what others have said on a range of general
and curricular topics

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L7 recognise the attitude or opinion of the speaker(s) in both listening to radio slot about events that are on in the area this weekend
short and extended talk
Resources
 worksheet: true / false
 worksheet: table completion
L5 understand specific information and detail in both short focusing on use of simple present and present continuous in talking about
and extended talk on a range of general and curricular arrangements, timetables and schedules
topics with little or no support
Resources
 worksheet: text completion tasks
UE9 use a range of active and passive simple present forms reading weekend TV evening schedules
UE10 use present continuous forms with present and future writing an e-mail exchange to a friend suggesting plans for a weekend stay
meaning on a range of general and curricular topics with him / her
R4 understand the main points of a wide range of short,
simple texts on general and curricular topics by using
contextual clues
Resources
 multiple-matching / multiple – choice tasks
R5 understand independently specific information and detail in
short, simple texts on a range of general and curricular
topics
Comment
 possible display opportunity
Resources
 guided writing template integrating content from listening and reading above
W3 write with some support about personal feelings and
opinions on a limited range of general and curricular topics

Speaking assessment (Grade 9)


At the grade 9 students will be able to produce fluent speaking to express their opinion and interactive listening and speaking ability by participating in whole
class or group work. Teacher can use the following types of formative assessment. Either of self-assessment or peer-assessment can be done.
Oral presentation: A short oral presentation can be used for formative assessment. As with first drafts of an essay, there should be a specific focus for
formative oral presentations. The focus may be on content, fluency, organization, pronunciation, etc. The final version of the oral presentation is generally
summative. Peer evaluation is often used in both formative and summative stages. Peer evaluation works best with a checklist or rubric. Example: Create a
new (imaginary) product and try to sell it to the audience.

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Play or debate: Preparation for the play or debate is part of formative assessment, but the play or debate itself is often a summative assessment. A short
play (or a role-play) will work for intermediate and advanced learners, but a debate works best with more advanced and typically older students. This is a
group assessment. The teacher needs to keep in mind the different roles and expectations for each role in a play, where some learners may be doing much
more than others. The roles in a formal debate are more equally divided among the speakers. The audience can serve as peer evaluators; peer evaluation
works best with a checklist or rubric.
Examples:
Role-play: Act out the parts in a dialogue in the textbook.
Play: Perform a short play (this could be something that learners create themselves)
Debate: Debate whether or not nuclear power plants should be banned.

Demonstrate/“show me”: This is a physical response to a prompt. It can be formative or summative. The physical response works well with beginners and with
young learners. A demonstration can be quite simple or quite elaborate so works with all levels and ages of learners.
Examples:
Demonstrate how to make your favorite recipe, describing what you are doing in English.
Total Physical Response: Touch your head. Raise your left hand. Close your eyes.

Presentation peer assessment sheet was well-organized


used interesting materials
Name_____
Spoke for 2 mins or more
used relevant vocabulary
1 2 Date:
spoke clearly and confidently
(delivery).
3 4 Total

Title of presentation____________________________
1=poor 2=not very good 3=OK 4=Good 5= excellent

The presentation 1 2 3 4 5
was well-prepared.
began on time
was enjoyable to watch

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Rubric sample of writing a letter

Excellent Good Fair Poor


This letter uses correct Either element from the This letter does not follow some Correct formatting is not used
format. categories is not clearly defined. elements clearly. in this letter.
A format
This letter is clear and This letter mostly is clear. One of the paragraphs is The content of this letter does
Form and content concise. missing. not make sense to the reader.

There are no spelling errors There are minimal There are some There are
and grammatically correct. grammar and spelling errors. grammar and spelling errors. multiple grammar and spelling
Language errors.

Length The letter is 10 or more The letter is 8-9 sentences. The letter is 5-7 sentences. The letter is less than 5
sentences. sentences.
Punctuation Writer makes no errors in Writer makes 1-2 errors in Writer makes 3-4 errors in Writer makes more than 4
capitalization and capitalization and punctuation. capitalization and punctuation. errors in capitalization and
punctuation. punctuation.
Overall:

Sample rubric for group work: How students are involved in group work?

Collaboration Rubric

4 - Thorough Understanding

 Consistently and actively works toward group goals.


 Is sensitive to the feelings and learning needs of all group members.
 Willingly accepts and fulfills individual role within the group.
 Consistently and actively contributes knowledge, opinions, and skills.
 Values the knowledge, opinion and skills of all group members and encourages their contribution.
 Helps group identify necessary changes and encourages group action for change.

3 - Good Understanding

 Works toward group goals without prompting.


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 Accepts and fulfills individual role within the group.
 Contributes knowledge, opinions, and skills without prompting.
 Shows sensitivity to the feelings of others.
 Willingly participates in needed changes.

2 - Satisfactory Understanding

 Works toward group goals with occasional prompting.


 Contributes to the group with occasional prompting.
 Shows sensitivity to the feelings of others.
 Participates in needed changes, with occasional prompting.

1 - Needs Improvement

 Works toward group goals only when prompted.


 Contributes to the group only when prompted.
 Needs occasional reminders to be sensitive to the feelings of others.
 Participates in needed changes when prompted and encouraged.
 No respect to others.

Marking grid for writing

LEVEL 2 Me Partner
I have made my writing suit the task and kept on task for at least 100 words.
I have included detail to interest the reader such as descriptive words (sometimes).

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I have spelt simple words correctly and sounded them out appropriately.
I have used capital letters and full stops correctly some of the time.
I have used clear and neat handwriting (most of the time).
I have written in the correct tense (past, present or future) some of the time.
I have tried to use different punctuation such as exclamation marks and question marks.
I have tried to break my writing up into sections.
I think I have done all of them.
LEVEL 3
I have organised my work clearly (a clear beginning, middle and end).
I have used capitals, full stops, exclamation marks, question marks correctly.
I have used lots of different connectives to link sentences and ideas (next, then etc.)
I have used some technical words which suit the subject I am writing about.
I have used quotes (speech) and punctuated it mostly accurately.
I have used headings and subheadings to break up my writing.
I have written in the correct tense most of the time.
I have used a topic sentence to explain what my paragraph will be about.
I think I have done all of them.
LEVEL 4
I have written in the correct style and have thought about the audience.
I have used both time connectives and cause and effect connectives throughout.
I have used brackets to give extra information or explain a technical term.
I have used paragraphs correctly with a topic sentence each time.
I have a clear structure to my writing with a beginning that introduces the writing and a summary which sums
everything up at the end.
My spellings are mostly correct and I have confidently used commas.
I have used adventurous language (adjectives, verbs and adverbs).
LEVEL 5
I have used varied sentence openers which are extended.
My spellings are nearly all correct and I have use varied grammar correctly (!’?”:;-())
I have made my writing lively and interesting and thought about the reader.
I have used varied and interesting vocabulary throughout in noun phrases and adverbials.
I have confidently used different types of sentence (compound, complex and simple).
I have used quotes (speech) and punctuated it correctly and introduced it correctly.
I have used alliteration, play on words and other features suited to the task.
I think I have done all of them
My writing is well suited to the task set.
I think I have done all of them.

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