Англи хэл Суралцахуйн удирдамж 6-9-р анги

Scheme of work for grade 6

IntroductionThe 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 Code

Learning objective

Listening Low A1L1 Understand an increased range of short, basic, supported classroom instructionsL2 Understand a growing range of short supported questions which ask for personal informationL3 Understand an increasing range of short supported questions on general and curricular topicsL4 Understand the main points of short supported talk on an increasing range of general and

curricular topicsL5 Understand some specific information and detail of short, supported talk on an increasing

range of general and curricular topicsL6 Use contextual clues to predict content and meaning in short, supported talk on an increasing

range of general and curricular topicsL7 Understand short, supported narratives on an increasing range of general and curricular

topicsL8 Recognise words that are spelled out on a limited range of general and curricular topicsL9 Understand short songs and rhythms

Speaking Low A1S1 Make basic statements which provide personal information on a limited range of general

topicsS2 Ask questions to find out personal information on an increasing rangeS3 Describe basic present and past actions on limited range of general and curricular topicsS4 Use basic vocabulary for a limited range of general and curricular topicsS5 Give short, basic descriptions of people and objectsS6 Contribute a growing range of suitable words, phrases, and sentences during short pair, group

and whole class exchangesS7 Take turns when speaking with others in a growing range of short, basic exchangesS8 Relate very short, basic stories and events on a limited range of general and curricular topics

Reading Low A1R1 Recognise, identify and sound with support a limited range of language at text level

Recognise the English alphabet in printR2 Read and follow with support familiar instructions for classroom activitiesR3 Begin to read with support very short, simple, fiction and non-fiction texts with confidence and

enjoymentR4 Understand the main points of very short, simple texts on some familiar general and curricular

topics by using contextual cluesR5 Understand with support some specific information and detail in very short, simple texts on a

limited range of general and curricular topicsR6 Understand the meaning of very short, simple texts on familiar general and curricular topics by

rereading themR7 Understand the meaning of simple short sentences on familiar general and curricular topicsR8 Use with more infrequent support a simple picture dictionary

Writing Low A1W1 Plan, write and check short sentences with support on familiar topicsW2 Write, with support, short sentences which give basic personal informationW3 Write short familiar instructions with support for their peersW4 Begin to use joined-up handwriting in a limited range of written workW5 Link with support words or phrases using basic coordinating connectorsW6 Use upper and lower case letters accurately when writing names, places and short sentences

during guided writing activitiesW7 Spell a growing number of familiar high-frequency words accurately during guided writing

activitiesW8 Include a full stop and question mark, comma during guided writing of short, familiar sentences

Use of English Low A1UE1 Use singular nouns, plural nouns – including some common irregular plural forms – and

uncountable nouns, genitive ‘s/ s’ to name and label thingsUE2 Use numbers 1 – 100 to countUE3 Use adjectives, including possessive adjectives, on familiar topics to give personal information

and to describe thingsUE4 Use determiners a, the, some, any , this, these, that to refer to familiar objectsUE5 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 responsesUE7 Use personal subject and object pronouns, including possessive pronouns mine, yours to

give basic personal information and describe thingsUE8 Use imperative forms [positive and negative] to give short instructionsUE9 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 topicsUse –ing forms Swimming , Spelling … as nouns to describe familiar and classroom activities

UE11 Use there is / are to make short statements and descriptionsUse 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 actionsUse the adverb too to add information

UE13 Use can to make requests and ask permission and use appropriate responses here you are OKUse must to express obligationUse have + object + infinitive to talk about obligations Use will to talk about future intentionUse 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 phrasesUE17 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

Unit 1 Back to EnglishUnit 2 My schoolUnit 3 Let’s count

Module 2.Me and mine

Unit 4 That’s mineUnit 5 BodyUnit 6 Stories

Module 3. Everyday life

Unit 7 DaysUnit 8 What’s cooking

Module 4. Nature protection

Unit 9 Weather and SeasonsUnit 10 English environment

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

SyllabusCodes

Learning Objectives Activities

W7 spell a growing number of familiar high frequency words accurately during guided writing activities

finding hidden small letters from the picture and spell then write

Comment:• Use a simple song for revising lettersResource:

• Scene picturesS2 ask questions to find out about an increasing range of personal

informationlooking at giving prompts and asking and answering questions

Comment:• Personalize

Resource:• Alphabet flashcardsL1 understand an increased range of short, basic, supported

classroom instructionscompleting the missing information

CommentIf needed teacher can create own worksheet for the activitiesResource:

• PicturesR1 recognise, identify and sound with support a limited range of

language at text levelreading the personal information and complete

W7 use upper and lower case letters accurately when writing names, places and short sentences during guided writing

completing a passport page with personal information

Comment:• Teacher encourages students’ report

Resources:• Enrollment forms

UE5 use who what and where , how many to ask questions on familiar topics

focusing on common questions to ask for personal information

Comments:• Project a range of nationalities on the board. First one to guess correctly wins card

Resources:

5

• Passport page outline space for photo worksheet:

S2ask questions to find out about an increasing range of personal information

interview classmates and complete the chart

Resources:• question completion relating to passport items. e.g. Where....... ...... live? How ................you? What ...............you?

L8recognise words that are spelled out on a limited range of general and curricular topics

completing a chart with nationalities ending in. -an -ian- ish -ese

L5 recognise words that are spelled out on a limited range of general and curricular topics

listening to descriptions of the completed flags and matching them to a nationality

Resources:• map of world with countries on it.

R7 understand some specific information and detail of short, supported talk on an increasing range of general and curricular topics

filling gap activity, completing the countries and nationalities

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 itS6 contribute a growing range of suitable words, phrases, and

sentences during short pair, group and whole class exchangesplaying a guessing game

Resources:• incomplete worksheetsR7 understand the meaning of simple short sentences on familiar

general and curricular topics.reading email messages and asking and answering the questions

Resources:• flags of the countries

W7 spell a growing number of familiar high-frequency words accurately during guided writing activities

reading and completing a country and nationality crossword

S2 ask questions to find out about an increasing range of personal information

matching the countries to the languages

R7 understand the meaning of simple short sentences on familiar general and curricular topics

reading the text about children from different countries

Comments:• Help students to pronounce some sounds correctly in different words

Resources:• worksheet with countries and nationalities

UE9 use common simple present forms, including short answer completing the sentences

6

forms and contractions, to give personal informationR7 understand the meaning of simple short sentences on familiar

general and curricular topicsreading to international words and writing them down [with some support] e.g. pizza that’s double z / that’s right z z

Resources:• world map, worksheet crossword, flags

S2ask questions to find out about an increasing range of personal information

asking and answering likes and dislikes

Resources:• worksheet: pictures

UE6 use demonstrative pronouns this these, that, those and object pronoun one in short statements and responses

looking and writing sentences

W7 spell a growing number of familiar high-frequency words accurately during guided writing activities

writing about personal information using the prompts

Unit 2. My school

Syllabus Codes



listening to the texts and correcting the sentences

Resources:• floor plan of the school

R4 understand the main points of very short, simple texts on some familiar general and curricular topics by using contextual clues

reading and correcting sentences

UE14 use prepositions of location, position and direction: at, behind, between, in, in front of, near, next to, on, to

focusing on prepositions to describe position.

Resources:• worksheet, flashcards

UE10

use common present continuous forms, including short answers and contractions, to talk about what is happening now on personal and familiar topics

focusing on present continuous forms

Comment:• prepare various exercises

S7take turns when speaking with others in a growing range of short, basic exchanges

responding to questions with short forms.

7

R4

understand with support some specific information and detail in very short, simple texts on a limited range of general and curricular topics.

reading text finding information

L1understand an increased range of short, basic, supported classroom instructions

listening and following the directions

Comment:• pay attention on subject names

S6

contribute a growing range of suitable words, phrases, and sentences during short pair, group and whole class exchangesread and follow with support familiar instructions for classroom activities

listening to the instructions and following them.

R2read and follow with support familiar instructions for classroom activities

reading instructions answering

Comment:• clear direction

R7understand the meaning of simple short sentences on familiar general and curricular topics

reading and answering the general and detailed questions

L4understand the main points of short supported talk on an increasing range of general and curricular topics

listening and answering the questions

S6contribute a growing range of suitable words, phrases, and sentences during short pair, group and whole class exchanges

contribute a growing range of suitable words, phrases, and sentences during short pair, group and whole class exchanges

Resources:• worksheet

S7take turns when speaking with others in a growing range of short, basic exchanges

finding differences in pictures without being able to see each other’s pictures by describing things

Comment:• pair and group work organization

L3understand an increasing range of short supported questions on general and curricular topics

listening and answering the questions

R7understand the meaning of simple short sentences on familiar general and curricular topics

reading and completing the table

Resources:• worksheets

W7spell a growing number of familiar high-frequency words accurately during guided writing activities

writing about school timetable

Comment:• guided writing

Resources:

8

• worksheets

Unit 3. Let’s count

Syllabus Codes


R1 recognise, identify and sound with support a limited range of language at text level

reading and saying number words

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 sayResources:

• flashcards numbers 1 –100L5 understand some specific information and detail of short,

supported talk on an increasing range of general and curricular topics

show numbers for students to say listening to short dialogues and circling the number mentioned

Resource:• worksheet : 3 – 13,14 – 40, 21-21 etc...

UE2 use numbers 1 – 100 to count focusing on numbers and their cardinal number equivalentsS1 make basic statements which provide personal information on

a limited range of general topicsasking and answering cardinal number questions

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

informationsaying numbers to other students to order in a sequence. Students write down ten 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

classroom instructionslistening to instructions to colour and write down numbers

Resource:• worksheet: a row of squares e.g. colour the fifth square blueS6 contribute a growing range of suitable words, phrases, and

sentences during short pair, group and whole class exchangessaying numbers in random order for other student to write down and read back in sequence

Resource:• worksheet: four rows of ten blank squares.

9

R2 read and follow with support familiar instructions for classroom activities

reading instructions for an odd and even number investigation

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

classroom instructionslistening to instructions to complete an odd /even number diagram

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

classroom instructionslistening to instructions to colour an odd/even number row grid 1 -100

Resource:• worksheet: two circles , two blank underlined titles. below a list of 12 numbers.R2 read and follow with support familiar instructions for classroom

activitiesreading instructions for odd/even number problem solving.

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

classroom instructionslistening to instructions for odd/even number problem solving.

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?


focusing on ‘how many’ questions

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

10

S1 make basic statements which provide personal information on a limited range of general topics

focusing on there is / there are structure and preposition ‘with’writing ‘how many’ questions for other students to answer

Resource: possible display opportunity

UE11 use there is / are to make short statements and descriptionsplan, write and check short sentences with support on familiar topics

writing: ‘there is /are’ answers to questions.questions produced above

W1 plan, write and check short sentences with support on familiar topics

writing: ‘there is /are’ answers to questions.

W8 include a full stop and questionW4 mark during guided writing of short, familiar sentences begin to

use joined-up handwriting in a limited range of written workquestions produced above

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

general and curricular topics by rereading themreading instructions /questions/ problems for number and dice puzzles

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

short, basic exchangestalking about numbers [totals, ten more or less] Students take turns to roll three dice. They 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

general and curricular topicstalking about numbers [totals, ten more or less] Students take turns to roll three dice. They 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, supported talk on an increasing range of general and curricular topics

listening to how to play dominoes and ticking dominoes you can play next

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

short, basic exchangesstudents then play dominoes

Comment: pre-teach: It’s your/my go.. I can’t go..

Resources:

11

worksheet: ticking multiple-choice dominoes. cut-out pieces from worksheet above

Module 2. Me and Mine

Unit 4. That’s mine.

Syllabus Codes



listening to the jobs’ names

Comment: pre-teach: Whose hat is it?

Resource: flashcards of the jobsS6 contribute a growing range of suitable words, phrases, and

sentences during short pair, group and whole class exchanges

talking about ownership and possession

Resource: worksheet: matching hats to workers, uniformed people and sportsmen.

UE3 use adjectives , including possessive adjectives, on familiar topics to give personal information and describe things

focusing on possessive adjectives. Matching different balls to different players [sports outfits]

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 forms and contractions, to give personal information

talking about the jobs

L5 understand some specific information and detail of short, supported talk on an increasing range of general and curricular topics

reading and working out which house in a picture belongs to which character

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 in very short, simple texts on a limited range of general and curricular topics

talking about what students’ things they are.

S1 make basic statements which provide personal information on

12

a limited range of general topicsUE1 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?R4 understand the main points of very short simple texts on some

familiar general and curricular topics by using contextual cluesreading and writing answers to questions


talking about which object belongs to whom... All students mingle and swap an object with s/o, 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 topicsUE7 use personal subject and object pronouns, including possessive

pronouns mine, yours to give basic personal information and describe things.

focusing on personal pronouns students stand in a line, T says. Pete your hair is brown. [ T points] S: Hers is black. / Yours is grey.

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 whiteS5 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 object pronoun one in short statements and responses

asking questions about pens.


Comment: cut out their pictures for class display...

Resource: strips of card / paper for drawing pen/pencils / strips for writing sentences e.g. feely bagS1 make basic statements which provide personal information on

a limited range of general topicsstudents draw and colour picture of their pens/pencils


student’s then ask other students about their pens / pencils

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.

13

topicsS6 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 Kim’s

Comment: keep team scores2 points if they pull their pen out / 1 point if they whose pen they pull outL5 understand some specific information and detail of short,


listening and identifying whose pet is whose.

Resource: worksheet: matching characters to pet pictures

Unit 5. Body

Syllabus Codes



listening and labelling body parts that are spelled out

Resource: worksheet: parts of body and face to labelL5 understand some specific information and detail of short,


listening to the ‘It’s my body’ song and completing the lyrics

Resource: worksheet: incomplete lyricsS4 use basic vocabulary for a limited range of general and

curricular topicstalking about animals different body partscomparing 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 topics. Use common comparative and superlative adjectives limited range of familiar topics

comparing animals

S6 contribute a growing range of suitable words, phrases, and sentences during short pair, group and whole class exchanges

talking about dice throw’s during the game e.g. describing animals

14

Resource: images of animals

UE1 use singular nouns, plural nouns- including some common irregular plural forms

matching singular and plural forms of body parts

UE9 use common simple present forms, including short answer forms and contractions, to give personal information

exploring repeated actions

R6 understand the meaning of very short, simple texts on familiar general and curricular topics by rereading them

reading the text and completing the facts about the animalswriting favourite animals

Resource: worksheet: fact file filling worksheetW1 plan, write and check short sentences with support on familiar

topicsS6 contribute a growing range of suitable words, phrases, and


asking each other’s’ favourite animals and describe

Resource: worksheet with prompt to ask questions

Unit 6. Stories

Syllabus Codes


L6 use contextual clues to predict content and meaning in short supported talk on an increasing range of general and curricular topics

listening to the opening of stories and deciding what happened next.

Resource: multiple-matching task matching the stories to the pictures.

UE9 use common past simple forms[regular and irregular ] to describe actions and narrate simple events including short answer forms and contractions

focusing on simple past forms in narratives

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

R4

understand the main points of very short simple texts on some familiar general and curricular topics by using contextual clues

looking at a cartoon strip and matching jumbled narration and speech bubbles to the story

15

Resource: cartoon strip jumbled text

L7 understand short, supported narratives on an increasing range of general and curricular topics

listening to the story. The Nightingale telling another student what you remember from a story

Resource: worksheet: post listening match pictures to the correct verbs worksheet: drawing

UE12use common –ly adverbs to describe actions focusing on common –ly adverbs...

Resource: worksheet: pictures form various stories /students complete the missing adverb in corresponding sentence

L7understand short, supported narratives on an increasing range of general and curricular topics

listening to a story e.g. Giraffe’s can’t dance and helping in the telling by miming next 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 taskR6 understand the meaning of very short, simple texts on familiar

general and curricular topics by rereading themreading a story summary and matching adverbs to gaps

L7 understand short, supported narratives on an increasing range of general and curricular topics

watching a short animated story and completing jumbled summary

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?

UE16use conjunctions and or but to link words and phrases focusing on the use of and but or to link words and phrases

Resource: picture summary [false] of animated story

L6use contextual clues to predict content and meaning in short supported talk on an increasing range of general and curricular topics

listening to a rhyming picture story and predicting what rhyming word will be

L7 understand short, supported narrativeson an increasing range of general and curricular topics

watching an animated story

UE17 use when clauses to describe simple present and past actions on focusing on the use of when in narrating past actions

16

personal and familiar topicsResource:

worksheet: completing opening story picture sequences. e.g John was in his garden when…. picture sequence stories stories above

W5link with support words or phrases using basic coordinating connectors

writing down key sentences and phrases in picture story

S5relate very short, basic stories and events on a limited range of general and curricular topics

telling picture stories to the rest of the class

Comment: give different students different story sequences

Resource: closing picture sequences from above stories to project

UE15 use declarative what [a/an] + adjective + noun to show feelings focusing on the What an/a structure in closing story statements

Module 3. Everyday life

Unit 7. Days

Syllabus Codes

Learning Objective Activities

S4 use basic vocabulary for a limited range of general and curricular topics

talking about the days of the week

Resource: worksheet: unscramble the days of the week and put them in order.

UE5use who what and where , how many to ask questions on familiar topics

focusing on question words and ‘there is / there are ‘ forms

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?

UE11use there is / are to make short statements and descriptions listening to , learning and singing a days of the week song

17

L7understand short, supported narratives on an increasing range of general and curricular topics

reading and working out which day

Resource: worksheet: lyrics completion exerciseR5 understand with support some specific information and detail in

very short, simple texts on a limited range of general and curricular topics

listening to instructions for making a seven day caterpillar and hanging on to each day body/day segment things you do / will do etc…

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

UE9use common simple present forms, including short answer forms and contractions, to give personal information

focusing on the simple present to talk about routines

Resource: worksheet: completingL5 understand some specific information and detail of short,


listening about the week/weekend routines of different children

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

informationwriting down in a week table things students do

R4 understand the main points of very short simple texts on some familiar general and curricular topics by using contextual clues

reading signs and matching to meaning

Resource: worksheet matching e.g. open Monday to Friday closed weekendsL3 understand an increasing range of short supported questions

on general and curricular topicslistening to questions in a TV programme quiz

Resource: Prepare questions When is … on Which day … Which nights … keep team scores

W6use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities

writing down answers in teams

UE9 use common simple present forms, , including short answer forms and contractions, to give personal information

focusing on the simple present [positive, negative, contractions] students tick/x activity and complete sentence appropriately.

Resource:

18

worksheet: matching verbs to complete sentences e.g. I _____ up late. I _____ cartoons on TV I ____ my bike. I ____ shoppingS2 ask questions to find out about an increasing range of

personal informationasking other students what they do at weekends.

UE 17 use so do I to give short answers answering ‘so do I / nor do I’Resource:

worksheet: aboveL6 use contextual clues to predict content and meaning in short


listening to exclamations in context and guessing what they mean.

Resource: worksheet: match exclamations to faces. e.g. Wow Yeah Yuk Ouch Yum Oh dear etcW2 write with support short sentences which give basic personal

informationwriting a ‘Days of the week’ poem Students complete and between each line writing [x3] exclamations e.g. Yuk ouch yuk!

R3 begin to read with support very short simple fiction and non- fiction texts with confidence and enjoyment

reading out poems to rest of the class

Comment: possible display opportunity

Resource: guided writing template: On Mondays _________ On Tuesdays _________ poems aboveS8 relate very short, basic stories and events on a limited range

of general and curricular topicstalking about the order of things in student daystudents 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 studentS1 make basic statements which provide personal information on

a limited range of general topicsmiming what they do at what times. Other students guess the student’s mime as they move the clock hand. e.g. you brush your teeth in the morning

S5 give short, basic descriptions of people and objectsComments:

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

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Unit 8. What’s cooking?

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...

UE1use singular nouns, plural nouns– including some common irregular plural forms – and uncountable nouns

focusing on countable and uncountable nouns and the use of a, some, any

UE4 use determiners a, the, some, any , this, these, that to refer to familiar objects

sorting countable and uncountable things in a cupboard and a fridge

Resource: worksheet: can you count it? egg sugar butter apple etc.…. worksheet: dialogueS2 ask questions to find out about an increasing range of

personal informationasking and answering about what there is / are students take in it turns to answer by looking 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

general and curricular topicsreading and completing /matching sentences about partives / types of packaging etc…

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 onS5 give short, basic descriptions of people and objects over their cards at the same time recycle and mix the cards in different

rounds


talking about food students like hot/warm and cold

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

a limited range of general topicslistening and identifying people’s favourites.

Resource: multiple-matching task.

L4understand the main points of short supported talk on an increasing range of general and curricular topics

focusing on possessive adjectives and genitive ‘s / s’ in talking about favourites

Resource:

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worksheet: forming questions to ask e.g. snacks / favourite family/meal /favouriteUE3 use adjectives , including possessive adjectives, on familiar

topics to give personal information and describe thingsreading menus and finding things that don’t go together

R3 begin to read with support very short simple fiction and non- fiction texts with confidence and enjoyment

worksheet: simple menus where students circle things they think are odd

Resource: focusing on making suggestionsS7 take turns when speaking with others in a growing range of

short, basic exchangestalking about changing to the menus

Resource: worksheet: dialogue completion menus above

UE14 use with to indicate accompaniment writing a menu of student’s favourite Starters, Mains, DessertsComment:

possible display opportunityUE15 use would you like and use appropriate responses yes please

, no thanksfocusing on would you like / I’ll have structures ….

Resource: worksheet: dialogue completion. e.g.

UE13 use What/How about + noun / - ing to make suggestionsuse will to talk about future intention

listening and deciding if two people have the same or different food.

Resource: a Would you like ___ juice? b No thanks, _______ juice. A Would you like mashed _? B No thanks, ______ chipsL4 understand the main points of short supported talk on an

increasing range of general and curricular topicslistening to instructions and moving [fruit and veg] object cards around a kitchen scene

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

W7spell a growing number of familiar high-frequency words accurately during guided writing activities

reading and completing words related to food

UE8 Use imperative forms [positive and negative] to give short instructions

giving instructions to follow

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

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Module 4 Nature protection

Unit 9. Weather and Seasons

Syllabus Codes



talking about weather words

Resource: worksheet: matching words [anagrams] to weather pictures e.g nair nsow etc ...

UE3use adjectives, including possessive adjectives, on information and describe things familiar topics to give personal

focusing on adjectives related to the topic of weather

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

general and curricular topicsreading and matching/completing sentences to go with images

L5understand some specific information and detail of short supported talk on an increasing range of general and curricular topics

listening to short weather forecasts for cities and matching weather symbols / to cities and marking temperature on thermometers

Resource: map with various cities / thermometer and box for drawing weather symbols in next to each city


talking about what to wear in different weathers connections in a game of ‘weather card’: ‘go 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 and familiar topics

talking about preferences about weather

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

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R6 understand the meaning of very short, simple texts on familiar general and curricular topics by rereading them

reading and ordering stages in a diagram about where water comes from

Resource: boxes to order and match to pictured cycle


talking about how we use water/why water is important

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 instructions

use should /shouldn’t write sentences

Resource: posterR8 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 canS1 make basic statements which provide personal information on

a limited range of general topicstalking about the months of the year

Comment: pre-teach words for seasons

Resource: worksheet: jumbled months questions e.g. In which month is your birthday What is your favourite month?

R4understand the main points of very short simple texts on some familiar general and curricular topics by using contextual clues reading sentences connected to students’ lives to put in sequence for months

of the yearResource:

worksheet: In September we start school In March the snow goes away etc.L5 understand some specific information and detail of short,


listening about changes in weather / environment in two different countries around the world

Resource: worksheet: twelve month vertical calendar / images to match to monthsL1 understand an increased range of short, basic, supported

classroom instructions listening to instructions to complete a season timeline diagramResource:

worksheet: twelve months on a timeline e.gL3 understand an increasing range of short supported questions

on general and curricular topicslistening to questions and answering what colour to colour things on the diagram

S4 use basic vocabulary for a limited range of general and

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curricular topicsResource:

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

language at text levelreading and sorting jumbled ‘rain rhymes’

Resource: worksheet: jumbled rhymesL7 understand short, supported narratives on an increasing

range of general and curricular topicslistening and completing weather rhymes with rhyming words

Resource:• rain, rain go away / rain on the green grassS8 relate very short, basic stories and events on a limited range

of general and curricular topicslearning a rhyme [above] by heart and practising gestures to teach other students to use 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

classroom instructionslistening to instructions for making a weather pop-up card. e.g. cloud, rain, thunder, sunshine etc...

Resource:• bring scissors, cardboard, clue coloured paper etc

Resource: worksheet above.L8 understand short, supported narratives on an increasing

range of general and curricular topicslistening to a weather story e.g. weather and popping up weather feature and making sounds whenever it is mentioned in the story

W4mark during guided writing of short, familiar sentences begin to use joined-up handwriting in a limited range of written work

write the words related to the weather

Comment:• display opportunity

Resource:• different cardboard• weather pop-ups• pop-ups above

Unit 10. English environment

Syllabus Codes


R3 begin to read with support very short simple fiction and non-fiction texts with confidence and enjoyment

looking at the jumbling lyrics of the ‘Hello, Goodbye’s song [Beatles] and piecing them together by thinking about rhymes’

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Resource: worksheet: cut up lyrics you say no, you say why etc ...

R6understand the meaning of very short, simple texts on familiar general and curricular topics by rereading them

looking at resembled lyrics and completing missing words

Resource: worksheet: lyrics as a cloze exercise


talking about what gestures could be used to mime actions in the song

Resource: worksheet: I say yes, you say why, you say goodbyeproject lyrics to accompany songL7 understand short, supported narratives on an increasing

range of general and curricular topicslistening to, singing the song and performing actions

UE9 use common past simple forms [regular and irregular] to describe actions and narrate simple events including short answer forms and contractions

focusing on simple past forms in telling stories

Resource: worksheet: [regular / irregular] past tables to complete multiple-matching taskL9 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 charactersL5 Understand some specific information and detail of short,


dictate past forms of verbs they are going hear in story for students to complete tables

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 etcL1 understand an increasing range of short, basic, supported

classroom instructionslistening to instructions for making finger puppets and making along with 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-

fiction texts with confidence and enjoymentreading short recipes with nonsense lines in item e.g. each cake will be the size of a football / Mix the chocolate with some fish to identify false details.

Resource:

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Ask student s to choose a recipe to take home and make with parents for final day partyR2 read and follow with support familiar instructions for

classroom activitiescompleting an end of year crossword puzzle with clues relating to grammar and vocabulary looked at throughout the year

Resource: puzzle and different types of clue e.g. first animal beginning with ‘T’ in the picture dictionaryR8 use with more infrequent support a simple dictionary

Resource: you can find this word on the black wallL9 identify initial, middle and final phonemes and blends participating in an end of year ‘spelling bee’ involving spelling of vocabulary

from throughout the yearResource:

class team ‘spelling bee’ in rounds: your word is ...your word is a place prepare different rounds. Set time limited and keep team scoresL3 understand an increasing range of short supported questions

on general and curricular topicsResource:

children play it rhymes with ‘dark’UE5 use who what and where, how many to ask questions on familiar

topicsfocusing on questions that can be asked about words and pictures

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

a limited range of general topicstalking to other students about words they’ve learnt this year

L1 understand an increased range of short, basic, supported instructions

making a collage postcard of English words students know to sent home to 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

familiar topicswriting our their address and questions about images on front of postcard for mum / dad to answer e.g. Which animal goes ‘moo’?

Resource: postcard pro-forma the computer or cut and paste

W6use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities

R1 recognise, identify and sound with support a limited range of language at text level

attending an end of year English party at which studentssing ‘Hello, Goodbye’s song’

S8 relate very short, basic stories and events on a limited range of general and curricular topics

tell other students about food [recipes] prepared at home

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Resource: projected lyrics and musicL7 understand short, supported narratives on an increasing

range of general and curricular topicslisten to and reform whole story with finger puppets

Resource: projected story images

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 studentsFormative 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

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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 1Get 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 2Students 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 prepositions

Picture and dialogue Carry out instructions and position things correctly on a picture

5

2 Listening for numbers and spelling

Illustrated comprehension questions and dialogue

Write numbers and names 5

3 Listening for specific information of various kinds

3-option multiple-choice pictures and dialogues

Tick correct box under picture 5

4 Listening for words, colours and prepositions

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

5

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Rubric sample for listening task

Category Excellent /10-8/ Good /7-6/ Fair /5-4/ Poor /3-below/Comprehension Student has a complete

understanding of tasksStudent has a proficient understanding of tasks

Student showed some part of tasks

Student does not understand tasks

Time management Student completed all tasks on time and showed perfect performance

Student completed tasks on time

Student completed assignments with help

Students did not complete tasks on time

Accuracy Student completed all tasks with full accuracy

Student completed all tasks with accuracy

Student completed all tasks with some accuracy

Student completed all tasks 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 1In 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 2Students 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.

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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

Parts Main skill focus InputExpected response Number of

questions

1 Reading short sentences and recognising words Words, pictures and sentences

Tick or cross to show if sentence is true or false

5

2 Reading sentences about a pictureWriting one-word answers

Picture and sentences Write ‘yes’/‘no’ 5

3 Spelling of single words Pictures and sets of jumbled letters

Write words 5

4 Reading a textCopying words

Cloze text, words and pictures

Choose and copy missing words

5

5 Reading questions about a picture storyWriting one-word answers

Story presented through three pictures and questions

Write one-word answers to questions

5

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

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

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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 objectivesListening 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 wordsSpeaking 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

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S8 Relate basic stories and events on a growing range of general and curricular topicsReading 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 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 classificationWriting 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 independentlyUse 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 topicsUse why to ask for explanationsUse when to ask when something happens/happenedUse 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 formsUse 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 nowUse 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

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Use a limited range of simple perfect forms …[regular and irregular] to talk about experiences

UE12 Use common adverbs of frequency never, a lotUse adverbs of sequence first next then and direction left rightUse 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 canUse have (got) to/ had to to express obligationUse shall [interrogative] to make offers and will to ask about future intention on a limited range of general and curricular topics

UE14 Use common prepositions of time on, in, at, after, before to state when things happenCommon prepositions of location, position and direction: at, above, below, behind, between, in, in front of, inside, near, next to, on, opposite, outside, to, underUse 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 patternsBegin to use infinitive of purposeUse want/ask someone to do somethingUse 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



- ongoing- a different colour for each term – once only when it is first introduced.

4. English curriculum content


TERM 1 TERM 2 TERM 3 TERM 4

Module 1 What it is like

- Unit 1 Welcome

- Unit 2 Nice Ideas

- Unit 3 Enjoying yourself

Module 2 Sights and Sounds

- Unit 4 Tastes, sounds and smells

- Unit 5 Colours and patterns

- Unit 6 Same or different

Module 3 All about nature

- Unit 7 Environment

- Unit 8 Animal kingdom

Module 4 What and When

- Unit 9 Long, long ago

- Unit 10 It’s Time

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Module1. What it is like

Unit 1. Welcome

Syllabus Codes Learning Objective Activities

L1 understand a short sequence of supported classroom instructions

listening short classroom instruction and perform them

S4 use basic vocabulary for an increasing range of general and curricular topics

talking about ways of greeting people and introducing yourself

Resource: worksheet: matching task short greeting / introduction dialogues e.g. Hi Sam, this is John / Nice to meet youL6 deduce meaning from context in short, supported talk on a

limited range of general and curricular topicslistening to the opening of shortgreeting dialogues and predicting the response.

S1 Provide basic information about themselves at sentence level on a limited range of general topics

making a dialogue and practice it.

R5 Understand with support some specific information and detail in short, simple texts on a limited range of general and curricular topics

reading a text about greetings in countries.

Resource: worksheet: matching task: students match the greeting customs to the countriesUE9 use simple present forms on a limited range of general and

curricular topics.focusing on simple present andthe 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, places and objects

writing down questions asking for personal information

Resource: worksheet: students are given answers and work with another student to find questions. e.g. Just one sister / I am nineS1 provide basic information about themselves at sentence level

on a limited range of general topicsasking and answering questions in the previous task

Resource:

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students ask and answer personal questions from previous taskS6 communicate meaning clearly

using phrases and simple sentences during pair, group andwhole class exchanges

talking about the names of relatives

Resources:worksheet; matching name of relative to corresponding other [anagram] e.g. mother /atfhre

R5 understand with support some specific information and detail in short, simple texts on a limited range of general and curricular topics

reading a short text on a family and completing a family tree

Resource: worksheet: image of family tree to completeS8 relate basic stories and events on a growing range of general

and curricular topicsstudents draw and complete their own family tree and then describe it to another student.


Resource: generic family tree for students to use as a modelW4 use joined-up handwriting in a

growing range of written workwriting a short description of who is who in their family

Resource: guided writing templateUE5 use who what where how many how much to ask questions

on a limited range of general and curricular topics use What is was the weather like?

asking questions about each other’s identity. Students take turns in groups to ask questions and each student has one guess at where the other person is 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

names, places and short sentences when writing independently

focusing on simple questions

R5 understand with support some specific information and detail in short, simple texts on a limited range of general and curricular topics.

reading to make up an identity through internet / library researchEach student has a ‘secret nationality’ and completes facts about their 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

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range of general and curricular topics silhouettes.national costumes etc...

L3 understand a limited range of unsupported basic questions on general and curricular topics

listening to questions and relating them to information gathered in mingling task

L6 deduce meaning from context in short, supported talk on a limited range of general and curricular topics

listening to short conversationsbetween people and saying what their relationship is.

Resource: worksheet: are the people talking: friends, relatives, strangersUE6 use demonstrative pronouns to ask and answer basic

questions on personal and familiar topicsworksheet: questioncompletion: Is that your country, Juan? Are those your clothes, Tomako?

R4 understand the main points of short simple texts on a limited range of general and curricular topics by using contextual clues

reading short descriptions of the relationship between two people and matching to appropriate term

S2 ask questions to find out general information on a limited range of general and curricular topics

focusing on questions you ask in getting to know someonemingling 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


UE8 use imperative forms focusing on the language of suggestions [let’s, what about..]Resource:

worksheet: completing short suggestion responsesL7 recognise the opinion of the speaker(s) in basic, supported

talk on a limited range of general and curricular topics.worksheet: dialoguematching

Resource: worksheet: happy /disapproving face … students tickL4 understand the main points of short, supported talk on a range

of general and curricular topicslistening to what speakers say and matching appropriateresponses

Resource: worksheet: multiple matching task e.g. Why not Take mine. Try this one etc…

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S6 communicate meaning clearlyusing phrases and simple sentences during pair, group and whole class exchanges

calling out suggestions in response to images of people in predicaments

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

general and curricular topicswriting from prompts three turn dialogues [suggestion..rejectidea.. further suggestion]

R1 recognise, identify and sound with support an increasing range of language at text level

reading out dialogue exchanges with another student

Resource: worksheet: dialogues to complete e.g.R4 understand the main points of short simple texts on a limited

range of general and curricular topics by using contextual clues.

reading short texts about gift ideas when visiting people

Resource: multiple-matching task: students match gifts to an age group suitable forL7 recognise the opinion of the speaker(s) in basic, supported

talk on a limited range of general and curricular topics.listening to short conversations about suggestions for gifts

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 withTry … what about … how about

Resource: worksheet: dialogue completion / matching tasksW4

use joined-up handwriting in a growing range of written workwriting suggestion caption bubbles

S7keep interaction going in short, basic exchanges on a limited range of general and curricular topics.

discussing with other students how to solve a number of differentpuzzles

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 matchstickUE14 use shall [interrogative] to make offers and will to ask about

future intention on a limited range of general and curricular topics

focusing on the language of offers and expressing intention

Resource: worksheet: dialogue completion task shall or will worksheet: dialogue matching task

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R7recognise the attitude or opinionof the writer in short texts on a limited range of general and curricular topics

reading jokes involving offers / intentions and matching to the punch lines

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 limitedrange of general and curricular topics by using contextual clues

reading and identifying the job of the person in the jokes completing short dialogues by writing appropriate responses

Resource: multiple-matching task worksheet: dialogues to complete e.g. A I don’t want to go alone. B AlrightW1 plan, write and check sentences with support on a limited

range of general and curricular topicslistening to what speakers say and matching appropriateresponses

L4 understand the main points of short, supported talk on a range of general and curricular topics

writing responses [offers /expressing intentions] to text messages

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

general and curricular topicswriting 4-5 sentences about the trip.

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 andirregular] to talk about experiences

focusing on simple perfect forms

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

general and curricular topicswriting offers as responses to statements in previous task

S7 keep interaction going in short,basic exchanges on a limited range of general and curricular topics.

making offers in response to statement cards. Students work in groups of three. One student turns over a card other two make different offers of help.

S2 ask questions to find out general information on a limited range ofgeneral and curricular topics.

playing a letter swap game. At each turn a player says: Shall I take a letter or will you swap a letter?swap = you receive a letter / give one way Take = take one from pack and put at bottom of pack

Unit 3. Enjoying yourself

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Syllabus Codes Learning Objective ActivitiesS1 provide basic information about themselves at sentence

level on a limited range of general topics

matching free time activities to the pictures

Resource: Worksheet: from images of objects / items say what someone is planning. [go for a swim, go shopping etc…]


listening to people getting ready to do different things

Resource: Multiple-matching task: [where are they going?]

R5understand with support some specific information and detail in short, simple texts on a limited range of general and curricular topics

reading about different young people’s hobbies

Resource: multiple-matching tasks


asking and answering about things you like, dislike, want someone to teach you

Resource: worksheet: divide activities into 3 groups / rank likes / dislikes

UE10use present continuous forms to talk about future arrangements on a limited range of general and curricular topics

focusing on present continuous for future arrangements

W1plan, write and check sentences with support on a limited range of general and curricular topics

UE11 use a limited range of simple perfect forms …[regular and irregular] to talk about experiences

focusing on the simple perfect form

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 level on a limited range of general topics

Mingling task in which students ask questions to find who has done something.

L2 understand a limited range of unsupported basic questions which ask for personal information

Listening to conversations about what someone thinks of different places.

Comment: pass blogs round the room clockwise giving students time to write something each time

Resource: worksheet: tick Speaker 1 [approving / disapproving face]

W3 write with support short sentences which describe people, Writing ‘a pass round room’ blog. Each student writes a sentence saying

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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 general and curricular topics

talking about what older people / generations did to amuse themselves

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

L6deduce meaning from context in short, supported talk on a limited range of general and curricular topics

listening to older people talking about toys they remember from their childhood

Resource: multiple-matching task: match speaker to image of toy they are talking about

S8relate basic stories and events on a growing range of general and curricular topics

talking about the photos students have brought in

Comment project photos if possible

Resource: photos T asked students to bring in previously

S1

provide basic information about themselves at sentence level on a limited range of general topics

talking about whether something looks fun, scary or tiring

Resource: worksheet: images of windsurfing, roller- coaster, ice-skating, Wii computer game etc...

UE14use common verbs followed by infinitive verb / verb + ing patterns on a limited range of general and curricular topics

focusing on verbs common followed by –ing pattern

Resource: worksheet: sentence completion / matching tasks with verbs [like enjoy, love, don’t mind, hate, prefer

R4

understand the main points of short simple texts on a limited range of general and curricular topics by using contextual clues

reading: reading short emails from friends and matching different venues / place to go to each one

Resource: worksheet: where’s the best place to take …

W5link with some support sentences using basic coordinating connectors

writing a short e-mail to a friend suggesting somewhere to together

Resource:

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guided writing prompts

Module 2. Sights and Sounds Unit 4. Tastes Sounds Smells


S4 use basic vocabulary for an increasing range of general and curricular topics

talking about the senses and parts of the body

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 guided writing activities

listening to different sounds and writing down what they are and 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...


talking about smells that are nice, bad, dangerous

UE11 use I think / I know to express basic opinions on a limited range of general and curricular topics

focusing on the I think, I know structure. Pass round darkened smell 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


writing sentences about the pictures for each verb.

R6 recognise the difference between fact and opinion in short, simple texts on a limited range general and curricular topics

reading short dialogues about reactions to things [senses]

Comment: prepare partial images of objects to project e.g. ruler comb, cup etc...

Resource: 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

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and curricular topicsS6 communicate meaning clearly using phrases and simple

sentences during pair, group and whole class exchangestalking about adjective opposites

Resource: worksheet: match words to anagram opposites: bitter / ewest hard / osftUE3 use common, simple comparative adjectives to give personal

information and on a limited range of general and curricular topics

focusing on comparative forms of adjectives

Resource: worksheet: completing and answering questions e.g. Do you like ____ chocolate? darker or lighter


reading short texts and working out what something is

Resource: short texts e.g. It comes from a fruit and is a pale yellow colour. It tastes bitter without sugar.


writing sentences about things students like/don’t like. Students complete grid then write sentences

Resource: worksheet: grid smiley face / glum face smell taste touch etc...


listening and sequencing pictures in the description of a touch classroom experiment

Resource: worksheet: jumbled picture experiment sequence touching things with your bare foot on a board on floorUE8 use imperative forms with direct and indirect object forms to give

a short sequence of instructionsfocusing on giving instructions


giving instructions to a blindfolded student to touch different objects[experiment above]

Resource: worksheet: matching instructional verbs and prepositions to images

R2 read and follow with some support familiar instructions for classroom activities

reading instructions for performing a classroom

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


touch experiment students then perform the experiment and compare results and then answer teachers questions

Resource:

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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


conducting a class ‘senses’ challenge and quiz

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 windowComment:

bring a freely bag and about 12 small objects bring a blindfold for ‘whose hand’ challenge display opportunityResource:

Poem template From my window, I can see I can smell etc...

Unit 5. Colours and Patterns


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talking about what colours there are in a rainbow

Resource: worksheet: images of different colours, students tick rainbow colours

L5 understand most specific information and detail of short, supported talk on a range of general and curricular topic

listening to and learning ‘the rainbow’ song

Resource: worksheet above students tick colours they hear

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

focusing on the use of determiners in short texts on home and away team strips

Resource: worksheet completing rainbow song lyrics before singing the song


reading short descriptions of team strips and matching them to different options

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 connectors range of general and curricular topics

writing a short description of favourite / school team strip and colouring image to match blank strip to colour

Resource: multiple-matching task display opportunity

R5 understand with support some specific information and detail in short, simple texts on a limited short, simple texts on a limited topics

reading descriptions of animals and drawing patterns / colouring them

Resource: worksheet: outline of ladybird, bee, tiger etc...UE13 will to ask about future intention on a limited range of general

and curricular topicsfocusing on the use of ‘will’ to express future intention / outcome

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


listening people talking about mixing colours and guessing which colour they will get

Comment: small paint sets for groups of students to experiment with

Resource:

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worksheet: put the number of the dialogue next to the colourW3 write with support short sentences which describe people,

places and objectswriting instructions for other students to test a colour mix

Resource: multiple matching task: colour to a dialogue


listening to other groups instructions and guessing the final word

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 and curricular topics

listening to the first part of a story about a Chameleon e.g. The Crafty Chameleon

Resource: worksheet: true / false task

UE1 use nouns as direct and indirect objects in describing events and actions on a limited range of general and curricular topics

focus on nouns as direct and indirect objects

Resource: worksheet: text summary completion

R3 read with support a limited range short simple fiction and non- fiction texts with confidence and enjoyment

reading the second part of the story

Resource: worksheet: fact completion task


writing sentences to label a colour diagram of a Chameleon

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


listening and colouring ice-cream scoops according to what they hear

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 sentences during pair, group and whole class exchanges

talking about which colour shade is the odd-one-out

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

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L3 understand a limited range of unsupported basic questions ongeneral and curricular topics

listening to questions in a class /team ‘colour and pattern’ quiz

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

Unit 6. Same or Different


R4understand the main points of short simple texts on a limited range of general and curricular topics by using contextual clues

reading different pairs of signs notices and sentences anddeciding whether the meaning is the same or different

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, supportedtalk on a limited range of general and curricular topics

listening to short conversationsand deciding whether the second speaker feels the same or different

Resource: worksheet: speaker 1 circle correct answer: same or differentUE16 use conjunction because to give reasons on a limited range of

general and curricular topics focusing on language of reasons in explain differencesResource:

worksheet: What’s the difference: e.g. cushion /pillow

UE 5 use why to ask for explanationsunderlining the odd noun in each of the following sets and giving 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 range of general and curricular topics

talking about which signs / objects / situations are the odd-one-out and saying why

Resource: pictures of e.g .clock / watch / compass

UE3 use common comparative and superlative adjectives to give personal information and on a limited range of general and curricular topics communicate meaning clearly

focusing on comparative forms of adjectives

Resource:

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worksheet; sentence matching and completion tasksS6 using phrases and simple sentences during pair, group and

whole class exchanges.talking about what someone willsay 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,supported talk on a range of general and curricular topic

listening to people talking about pictures above and students decide if what was predicted is said

Resource: students use answers from previous task and tick or cross if the same

R5

understand with support some specific information and detail in short, simple texts on a limited range of general and curricular topics

reading short texts posted around room and deciding whether something is ‘a bit / a lot’ longer / taller / bigger etc…

Resource: worksheet: compare River Amazon / River Nile [length] Australia / Canada [size]

W2 write with support longer sentences on a limited range ofgeneral and curricular topics

students write down what they find out as sentences to be read out


talking [speculating] about the world’s longest, fastest, and tallest, oldest, biggest etc...

Resource: worksheet: questions e.g.

UE3use 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, simple texts on a limited range general and curricular topics

reading short texts about world’s oldest etc...

Comment:guide to primary friendly sites / library sectionResource:

fact or opinion taskR8 find with support books, worksheets and other print

materials in a class or school library according to classificationresearching online and completing a fact-file

Comment: fact file to complete:

Resource:

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display opportunity

W5 link with some support sentences using basic coordinating connectors

writing a short description of world’s tallest, highest, fastest etc... based on internet research

Resource: record: important date next oldest / biggest etc... guided writing template

L6deduce meaning from context in short, supported talk on a limited range of general and curricular topics.

listening to what is said / asked and predicting an emphatic response in 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

W1 plan, write and check sentences with support on a limited range of general and curricular topics

writing short dialogues based on above with another set of emphatic adjectives

S6 communicate meaning clearly using phrases and simplesentences during pair, group and whole class exchanges

students act out dialogues for class talking about where student andpartner would place themselves on a ‘tachometer’

Resource: worksheet: emphatic adjectives fine impossible fantastic, exhausting, freezing, the best, etc...

S7keep interaction going in short, basic exchanges on a limited range of general and curricular topics.

students hide their ‘tastometer’ and predict where partner is on ‘tastometer’ e.g. I like spicy food but I think you like spicier food than me.

Comment: display opportunity

Resource:Worksheet music: quiet ____ loudfood: plain ____spicyweather: hot _____ cold, Delicioushair short ____ longHe likes the clothes: dark _____ bright


writing a short comparative poem about your partner e.g. John likeshis food spicy Spicier than me weather cold Freezing guided writing template

Module3. All about nature

Unit 7. Environment

49



listening and matching the words to the pictures of nature.

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 limited range of general and curricular topics

writing a short description of nature: There is a big desert in our province. It’s called … .

Resource: guided writing template

S3 Give an opinion at sentence level on a limited range of general and curricular topics

talking about some earth’s facts: earth surface, water

Resource: worksheet: true / false task multiple-matching task

R8 find with support books, worksheets and other printmaterials in a class or school library according to classification

reading about rainforests, Antarctica and water resource “World Environment Day”

Resource: worksheet: text summary completion

UE11Use I think... I know... to express basic opinions on a limited range of general and curricular topics

focusing on the I think, I know structure. talking about the dangers that threaten our planet.

S6 Communicate meaning clearly using phrases and simple sentences during pair, group and whole class exchanges

talking about the dangers that threaten our country

S5 understand most specific information and detail of short, supported talk on a range of general and curricular topic

talking about kinds of pollution and causes of them

Resource: worksheet: water, air and land pollution images


writing about one of the pollution

Resource: guided writing prompts

R2read and follow with some support familiar instructions for classroom activities

reading instructions for performing a classroom activities


listening about some environmental problems

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Resource: images of environmental problems

S3 give an opinion at sentence level on a limited range of general andcurricular topics

talking about the problems and their solutions

UE8 use should for giving advice focusing on should for giving adviceResource:

worksheet: completion taskUE9 use simple present forms on a limited range of general

and curricular topicsfocusing on simple present forms

W2 write with support longer sentences on a limited range of general and curricular topics understand with support some

students write down some sentences on giving advice

Resource: guided writing prompts


asking and answering about environmental problems

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 a limited range of general

completing the table

Resource: worksheet: fact completion task

UE1 use nouns as direct and indirect objects in describing events and actions on a limited range of general and curricular topics

focus on nouns as direct and indirect objects


listening to short classroom instructions


in groups, do the project on pandas. Find some information and write.

Resource: worksheet:fact file to complete:

S2ask questions to find out general information on a limited range of general and curricular topics

interviewing 4-5 of your classmates and find someone who… . knows what a forest fire is / saw a flood or an earthquake

Resource:

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worksheet: questions


writing about some ways to save our world

Unit 8. Animal Kingdom


S7 keep interaction going in short, basic exchanges on a limited range of general and curricular topics

talking about which animals live in water / on land and which have legs / no legs

Resource: worksheet: matching images of heads of animals to names and diagram for classification

UE14 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

focusing on prepositions:

Resource: worksheet sentence matching and completion tasks e.g. Female and male penguins sit / on their eggsL5 understand most specific information and detail of short,

supported talk on a range of general and curricular topic.listening to a description of a snail and labelling its body parts.

Resource: worksheet: diagram to label with snail partsS3 give an opinion at sentence level on a limited range of

general and curricular topicsanswering true / false questions about a snail

R4 understand the main points of short simple texts on a limitedrange of general and curricular topics by using contextual clues

reading a series of short paragraphs about snails

Resource: worksheet true / false task use for prediction before reading worksheet: complete text with missing prepositionsL8 understand supported narratives on a limited range of general

and curricular topicslistening to the first half of a snail story e.g. ‘It’s Hard to Hurry When You’re a Snail’ or ‘The Snail and The Whale’

Resource: worksheet: completing a text summary with rhyming words from story

52

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 topicsS2 ask questions to find out general information on a limited

range of general and curricular topicsin pairs, discussing and making predictions what will happen to the snail and the whale


reading the second part of the story

Resource: worksheet: multiple- matching and correcting false statements tasks

UE12 use adverbs of sequence first next thenS8 relate basic stories and events on a growing range of general

and curricular topicstalking about the story by putting jumbled events in order

Resource: worksheet: jumbled events from the story to orderL3 library according to classification understand a limited range

of unsupported basic questions on general and curricular topics

answering questions about mini- beasts

Comment: project images of mini-beasts and ask a question about each one

Resource: about the mini-beastS2 ask questions to find out general information on a limited

range of general and curricular topicsmingling activity in which students ask what someone’s mini-beast is and then ask questions to complete mini-beast grid

Resource: worksheet grid: Example wings, legs, eat, live, ladybird,centipedeL1 understand a short sequence of supported classroom

instructionsworksheet with grid to fill in and space to draw mini-beast.

Resource: Prepare instructions about where to look, how not to hurt, what to write down about mini-beastsW3 write with support short sentences which describe people,

places and objectlistening to instructions for a mini-beast hunt in a small outside area

Comment: display opportunity with drawing

Resource:

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guided template to complete writing and completing sentences about what they found. e.g. I found It was _______ and had... It moved


talking about which animal can do what

Resource: worksheet: grid which animal can jump, walk, swimR4 understand the main points of short simple texts on a limited

range of general and curricular topics by using contextual clues

reading and matching missing

Resource: worksheet: descriptions with missing adjectives e.g. as quiet as a ___ / mouseS3 give an opinion at sentence level on a limited range of

general and curricular topicsadjectives to descriptions of animals [adjectives we associate with them]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

UE11 use I think / I know to express basic opinions on a limited range of general and curricular topics

S6communicate meaning clearly using phrases and simple sentences during pair, group and whole class exchanges

matching picture of skulls to rest of animal skeleton

Resource: worksheet: measurement sentences to completeL5 understand most specific information and detail of short,

supported talk on a range of general and curricular topiclistening to short descriptions of skeletons and saying which animal it is

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



talking about what students know about ‘dinosaurs’

Resource: worksheet: choose the best answer e.g. Dinosaurs had babies / laid eggs etc...

54

UE8use simple past regular and irregular forms to describe actions and narrate simple events on a limited range of general and curricular topics

focusing on simple past questions

Resource: worksheet: did or could? ____ some dinosaurs fly? ____ some dinosaurs only eat plants and leaves?UE13 use could as a past form of can


reading short descriptions of dinosaurs’ and matching to images / sketches

Comment: bring split pins scissors, felt, glue etc...



listening how to instructions about tracing a dinosaur from fossil impressions, colouring, decorating, making moveable limbs


Resource: photos of complete dinosaur fossils for students to trace


writing short ‘dinosaur’ dialogues for their dinosaur characters.[Read out / use in bubbles in display

S6

communicate meaning clearly using phrases and simple sentences during pair, group and whole class exchanges

talking about what people did long, long ago

Resource: worksheet: A 1000 years ago

UE11use I think… /I know… to express basic opinions on a limited range of general and curricular topics

focusing on I think, I know to talk about the past

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

state when things happens/happened/focusing on time prepositions

Resource: worksheet: write down a word or draw a picture


listening about when inventions

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Resource: What did people do before electric lights?

S3 give an opinion at sentence level on a limited range of

general and curricular topics

talking about when inventions first appeared, looking at old photographsand 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 timeS4 use basic vocabulary for an increasing range of general

and curricular topics

talking about the kind of characters and things that you get in fairytales

Resource: worksheet: picture prompts witches hat, crown, trees

UE17 use defining relative clauses to give personal information focusing on defining relative clauses; who/which/whereResource:

worksheet: name a fairytale - which has a prince - where someone goes into a forest etc…L8 understand supported narratives on a limited range of

general and curricular topicslistening to short scenes from fairytales and matching a scene to a story

Resource:

multiple-matching tasksUE1

use nouns as direct and indirect objects in describing events and actions on a limited range of general and curricular topics

focusing on nouns as direct indirect objects. Students un- jumble the fact and try and name the fairytale

Comment:

prompt students in groups of 3 to think of factsResource:

worksheet: jumbled fairytale facts. e.g. an apple a girl an old lady gaveW3 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

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Resource:

a prince gave a sleeping girl a kiss

L8 understand supported narratives on a limited range of general and curricular topics

listening to the first part of the story Aladdin

Commment:

pre-teach some key vocabulary e.g. lamp, wish genieResource:

worksheet: true / false task

S8relate basic stories and events on a growing range of general and curricular topics matching fairytales to the pictures

W8 use full stops, commas, question marks, and speech marks at sentence level with some accuracy when writing independently

students draw lines between characters and say how they are connected in the story

Resource: worksheet: images of characters

R3

read with support a limited range short simple fiction and non-fiction texts with confidence and enjoyment

looking at the next extract from the story which needs to be punctuated to make it clear reading the next part of the story

Resource: worksheet; unpunctuated extract multiple-matching and sentence completion tasks

L8understand supported narratives on a limited range of general and curricular topics

listening to the final part of the story

Resource: worksheet: questions with anagram answers to work out at the end

Unit 10. It’s Time



listening to instructions to make a clock face

Comment:

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bring copies etc... for each studentResource:

worksheet of pieces to cut out and / or assemble, fill in and colourR2 read and follow with some support familiar instructions for

classroom activitiesreading instructions for putting clock hands in different places and recording 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


asking and responding to short questions about time

Resource: worksheet: different time question prompts

L2understand a limited range of unsupported basic questions which ask for personal information

student asking the question puts their clock to a particular time and the other student responds

Resource: Is it early / late? Is it lunch time / time for dinner?

R5

understand with support some specific information and detail in short, simple texts on a limited range of general and curricular topics

reading different time ‘word’ problems and writing down answers

Comment: pre-teach words it takes / lasts

Resource: Is it half past / a quarter to


talking about different times in student’s day. Students plot on timeline when 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

UE14use common prepositions of time on, in, at to state when things happen

focusing on common time prepositions

Resource: worksheet: write down three things you do at the same time, before and after your partner

W2 write with support longer sentences on a limited range of writing about the times student and their partner do things

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general and curricular topics

S1provide basic information about themselves at sentence level on a limited range of general topics

students tell each other how long above things take them

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]

L7recognise the opinion of the speaker(s) in basic, supported talk on a limited range of general and curricular topics

listening to things young people have [got] to do

Resource: multiple-matching task

S5organise talk at sentence level using basic connectors on a limited range of general

matching and practising short dialogues relating to obligations

Resource: worksheet: jumbled three turn dialogues to complete


reading word problems about time/ obligations

S5 organise talk at sentence level using basic connectors on a limited range of general and curricular topics

talking about what you’ve got to do to improve. Students work in pairs. One 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]

R5understand with support some specific information and detail in short, simple texts on a limited range of general and curricular topics

reading and to remember time information posted on walls around the room. Students to go round class and try to memorise info in extracts. Repeat 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 3UE12 use common comparative and superlative adverbs to

describe and compare things more quickly...best on a limited range of general and curricular topics

focusing on comparative adverbs to talk about how fast, early, quickly, long, slowly etc...

L1 understand a short sequence of supported classroom

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instructions

Resource: worksheet: sentence completion / matching tasks

L3

understand a limited range of unsupported basic questions on general and curricular topics

listening to instructions for completing short races


sit three students in a line and give instructions for getting ready / each raceask class about which of three students will finish more quickly / faster do it fastest etc…

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 general and curricular topics

writing up race results e.g.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 1The teacher asks the student to describe four differences.Part 2The 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

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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 4The 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 responses

Two similar pictures Identify four differences between pictures

2 Understanding the beginning of a story and then continuing it based on a series of pictures

Picture sequence Describe each picture in turn

3 Suggesting a picture which is different and explaining why

Picture sets Identify odd one out and give reason

4 Understanding and responding to personal questions

Open-ended questions about student

Answer personal questions

Rubric sample for speaking

Category Excellent /10-8/

Good /7-6/ Fair /5-4/ Poor /3-below/

Fluency Speaks clearly, with little hesitation that does not interfere withcommunication

Speaks with some hesitation, but it does not usually interfere withcommunication

Speaks with some hesitation, which often interferes with communication

Hesitates toooften when speaking, which often interferes withcommunication

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Pronunciation Pronunciationand intonation are almost always very clear/accurate

Pronunciationand intonationare usually clear/accurate with a fewproblem areas

Pronunciationand intonationerrors sometimes make it difficult to understandthe student

Frequent problems with pronunciationand intonation

Vocabulary Good use of vocabulary for describing scene picture

Adequate use of vocabulary for describing scene picture

Weak use of vocabulary for describing scene picture

Inadequate use of vocabulary for describing scene 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 1In 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 2Students 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.

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.

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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


1 Reading short definitions and matching to wordsWriting words

Labelled pictures and definitions

Copy correct words next to definitions

6


Picture and sentences

Write ‘yes’/’no’ 6

3 Reading a dialogueChoosing the correct responses

Short dialogue with multiple-choice responses

Choose correct response by circling a letter

6

4 Reading for specific information and gistCopying words

Cloze text, words and pictures

Choose and copy missing words correctly. Tick a box to choose the best title for the story

7

5 Reading a storyCompleting sentences

Story, pictures and gapped sentences

Complete sentences about story by writing one, two or three words

10

6 Reading and understanding afactual textCopying words

Gapped text and 3-option multiple-choice (grammatical

Complete text by selecting the correct words and copying them in the

5

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words) corresponding gaps

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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 ideasand thoughts, giving and understanding instructions and the narration of events.2 to develop learner control of an increasing range of A2 level structure and vocabulary3 to enable learners to relate to listening and reading texts for an increasing range of globaland detailed understanding purposes.4 to develop learner abilities to produce simple, short fiction and non-fiction texts whichcommunicate messages clearly to their intended audience.5 to encourage learners through the study of English to explore both curriculum content andtheir own and other people’s cultural identity

Learning objectives

Syllabus Code Learning objective

Listening High A1L1 Understand longer sequences of classroom instructions with little or no

supportL2 Understand more complex unsupported questions which ask for personal

informationL3 Understand more complex questions on a range of general and curricular

topics with little or no supportL4 Understand the main points in both short and extended talk with little or no

support on a range of general and curricular topicsL5 Understand specific information and detail in both short and extended talk on a

range of general and curricular topics with little or no supportL6 Deduce meaning from context in both short and extended talk on a range of

general and curricular topics with little or no supportL7 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 supportL8 Understand both short and extended narratives with little or no support on a

range of general and curricular topicsL9 Identify rhymes, onomatopoeia and rhythm

Speaking High A1S1 Provide detailed information about themselves and others at discourse level

on a wide range of general topics

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S2 Ask questions to clarify meaning on a range of general and curricular topicsS3 Give an opinion at discourse level on a range of general and curricular topicsS4 Respond with increasing flexibility at both sentence and discourse level to

unexpected comments on a range of general and curricular topics

S5Summarise what others have said on a range of general and curricular topics

S6Link comments to what others say at sentence and discourse level in pair, 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 topicsReading 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 activitiesR3 Read independently a range of short simple fiction and non-fiction texts with

confidence and enjoymentR4 Understand the main points of a wide range of short, simple texts on general

and curricular topics by using contextual cluesR5 Understand independently specific information and detail in short, simple texts

on a range of general and curricular topicsR6 Recognise the difference between fact and opinion in short, simple texts on a

wide range of general and curricular topicsR7 Recognise the attitude or opinion of the writer in short texts on a wide range of

general and curricular topicsR8 Use independently familiar paper and digital reference resources to check

meaning and extend understandingWriting 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 independentlyUse of English High A1

UE1 Use a limited range of abstract nouns and compound nounsUse double genitive structures : a friend of theirson 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 ]

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on a range of general and curricular topicsUE8 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 mannerUse pre-verbal, post-verbal and end-position adverbson 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 phrasesBegin to use dependent prepositions following adjectiveson a range of general and curricular topics

UE15 Use the pattern verb + object + infinitive give/take/send/bring/show + direct/ indirect objectBegin 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 clausesUse a range of defining and non-defining relative clauses with which who that whose whomon 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:


English curriculum content


TERM 1 TERM 2 TERM 3 TERM 4Module 1 Me and others

- Unit 1 Family and Friends

- Unit 2 Routines- Unit 3 All in a Week

Module 2 Different Times- Unit 4 Day and Night- Unit 5 Around Town- Unit 6 Landmarks and museums

Module 3 Getting here

- Unit 7 Going Places- Unit 8 At the shops

Module 4 Stuff-Unit 9. What are things made of?

-Unit 10 Food around the world

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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

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Module 1. Me and Others

Unit 1. Family and friends

Syllabus code

Learning objective Activities

S1 provide basic information about themselves and others at sentence level on an increasing range of general topics.

talking about people in your family circle and circle of friends.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 peopleS2 ask questions to find out general information on an increasing

range of general and curricular topicsfocusing on the superlativeform of adjectives.

Resource: Worksheet: questions prompts : …. old person you know?

…. good friend you have?UE3 use a general and curricular topics growing range of

superlative adjectives [both regular and irregular] on a limited range of

listening to young people talkingabout who they are most like.

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

range of general and curricular topicsfocusing on verb + like structure

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 general and curricular topics

Completing a ‘Just like me’

UE14 use preposition like to describe things spell most high-frequency words

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W7 accurately for a limited range of general and curricular topics when writing independently

poem

Comment: display opportunity [possibly with photos]S6 communicate meaning clearly at sentence level during, pair,

group and whole class exchangestalking about when you send cards and messages to family and special friends.

R4 understand the main points of an increasing range of short simple texts on general and curricular topics by using contextual clues

reading different cards and messages

Resource: worksheet: Have youever sent ….. [tick / X] Multiple-matching tasks

UE6 use basic quantitative pronouns some, any, something, nothing anything on a limited range of general and curricular topics

focusing on use of quantitativepronouns

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

comments on an increasing range of general and curricular topics

talking about short greetings and responses.

Resource: worksheet: matching/finding responses to what others say

W6 use with some support appropriate layout at text level for a limited range of written genres on familiar general and curricular topics

writing and replying to short cards messages / notes

Resource: guided writing prompts for different scenarios...L6 deduce meaning from context in short, supported talk on an

increasing range of general and curricular topicslistening to the problems that different friends are having

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

patterns use infinitive of purpose on a limited range of general and curricular topics

focusing on verb + infinitive and verb + ing patterns e.g. like, enjoy, prefer, I’d like

Resource: worksheet: completion, matching and dialogue building tasksS1 provide basic information about themselves and others at

sentence level on an increasing range of general topicstalking about what you enjoy doing with friends

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Resource: worksheet: activity Ranking enjoy ....don’t like so muchS2 ask questions to find out general information on an increasing

range of general and curricular topicsasking about the best place to go– 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

comments on an increasing range of general and curricular topics

guessing what someone is doing in a game of ‘charades’

Comment: Divide class into teams and keep scoresR5 understand with little or no support specific information and

detail in short, simple textsreading short texts about whatyoung people are good at.

Resource: multiple-matching and yes/not doesn’t say taskR7 recognise the attitude or opinion of the writer in short texts on

an increasing range of general and curricular topicsfocusing on asking tag questions

Resource: worksheet: matching, completing tasks

UE5 use questions ,including tag questions to seek agreement, and clarify on a limited range ofgeneral and curricular topics

asking about students’ talentsYou’re a good musician, aren’t you? around the class.

Resource: worksheet: put the name of the person in the class who you think can break dance is a good skateboarder is a musician etcS2 ask questions to find out general information on an increasing

range of general and curricular topicsW3 write with support factual and imaginative descriptions at text

level which describe people, places and objectswriting an e-mail to a friend introducing another member ofclass

Comment: bring puppet making materials display opportunity and opportunity to use puppets in future communication tasks

Resource: guided writing templateL1 understand a sequence of supported classroom instructions listening to instructions on how to make a hand puppet of themselvesS1 provide basic information about themselves and others at

sentence level on an increasing range of general topicssharing information about themselves in a mingling activityusing the puppets

Resource: worksheet: completion

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My full name is …. I look … I’m good at …

Unit 2 Routines

Syllabus code


S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

Talking about how tidy or messy you are.

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

increasing range of general and curricular topicsTalking about the order you do things in the morning

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 on a limited range of general and curricular topics

Focusing the use of present simple in talking about routines/ habits.

Resource: Worksheet: sentence matching / completion tasks

UE9 use simple present forms regular and irregular forms to describe routines, habits and states on a limited range of general and curricular topics

Listening about different routines that people have for‘good luck’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 themselvesR5 understand with little or no support specific information and

detail in short, simple textsReading about the routines of two well-know people.

Resource: elicit / pre-teach vocabulary for household / morning activities

Resource: Multiple matching tasksR6 recognise the difference between fact and opinion in short,

simple texts on an increasing range of general and curricular Focusing on determiners and quantifiers in talking about routine activity

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topicsResource:

Multiple-matching / fact or opinion tasks Worksheet: multiple-choice / text completion tasks.

UE4 use quantifiers many much , a lot of ,a fewUE6 use determiners including any no each every on a limited range of

general and curricular topicsTalking about how much / how little / how often you do things

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, group and whole class exchanges

Reading short texts or doing internet research about average children statistics.

Resource: worksheet: table completion chart showing averages students put names on, below or above the lineR5 understand with little or no support specific information and

detail in short, simple textsResource:

worksheet: table completion chart showing averages students put names on, below or above the lineUE1 use a growing range of common noun phrases describing

times and location, on a limited range of general and curricular topics

Focusing on time and location noun phrases.

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

of general and curricular topicsTalking about what is the same/different in our school.

Resource: Worksheet: relating to previous listening same / different start of the dayclothes /music/ lunch etc...L5 understand most specific information and detail of short,

supported talk on a wide range of familiar topicsListening to pupils from another country describe their school routine

Resource: Grid completion / multiple- matching tasks

W2 write with support a sequence of short sentences in a paragraph on a limited range of general and curricular topics

Writing a description of school routine in an e-mail to send to pen pal in a school in another country.

Resource: Guided writing templateS3 Give an opinion at sentence level on an increasing range of

general and curricular topicsW4 use joined-up handwriting in a range of written work across the

curriculum with some speed and fluency.Talking about when your routine changes. Students then discuss in pairsanother reason why the routine might change. Then read this out and other

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groups guess which routine they mean.Resource:

Worksheet: students match routine changes to incomplete reasons e.g. There’s no school, /There’s snow.


Listening to voicemails about changes in plan

Resource: Multiple-matching tasks

W8 punctuate written work at text level on a limited range of general and curricular topics with some accuracy when writing independently

Improving punctuation and correcting a poorly written.

Resource: Short text to be corrected

W6 use with some support appropriate layout at text level for a limited range of written genres on familiar general and curricular topics

Writing a short note to your teacher explaining a change.

Resource: Guided writing template

UE1 use common noun phrases describing times and location, on a limited range of general and curricular topics

Focusing on expressions of time. Focusing on and asking questions about 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 general and curricular topics

Talking about typical school day and weekend activity

Resource: Question completion tasksS2 ask questions to find out general information on an increasing

range of general and curricular topicsReading about a typical week of a child from a different part of the world.

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 tasksR6 recognise the difference between fact and opinionR7 recognise the attitude or opinion of the writer in short, simple

texts on an increasing range of general and curricular topicS3 give an opinion at sentence level on an increasing range of

general and curricular topicsTalking about adjectives that describe feelings.

Resource: Worksheet: matching adjectives to feeling sketches/faces

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UE11 make somebody/something + adj on a limited range of general and curricular topics

Focusing on make s/o / sth + adjective structure

Resource: Worksheet: Name something that... makes you sleepy etcS1 provide basic information about themselves and others at

sentence level on an increasing range of general topicsResource:

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 understandingResource:

circle the amount/number that’s good for youR5 understand with little or no support specific information and

detail in short, simple texts

Unit 3 All in a Week

Syllabus code


W4 use joined-up handwriting in a range of written work across the curriculum with some speed and fluency

Listening to a nurse talking about staying healthy [how much of something 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

simple texts on general and curricular topics by using contextual clues

Making a good for / not good for you poster. Reading descriptions of differentTV programmes and matching them to type of programme

Resource: questions to answer Poster template

R8 use with some support familiar paper and digital reference resources to check meaning and extend understanding

Focusing on pronouns something, nothing anything.

UE6 use pronouns some, any, something, nothing anything on a limited range of general and curricular topics

Talking about your typical TV viewing week. Students ask and answer questions about their schedules

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Comment: keep scores winning points for correct guesses /losing them for incorrect ones

Resource: Multiple-matching and check the meaning of the highlighted words tasks

S2 ask questions to find out general information on an increasingrange of general and curricular topics

Writing a description of a well- known TV programme


Resource: Worksheet: question completion Do you watch ___ everyday?

Is there ___ you always watch with your parents?S1 provide basic information about

themselves and others at sentence level on an increasing range of general topics

Students write down eight factsabout a programme in groups of three. They read these out one at a time

W7 spell most high-frequency words accurately for a limited range of general and curricular topics when writing independently

Writing out and ordering facts into a whole descriptive paragraph for display

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 range of general and curricular topics

Focusing on the use of determiners any no each every

L5 understand most specific information and detail of short, supported talk on a wide range of familiar topics

Listening and working out ‘weekly’ problems

Module 2 Different Times

Unit 4 Day and Night

Syllabus code


S3 give an opinion at sentence level on an increasing range of general and curricular topics

Talking about when it gets dark

Resource:

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Worksheet: winter day timeline /summer day timelineUE9 use simple present forms to describe routines, habits and

states on a limited range of general and curricular topicsFocusing on simple present forms in talking about earth, stars, moon etc...

R4 understand the main pointsComment:

you may want to project key orbit diagramsResource:

Worksheet: questions What goes round the sun? What comes out at night?R5 understand with little or no support specific information and

detail in short, simple texts on an increasing range of general and curricular topics

Reading short texts with diagrams about orbit of earth and moon.

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,

group and whole class exchangesTalking about what ‘lights’ in the dark are for.

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 purposeUE16 use conjunction so …..to link parts of sentences on a limited range of

general and curricular topicsFocusing on the use of the infinitive of purpose / conjunction ‘so’

Resource: Worksheet: completion and matching tasks e.g. so cars can see youR6 recognise the difference between fact and opinion Reading about ‘fireflies’

Resource: Table completion yes, no, doesn’t say taskR5 understand with little or no support specific information and


L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics

Listening to the song Fireflies by Owl City

Resource:

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Worksheet: lyric completion e.g. earth turns stay awake fall asleep worksheet: chorus to sing along toS3 give an opinion at sentence level on an increasing range of

general and curricular topicsTalking about day and night animals.

Resource: Worksheet: which animals come out at night bees, rats chickens, cows, foxes bats, owls ,mice, pigeon etcS6 communicate meaning clearly at sentence level during, pair,

group and whole class exchangesTalking about which animals you hear in the night


Listening to the first part of a night-time story: e.g. The owl who was afraid of 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 of sentences on a limited range of general and curricular topics

Focusing on conjunctions in telling stories

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 general and curricular topics with some accuracy when writing independently

Writing out and putting punctuation into an extract of thestory

Resource: Worksheet: short extract including dialogue with no punctuationR3 read with some support a an increasing range of short fiction

and non-fiction texts with confidence and enjoymentReading second part of the night-time story.

Resource: Multiple – matching / text summary completion tasks

UE5 use questions /What else/next?UE10 use past continuous forms for background actionsUE9 irregular forms on a limited range of general and curricular

topicsFocusing on simple past and pastcontinuous questions

Resource: Worksheet: direct comprehension questionsS8 relate basic stories and events on a range of general and

curricular topicsTalking about things you do to get ready for bed. Telling anotherstudent your night time routine.


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Resource: Worksheet: tick the things you do : brush teeth , drink

something say good night, read something , comb your hair ,turn off the light etcW1 plan, write, edit and proofread work at text level with support

on a limited range of general and curricular topicsWriting a poem entitled Night Time

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 code



talking about different types of houses and why it would be good to live them

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 increasing range of general and curricular topics

listening to descriptions of other types of shelter/structure and what they are used for.

L1 understand a sequence of supported classroom instructions

listening and following instructions for drawing different structures e.g. draw a 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

formsfocusing on the perfect[indefinite time] simple past [definite time]

UE7 use simple perfect forms of common verbs to express what has happened[indefinite time] on a limited range of general and curricular topics

talking about structures you’ve been in and when and where it was. Students tick places they’ve been, tell another. Other student asks when / where.

Comment:for this activity do not have previous worksheets in viewResource:

dialogue matching and completion activities Worksheet of all types of house and structures aboveUE12 use adverbs of definite time : last week, yesterday

S2 ask questions to find out general information on an increasing range of general and curricular topics

talking about different types of place around town.

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reading signs from public places and working out where you would see them.reading incomplete signs and completing them.

Resource: multiple-matching and multiple-choice tasksUE13 use might may could to express possibility on a limited range of

general and curricular topicsfocusing on the use of modal verbs to talk about possibility Students speculate about what these things are and which place you might see them

Resource: worksheet: range of words to complete signs/notices


listening to conversations and deciding where around town the people are.

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 limited range of general and curricular topics

focusing on questions you might ask/ be asked in public places


S7 keep interaction going in basic exchanges on a growing range of general and curricular topics

students model short dialogues Talking about where the questions might be 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, nothing

anything on a limited range of general and curricular topicsfocusing on the use of pronouns some any, anything etc...

R5 understand with little or no support specific information and detail in short, simple texts on an increasing range of general and curricular topics

reading different advertisements for things on for young people in town

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

genres on familiar general and curricular topicswriting: exchanging e-mails with a friend you are visiting for

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Comment:possible display with images from previous taskResource:

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


talking about different types of vehicle

Comment: possible display with images from previous task

Resource: Worksheet: completing vehicle words on a tally chart. ca _ , __an , lorr_ , emergenc _, vehicl_, etcUE8 use future forms will for predictions focus on making predictions

Resource: Worksheet: complete with your predictions : We won’t _____ There will be more pedestrians._____


conducting a traffic survey from a window/ playground etc...


talking about whether their predictions were correct and using data to make a bar chart about number of vehicles that go past school per hour.

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

students write a paragraph on results Bar chart to complete.Guided writing template


Resource: students use a tally chart from first activity to note traffic observations for about 20 minutes

Unit 6. Landmarks and Museums

Syllabus code



talking about different national landmarks.

Resource: worksheet: name a …

- famous castle / palace - river/ mountain

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- building/stadium etc…UE17 use defining relative clauses with which who that where to give

details on a limited range of general and curricular topicsfocusing on relative clauses in talking about national landmarks

Resource: worksheet: completion / matching tasks is the place where ... Is the mountain which ….


listening to people talking about world famous landmarks

Resource: multiple-matching sketch/ image taskW5 link with some support sentences into a coherent

paragraph using a variety of basic connectors on a limited range of general and curricular topics

writing an e-mail to a pen pal abroad telling them about a national landmark.


L1 understand a sequence of supported classroom instructions

listening and following instructions for copying and pasting a photo into an e-mail

Resource: prepare a simple set of ICT instructions, students will need to use a computer alone or in groupsR5 understand with little or no support specific information and


reading short texts about local landmarks [not named] and matching them to numbers of the map.

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 jumbled text by adding information to it.

Resource: worksheet: jumbled text with conjunctions highlighted Worksheet ; information to add e.g. information that can be added in the form of relative

clausesS6 communicate meaning clearly at sentence level during,

pair, group and whole class exchangestalking about the kind of things you find in museums.

Resource: worksheet: which things might you see?R4 understand the main points of an increasing range of short

simple texts on general and curricular topics by using contextual cluesrecognise the difference between fact and opinion in short, simple texts on an increasing range of general and

reading about the Vikings and their way of life talking and speculating about what museum exhibits [Viking] could be and what they’re made from

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curricular topicsResource:

weapons /coins / clothes/toys yes, no, doesn’t say task.R6 respond with limited flexibility at sentence level to

unexpected comments on an increasing range of general and curricular topics

focusing on the use of modal forms [possibility].

Resource: possibly project images of exhibits in PowerPointUE13 use might / may could to express possibility

Resource: worksheet: images of exhibits Worksheet: Exhibit 1 It might be I think it’s made ofR4 understand the main points of an increasing range of short


reading in which students match museum exhibits from their culture to exhibit descriptions

Resource: multiple-matching tasksR3 Read with some support an increasing range of short fiction

and non- fiction texts with confidence read with and enjoyment

researching an exhibit from students’ culture using the internet.

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 topicsComment:

possible display opportunityResource:

guided writing templateW3 write with support factual and imaginative descriptions at

text level which describe people, places and objectstelling the rest of the class about your exhibit. But including one false fact.

S8 relate basic stories and events on a range of general and curricular topics

[other students guess the false fact]

L3 Use a growing range of participle adjectives and a growing range of adjectives in the correct order in front of nouns on

team quiz on world landmarks

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a range general and curricular topicsComment:

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 code



talking about different types of transport

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 2Resource:

multiple-matching and multiple-choice tasksL7 recognise the opinion of the speaker(s) in basic, supported

talk on an increasing range of general and curricular topicsreading transport signs and notices and saying where you would see them

Comment: Activity 3

Resource: multiple-matching tasks e.g. fasten your seatbelts/planeR4 understand the main points of an increasing range of short


writing signs and notices for a school bus

Comment: Activity 4 display opportunityW6 use with some support appropriate layout at text level for a

limited range of written genres on familiar general and

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curricular topicsComment:

provide frames for signs and notices to be written inResource:

writing prompts: getting on / off / sitting down / keeping clean / bags etc...S6 communicate meaning clearly at sentence level during,

pair, group and whole class exchangestalking about the best way to go places.

Comment: Activity 5

Resource: worksheet: What’s the best way … go to shops go to the countrysideUE3 use a growing range of adjectives and comparative and

superlative adjectives [both range of general and curricular topics

focusing on comparison of adjectives.

Comment: pre-teach: on foot by bike etc...

Resource: worksheet: completion task : It’s easier It’s quicker … Activity 6R5 understand with little or no support specific information and


reading a short city transport guide.

Comment: Activity 7

Resource: worksheet: matching… more comfortable than...R6 recognise the difference between fact and opinion in short,

simple texts on an increasing range of general and curricular topics

asking for and following directions on the London Tube map.

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 StadiumUE1 use common noun phrases describing times and location,

on a limited range of general and curricular topicsfocusing on phrases to talk about time and location.

Comment:

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Activity 9Resource:

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,

supported talk on a wide range of familiar topicslistening to automated recording of different bus routes and times.

Comment: Activity 10

Resource: map of town places and bus routesW2 write with support a sequence of short sentences in a

paragraph on a limited range of general and curricular topics

writing a short description of a bus or train journey students regularly do /have been on.


Resource: multiple-matching different people’s needsS2 ask questions to find out general information on an

increasing range of general and curricular topicsasking about the things you might need on a school trip.


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


Resource: worksheet: matching headings to sections of info sheetUE8 use future forms be going to to talk about already decided plans

on a limited range of general and curricular topicsfocusing on future form ‘going to’ Focusing on infinitive of purpose


Resource: worksheet: ‘going to’ questions? about information in above reading.UE15 use infinitive of purpose on a limited range of general and

curricular topicsguessing why other students are going to take things.

Comment:1. Activity 15

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S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

on front of blank card students write: e.g. I’m going to take a box on back they write [for others to guess] e.g. to put my lunch in

Comment: Activity 16Resource:

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 detail in short, simple texts on an increasing range of general and curricular topics

researching a more unusual vehicle/means of transport online


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

increasing range of general and curricular topicspresenting a short talk to class about means of transporttalking about which one is the‘ transport’ odd-one-out and

Comment: Activity 18 project images of vehicles

Resource: worksheet: questions to answer


saying why


Resource: worksheet set of images e.g. car seat / plane seat / bike saddle dingy


alking about the points of the compass and degrees.

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:

pre-teach directional words clockwise, turn , face

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R3 read with some support a an increasing range of short fiction and non-fiction texts with confidence and enjoyment

reading the story of Hansel and Gretel (class reader)l [or another story about getting lost]

Resource: worksheet: sentence matching tasksUE16 use conjunctions so , if, when , where, before, after to link parts

of sentences on a limited range of general and curricular topicsfocusing on conjunctions

Resource: worksheet: completing a story summary with missing conjunctions.

Unit 8. At the shop

Syllabus code



asking and talking about what you find in different sections in a supermarket.

Comment: pre-teach key supermarket vocabulary e.g. check-out diary products etc

Resource: Worksheet: matching products to sections of a supermarket


listening to short conversations in supermarkets and identifying which section people are in.

Resource: Worksheet: matching items to the type of container/ packaging they come in


writing a shopping list for a friend to get for you.

Resource: Supermarket diagram from previous task /multiple-matching taskW7 spell most high-frequency words accurately for a limited

range of general and curricular topics when writing independently

students then give their shopping lists to another group who have to guess what their activity is.

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 -going on a tripResource:

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Guided writing templateR4 understand the main points of an increasing range of short


reading shop signs and notices.

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 range

general and curricular topicsfocusing on quantifiers and quantitative pronouns.

Resource: Multiple-matching signs to interpretations : e.g. sale ends Saturday / you pay less this weekUE6 use quantitative pronouns some, any, something, nothing

anythingbuilding short dialogues that occur in shop situations

Resource: Text and dialogue completion tasks


listening to dialogue at the shop describing possibility and suggestion

Resource: Completing chartUE13 use might may could to express possibility use shall [for

suggestions] on a limited range of general and curricular topicsbuilding / completing short shop dialogues and acting these out

Resource: Worksheet: matching statements / questions to responses


talking about and working out how much things cost.

Resource: Give students a list of items and see which group gets closest to total to current supermarket pricesUE4 use determiners including any no each every on a limited range

of general and curricular topicsfocusing on determiners in word money problems.

Resource: Worksheet: how much does each one cost / how much change / how many coins etc


listening about party activities and making party plans

Resource:

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Multiple-matchingR2 read and follow with limited support familiar instructions for

classroom activitiesreading instructions about shopping for a party and the budget you have to spend


listening about whether party shopping list is completed or not

UE7 use simple present perfect forms of common verbs to express what has happened

focusing on verb+ adjective and verb +like structure

UE12 use adverbs of indefinite time yet ever already always students model question / response sequences to classS5 organise talk at sentence level using connectors on an

increasing range of general and curricular topicstalking about party shopping/ budgets and comparing what you’ve put in your 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 general and curricular topics

talking about shopping malls and what they have in them

Resource: Worksheet: students tick things they think they will hear mentioned


listening about where you can find things in a shopping mall

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?

UE11 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 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


R4 Understand the main points of an increasing range of Reading short product descriptions and completing them with missing lines

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short simple texts on general and curricular topics by using contextual clues

Resource: Multiple-matching tasks

L1 Understand a sequence of supported classroom instructions

Listening and following instructions for making a pair of cut-out glasses.

W3 Write with support factual and imaginative descriptions at text level which describe people, places and objects

Students then make their own ‘extra stylish’ pair and write a short description of them.

R1 Recognise, identify and sound with some support a range of language at text level

Get other students to model the glasses as the descriptions are read out

Comment: Display opportunity

Resource: Description prompts / template

Module 4 Stuff

Unit 9. What are things made of?

Syllabus code


S1 Give an opinion at sentence level on an increasing range of general and curricular topics

talking about what things are made of.

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

topicsfocusing on the is made/are made of... structure.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


Comment:

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if context permits get students to go round school investigatingResource:

Worksheet: materials / object grid to completeR5 understand with little or no support specific information and


reading about where rubber comes from and what is made from it.

Comment: bring small objects to put in feely bag

Resource: Multiple-matching and true/false tasks


feeling things in a bag and saying what it is made of.


talking about the properties of materialsFocusing on comparative adjectives

Comment: pre-teach properties words

Resource: Worksheet grid: waterproof / flexible / transparent / strong /glass/ woodUE3 use a growing range of adjectives and comparative and

superlative adjectives [both regular and irregular] on a limited range of general and curricular topics

reading a materials word search. Circle correctly spelt words they find.

Resource: Worksheet: Which is better for a sun hat plastic or cloth. WhyR1 recognise, identify and sound with some support a range of

language at text leveltalking about why the following are a good / bad idea

S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

Word search sheet

Resource: Worksheet rubber shoes plastic cups glass doors etc.

S3 Give an opinion at sentence level on an increasing range of general and curricular topics

talking about protective clothing

Resource: Worksheet: matching clothing items to different materials to form different


listening about different things that different people [ doctors, firemen, divers, ballerinas etc] wear

Resource:

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compounds e.g. plastic helmet rubber gloves Multiple-matching / sentence completion tasksUE10 use present continuous forms to talk about present

activities on a limited range of general and curricular topicsfocusing on the present continuous [describing what someone is doing]

Resource: Worksheet: students match/complete sentence beginnings to images and sentence endings e.g. The diver is wearing a rubber suit / to keep warmUE15 use infinitive of purpose on a limited range of general and

curricular topicsfocus on infinite of purpose to explain actions


listening and identifying people in a picture from the clothes, items they have with them.

Resource: Worksheet: matching names to character in a street scene


talking about which materials absorb waterListening 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 / sometimesW4 use joined-up handwriting in a range of written work across

the curriculum with some speed and fluencystudents write down what it sounds like

Resource: Worksheet [optional]: jumbled images to prompt. e.g. rain on an umbrella / sea on the beach.UE11 use be/sound like

use future forms will for predictions on a limited range of general and curricular topics

conducting an experiment on different types of paper to see which is the most absorbent

Resource: Worksheet: matching paper materials to be tested to a predictionW5 link with some support sentences into a coherent


completing an experiment observation.

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 code


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talking about food that grows in hot places and food that grows in colder places

Resource: Worksheet: Venn diagram and foods to assign to categories e.g potatoes, pineapples


talking about food you like to eat in hotter/colder months

Resource: Worksheet: season timeline students place foods on it when they eat them


listening about foods that originally come from the world’s rainforests

UE9 use simple present forms and simple past regular and irregular on a limited range of general and curricular topics

focusing on do you / did you questions.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/ EthiopiaUE7 keep interaction going in basic exchanges on a growing

range of general and curricular topicsI do Did you know it comes from … Really, that’s

Resource: Worksheet: dialogue completion Cards indicating a food from previous listening.R3 Reading with some support an increasing range of short

fiction and non-fiction texts with confidence read with and enjoyment

reading [Part 1] about the 17th century spice island wars e.g. Banda Islands

Comment: pre-teach: words colony, trade, spices e.g. cloves

Resource: Correcting false statements task.


listening to a dramatic episode from the story.

Resource: True/ false taskR4 understand the main points of an increasing range of short


reading [Part 2] about the resolution of the Spice Island Wars [ New Amsterdam / New York]

Resource: Multiple-matching tasksUE16 use conjunctions so , if, when , where, before, after to link parts

of sentences on a limited range of general and curricular topicsfocusing on conjunctions to link parts of sentences in a jigsaw summary of the spice island story.

Resource:

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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




talking about food [dishes] from around the world.

Comment: possibly show foods on slides

Resource: Matching dishes to flags[country of origin] /


listening to general descriptions of different types of food eaten in different countries.

Resource: guessing where they are from Multiple matching task aboveUE9 use simple perfect forms of common verbs to express what

has happened [indefinite time] on a limited range of general and curricular topics

focusing on use of perfect forms. Have you ever eaten/tried/ made

Resource: Worksheet: prompts such as food by nation – Mexican etc.


talking about local/traditional and international food.

Resource: food by colour [ red soup, pink fish] food by cooking [fried boiled etc...] Worksheet: students list food they eat in each category


asking about ingredients in food. Reading: matching descriptions of cooking 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

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 make.

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instructionsResource:

Ingredients for making three to five simpleUE12 use be/look/sound/feel/taste/ smell like focusing on structures verb + adjective [smells nice] and

be/look/sound/feel/taste/smell like.Comment:

Display opportunityResource:

common dips e.g. Mexican guacamole, Greek tzadziki, Turkish spiced cheese., Indian raita, etc.W7 spell most high-frequency words accurately for a limited

range of general and curricular topics when writing independently

students look, smell and taste and write down responses.

W3 write with support factual and imaginative descriptions at text level which describe people, places and objects

writing a description of how to make their favourite dip.


reading : sorting jumbled recipes

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 jumbledW1 plan, write, edit and proofread work at text level with

support on a limited range of general and curricular topicsrewriting a recipe and changing six details

R8 use with some support familiar paper and digital reference resources to check meaning and extend understanding

encourage students to use digital reference resource to help them.

Resource: Give pairs of students different recipe computer text to alter and print outR3 with some support an increasing range of short fiction and

non- fiction texts with confidence read with and enjoymentreading altered recipes to spot details that may have been changed

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

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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. 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 itemsThere are five parts. Each part begins with one example. All tasks are heard twice.Part 1In 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

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Summary of the Listening test


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

5

2 Listening for names, spellings and other information

Form or page of a notepad with missing words and dialogue

Write words or numbers in gaps 5

3 Listening for words, names and detailed information

Picture sets and list of illustrated words or names and dialogue

Match pictures with illustrated word or name by writing letter in box

5

4 Listening for specific information of various kinds

3-option multiple-choice pictures and dialogues

Tick boxes under correct pictures 5

5 Listening for words, colours and specific information

Picture and dialogue Carry out instructions to colour, draw and write(Range of colours is: black, blue, brown, green, grey, orange, pink, purple, red, yellow)

5

Example for speaking test 7–9 minutes/4 partsThe 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 1The 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 2The 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 3The teacher shows the student a sequence of five pictures which show a story. The student is asked to describe the pictures.Part 4The teacher asks the student some personal questions on topics such as school, holidays, birthdays, family and hobbies.

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Summary of the speaking test

Parts Main skill focus Input Expected response

1 Understanding statements and responding with differences

Two similar picturesOral statements about picture

Identify six differences in candidate’s picture from statements about examiner’s picture

2 Responding to questions with short answersForming questions to elicit information

One set of facts and one set of question cues Answer and ask questions about two people, objects or situations

3 Understanding the beginning of a story and then continuing it based on a series of pictures

Picture sequence Describe each picture in turn

4 Understanding and responding to personal questions

Open-ended questions about candidate Answer personal questions

Sample rubric for speaking

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

Fluency Speaks clearly, with little hesitation that does not interfere withcommunication

Speaks with some hesitation, but it does not usually interfere withcommunication

Speaks with some hesitation, which often interferes with communication

Hesitates toooften when speaking, which often interferes withcommunication

Production of appropriate and extended responses

almost always clear pronunciation, uses appropriate and extended responses

usually clear pronunciation with a few problem areas, uses some appropriate and extended responses

Pronunciationerrors sometimes make it difficult to understand, uses few extended responses

Frequent problems with pronunciation and uses no extended responses

Grammar and Vocabulary

Good use of vocabulary and correct grammar for describing scene picture

Adequate use of vocabulary and grammar for describing scene picture

Weak use of vocabulary and correct grammar for describing scene picture

Inadequate use of vocabulary and correct grammar for describing scene picture

Reading: Peer-assessment

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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,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 (afew 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 Englishthese days?9. Can you describe what makes a good reader?10. How can you become a betterreader?

Example reading and writing test

40 minutes/50 itemsThere 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 1In 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 2Students 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

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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 7Students 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 from. Both lexis and grammar are tested in this task.

Summary of the reading and writing test

Parts Main skill focus Input Expected responseNumber of questions

1 Reading definitions and matching to wordsCopying words

Nouns and definitions Copy the correct words next to the definitions

10


Picture and sentences Write ‘yes’/‘no’ 7

3 Reading and completing a continuous dialogueWriting letters

Half a dialogue with responses in a box

Select correct response and write A–H in gap

5

4 Reading for specific information and gistCopying words

Cloze text with words in a box Choose and copy missing words correctly. Tick a box to choose the best title for the story

6

5 Reading a storyCompleting sentences

Story, picture and gapped sentences

Complete sentences about story by writing one, two, three or four words

7

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6 Reading and understanding a factual textCopying words

Gapped text and 3-option multiple-choice (grammatical words)

Complete text by selecting the correct words and copying them in the corresponding gaps

10

7 Reading and understanding a short text (e.g. page from diary or letter)Providing words

Gapped text Write words in gapsNo answer options given

5

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.

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 EmergingCan retell the Re-tells the story Re-tells the story Re-tells the story orally, may have Re-tells the

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story orally in propersequence using a lot of detail.

in propersequence anduses somedetail

1 or twomistakes withthe sequence.Uses somedetails

story, hasseveralmistakes in thesequencing.Uses few details.

Can write asummary ofthe story

Writes 5important detailsabout relevantparts of the story

Writes 3 or 4important detailsabout relevantparts of thestory

Writes 2 or 3 details about the story. May not relevant parts of the story

Writes fewrelevant detailsabout the story

Can relate thestory topersonalexperiences

Can relateseveral events or characters in the story to personalexperiences

Can relate a few events orcharacters in the story to personalexperiences

Can relate 1event orcharacter in the story topersonalexperience

Is unable tomake anyconnectionswith the eventsor characters in the story

Can formulatequestionsfrom the story

Can ask severalmeaningful andwell formulatedquestionsreferring to thestory

Can ask a fewmeaningfulquestionsreferring to thestory

Can ask 1 or 2questions about the story. Lackdetail

Is unable toformulate anyquestionsreferring to thestory

Canunderstandand usevocabularyfrom the story

Can define anduse several newvocabulary words from the story

can define anduse a few newvocabularywords from thestory

can define 1 or2 new vocabularywords from thestory

Is unable todefine newvocabularywords from thestory

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…

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

PunctuationPeriods and commasQuestion marksCapital letters(proper names, beginning of sentences)Quotation mark ("…")SpellingS-V-O/S-V-C formationWord/verb agreementConjunctions (and, but, then)Prepositions (on, in, into, under etc)Articles (a, an, the)SpellingCorrect spellingOtherNeat writingOverall writing (paragraphs)Main ideaWell 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 Code Learning objective

Listening Low A2L1 Understand longer sequences of classroom instructions with little or no supportL2 Understand more complex unsupported questions which ask for personal informationL3 Understand more complex questions on a range of general and curricular topics with

little or no supportL4 Understand the main points in both short and extended talk with little or no support on a

range of general and curricular topicsL5 Understand specific information and detail in both short and extended talk on a range of

general and curricular topics with little or no supportL6 Deduce meaning from context in both short and extended talk on a range of general and

curricular topics with little or no supportL7 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 supportL8 Understand both short and extended narratives with little or no support on a range of

general and curricular topicsL9 Identify rhymes, onomatopoeia and rhythm

Speaking Low A2S1 Provide detailed information about themselves and others at discourse level on a wide

range of general topicsS2 Ask questions to clarify meaning on a range of general and curricular topicsS3 Give an opinion at discourse level on a range of general and curricular topicsS4 Respond with increasing flexibility at both sentence and discourse level to unexpected

comments on a range of general and curricular topicsS5 Summarise what others have said on a range of general and curricular topics

S6Link comments to what others say at sentence and discourse level in pair, 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 Low A2R1 Recognise, identify and sound independently a wide range of language at text levelR2 Read and follow independently familiar instructions for classroom activitiesR3 Read independently a range of short simple fiction and non-fiction texts with confidence

and enjoyment

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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 Low A2W1 Plan, write, edit and proofread work at text level with some support on a range of

general and curricular topicsW2 Write with some support about factual and imaginary past events, activities and

experiences on a growing range of general and curricular topicsW3 Write with some support about personal feelings and opinions on a limited range of

general and curricular topicsW4 Use joined-up handwriting in all written work across the curriculum with appropriate

speed and fluencyW5 Link sentences into coherent text using a variety of basic connectors on a range of

general and curricular topics when writing independentlyW6 Use independently appropriate layout at text level for a growing range of written genres

on familiar general and curricular topicsW7 Spell most high-frequency vocabulary accurately for a range of familiar general and

curricular topics when writing independentlyW8 Punctuate written work at text level for a range of general and curricular topics with

some accuracy when writing independentlyUse of English Low A2

UE1 Use a limited range of abstract nouns and compound nounsUse 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 mannerUse 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 phrasesBegin to use dependent prepositions following adjectives on a range of general and

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curricular topicsUE15 Use the pattern verb + object + infinitive give/take/send/bring/show + direct/ indirect

objectBegin 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 clausesUse a range of defining and non-defining relative clauses with which who that whose whom on a range of general and curricular topics





TERM 1 TERM 2 TERM 3 TERM 4Module 1. My worldUnit 1. All about meUnit 2. At schoolUnit 3. Sports and Fitness

Module 2. Past and Present- Unit 4. Clothes- Unit 5. Time and Special Days- Unit 6 Inventions

Module 3. Different People- Unit 7.Survivor tales- Unit8.People and Jobs

Module 4. Making Decisions- Unit 9. Calculating- Unit10. Making plans

Approach to teaching and learningA 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:

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• 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 meSyllabus Learning Objective Activities

Codes

S1

provide detailed information about themselves and others at discourse level on a wide range of general topics

talking about yourself / preferences / habits. Students mingle and ask / answer. Ask 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 isL1 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 others at discourse level on a wide range of general topics

students then ask and answer questions

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

S1provide detailed information about themselves and 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:

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worksheet: names of relatives, years of birth to complete worksheet: questions toS2 ask questions to clarify meaning on a range of

general and curricular topicsComment:

ask about family members: oldest / youngest etc...R4 understand the main points of a wide range of

short, simple texts on general and curricular topics by using contextual clues

reading about names in different cultures

Resource: multiple-matching / yes /no / doesn’t say tasks

L4understand the main points in both short and 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 basic connectors on a range of general and curricular topics when writing independently

writing a paragraph about different names in your country.


UE3 use a growing range of adjectives in the correct order in front of nouns on a range general and curricular topics

focusing on adjectives for describing people and their appearance

Resource: worksheet: sorting adjectives into opposite pairs e.g. long / short wavy / straight

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 to different descriptions of people


Resource: worksheet: ordering adjectives in descriptions multiple-matching tasks worksheet: table

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talking about and describing yourself and your partner

Resource: completion of different features


writing a description of your hero /idol for a young person’s magazine

Resource:guided writing template. Meet … If you don’t know her / him check her / him out

UE7use simple perfect forms to express [recent, indefinite and unfinished past] on a range of general and curricular topics

focusing on things you have done before now students ask and answer questions

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 completionS1 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 exchanges

students then relate statements their partner makes to themselves

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 and curricular topics

reading about the things Mozart could do / did at different ages all about me ‘dictation’ poem.


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Resource: worksheet: fact or opinion task

W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics

Dictate to students 10 to 12 pieces of information about themselves to include in a poem e.g. your shoe size, something about your name, etc...…

Resource: poem template: I can’t play like Mozart but…

R1recognise, identify and sound independently a wide range of language at text level students read out poems

Resource: students arrange different information about themselves into a poem

Unit 2. At school


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

S1provide 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 extended general and curricular topics with talk on a range of little or no support

listening about a day in the life of a rural school in a developing country

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Resources: completion tasks worksheet: sentence

UE12use a range of adverbs [simple and comparative forms] including adverbs of manner focusing on comparative adjectives and adverbs

Resources: 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 clues

reading school signs and notices

Resources: completion task with jumbled adjectives matching signs to where you’d see them – use above visual

UE14begin to use some common prepositional verbs on a range of general and curricular topics

focusing on common prepositionalverbs

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 little or no support

listening and following different sequences of classroom instructions

S6link comments to what others say at sentence and discourse level in pair, group and whole class exchanges

completing from memory with another student weekly class timetable. Students 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

S1provide detailed information about themselves and others at discourse level on a wide range of general topics talking about other lessons, activities, clubs they would like in or after school.

UE13

use a growing range of modal forms including would [polite requests] could [polite requests] needn’t [lack of necessity] should, ought to [obligation] focusing on modals in the context of what you might write in emails / letters

Resources: worksheet matching and completion tasks

W6

use independently appropriate layout at text level for a growing range of written genres on familiar general and curricular topics writing an e-mail to the headmaster about a class / extra lesson you’d like

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Resources: 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 about schools in the past and what teachers / children used to do

Resources: labelling task images of: ink well, cane, dunce’s cap, slate, lines book etc...

S5summarise what others have said on a range of general and curricular topics students tell each other what they heard about the objects

Resources: worksheet: sentence completion relating to images above. e.g. Before pens…

UE9

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 curricular topics focusing on language for talking about habits / states in the past

Resources: worksheet: text summary completion task

R4

understand the main points of a wide range of short, simple texts on general and curricular topics by using contextual clues reading about Victorian children at work and the jobs the used to do

W2

write with some support about factual and imaginary past events, activities and experiences on a growing range of 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

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 students talking about different problems at school

Resources: multiple-matching tasks

S6link comments to what others say at sentence and discourse 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:

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encourage display opportunityResources:

worksheet: completion task if / unless

W7

spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics when writing independently making a poster A Happy School Do’s / Don’ts

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


UE1 use a limited range of abstract nouns and compound nouns focusing on compound nouns sports equipment / places you play…Comment:

pre-teach some vocabularyResource:

worksheet: matching compounds tennis racquet, running track worksheet: images of different sports / arranged in squares

S1provide detailed information about themselves and others at 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

L5understand specific information and detail in both short and extended talk listening to a sportsperson talking about their daily regime / things they use do

L7recognise the attitude or opinion of the speaker(s) in both short and extended talk

talking about using sports equipment: : students ask questions to find out what their partner uses pieces of equipment for: Are these running shoes? Do you 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

S1provide detailed information about themselves and others at discourse level on a wide range of general topics on different sports out of view of other student

L2 understand more complex unsupported questions which ask

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for personal information

R5understand independently specific information and detail in 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

R7recognise the attitude or opinion of the writer in short texts on a wide range of general and curricular topics

writing: Students plan and write a series of questions to ask this or another 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 curricular topics

reporting what others say to you /tell you to do in a memory game

Resource: students write provide context: opening line


writing: Students summarise previous sports star interview into a paragraph.. to be read out as if live post-interview on camera

R1 recognise, identify and sound independently a wide range of language at text level


talking about the different types of exercise students get

Resource: worksheet: students tick and talk about the activities they do

S3 give an opinion at discourse level on a range of general and curricular topics

talking about what’s good for what

Resource: worksheet: labelling image the body / organs

R6 recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics

reading about the benefits of doing exercise


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]116

short, simple texts on a range of general and curricular topicsComment:

provide a template /visualsW4 use joined-up handwriting in all written work across the

curriculum with appropriate speed and fluencyUE8 use a growing range of future forms including be going

to[predictions based on present evidence]L1 understand longer sequences of classroom instructions with

little or no supportlistening and following sets of instructions for warm-up / stretching exercises

Comment: pre teach key verbs: stretch place etc...

Resource: worksheet: on key exercise verbs

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 to what pulse rate is and how to check it

Resource: multi-matching picture tasks

R2 read and follow independently familiar instructions for classroom activities

reading instructions on how to conduct a pulse rate experiment

Resource: picture sequencing tasks test completion grid

S4 respond with increasing flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics

completing a pulse rate experiment and reporting results to whole class

Resource: worksheet: sentence completion of what test proves

Module 2. Past and present

Unit 4. Clothes


S3give an opinion at discourse level on a range of general and curricular topics talking about what different clothes and accessories can be made of

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Resource: worksheet: matching tasks clothes / accessories to materialUE3 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 beltUE9 use a range of active and passive simple present and forms focusing on simple passive forms is made of, can be made from

R3read independently a range of short simple fiction and non- 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...

S3give an opinion at discourse level on a range of general and curricular topics

telling another student [ranking] your preferences for the accessories. Your partner then

S6summarise what others have said on a range of general and curricular topics relates your fashion tastes to rest of class


Resource: multiple-matching guided writing template

W6

use independently appropriate layout at text level for a growing range of written genres on familiar general and curricular topics writing a lost property notice.

S7keep interaction going in longer exchanges on a wide range of general and curricular topics talking about fashion through the ages

Resource: worksheet images - matching styles to dates.

R5understand independently specific information and detail in 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

R6recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics

R4understand the main points of a wide range of short, simple texts on general and curricular topics by using contextual clues reading short advertisements for different clothing and items of uniform


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UE9use a range of active and passive simple past forms on a range of general and curricular topics focusing on language [passive second-hand advertisements] in


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 range of written genres on familiar general and curricular topics writing an advertisement for an item to sell


Unit 5. Time and Special days


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

R5understand independently specific information and detail in 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.

L1understand longer sequences of classroom instructions with 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

UE2use a growing range of quantifiers and cardinal, ordinal 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

R4understand independently specific information and detail in short, simple texts on a range of general and curricular topics

reading simple ‘clock / time’ problems relating to digital / analogue am / pm etc… and working out answers

Comments:119

pre-teach time ‘word; vocabulary lasts, spends takes, is delayed fortnight, fast / slow etc...Resource:

worksheet: with problems to work outUE14 use a growing range of prepositions preceding nouns and

adjectives in prepositional phrasesfocusing on prepositional time phrases with in / at / on and looking at how early / 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 curricular topics talking about days, hours, second minutes in a

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 for personal information

talking about weddings. Students ask each other about weddings they have 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…

UE9use a range of active and passive simple past forms and used to / didn’t use to for past habits / states

focusing on narrating past eventsUE10 use past continuous forms for background, parallel and

interrupted past actionsResource:

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worksheet: sorting jumbled storiesUE16 use conjunctions while, until, as soon as in relating narratives

Resource: worksheet: completing stories putting verbs into correct form

W2write with some support about factual and imaginary past events, activities and experiences on a growing range of general and curricular topics

writing a paragraph about a special day. Students write about something they did / that happened to them that was special

Resource: write: closing line on board it was a very special day

Unit 6 Inventions


S3give an opinion at discourse level on a range of general and curricular topics talking about 20th century inventions

Comment: possibly bring in sets of image cards for students to sequence

Resource: worksheet timeline activities [ordering]

UE9

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 and curricular topics

focusing on passive forms and by+ agent in talking about inventions and inventors

Resource: worksheet: sentence completion worksheet: famous names/ brands matching

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

talking about what people used to do / use before something was inventedlistening 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 /

S3give an opinion at discourse level on a range of general and curricular topics

talking about and internet researching what communications devices existed before the phone

Resource: multiple choice tasks worksheet: images of early telecommunication machines

R8 use independently familiar paper and digital reference reading about the invention of the telephone121

resources to check meaning and extend understandingComment:

possible display opportunityResource:

yes / no / doesn’t say / multiple-choice taskR5 understand independently specific information and detail in

short, simple texts on a range of general and curricular topicswriting an imaginary dialogue of Bell’s first phone conversation and acting this out in front of class writing an imaginary telegram from Bell to a friend about successful first phone conversation.

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 level in pair, group and whole class exchanges

talking about gadgets / technology that students important. use everyday 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 curricular topics

focusing on questions you might want to answer in researching the history of a product

Resource: worksheet questions to complete Who …Which company

R3 read independently a range of short simple fiction and non- fiction texts with confidence and enjoyment

researching in groups a gadget / invention on the internet and in order to 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 on a growing range of on general and curricular topics

students prepare a short presentation around 3 images they find relating to their search

Comment: ICT link help students save images for subsequent projection display opportunityUE12 use a range of adverbs [simple and comparative forms]

including adverbs of mannerfocusing on comparative adverbs and order of adjectives in describing products and their uses

Resource: worksheet: completing short ads with adjectives and adverbs

UE3use 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

talking about new gadgets / products and what they are used forwriting an advertisement for an imaginary product e.g. fold-away bike

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Resource: worksheet: images of gadgets students speculate about what it is/ does worksheet: new gadget names e.g. the suitcase seat

guided writing templateL6 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: 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 general and curricular topics

talking about how useful / silly gadgets are students discuss different pairs of 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

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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

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.

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1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong

1. The student determines exactly what he or she needs to know. 1 2 3 4 52. The student pays careful attention to relevant verbal information. 1 2 3 4 53. The student asks effective questions to clarify verbal information. 1 2 3 4 54. The student encourages others to present information and opinions. 1 2 3 4 5

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

Syllabus Codes


S6 Link comment to what others say at sentence and discourse level in pair, group and whole class exchange

Talking about different things you have for safety in different situations

Comments pre-teach some survival item vocabulary

Resources worksheet: matching safety items to activities ... torch, life vest sailing, compass, climbing ropeL5 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 to the instruction of an airplane safely announcer

Resources worksheet: students tick one of two images that corresponds to each instruction

UE16 Use conjunctions if/unless in conditional sentences on a range of general and curricular topics

Focusing on the use of zero and first conditional forms

Resources worksheet: following on from listening true / false if/ unless / in case statements about airplane safetyS3 Give an opinion at discourse level on a range of general and

curricular topicsTalking about when something would be of no use to you in an emergency / survival situation

Resources Worksheet clause matching and completion tasksS4 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

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R7 Recognise the attitude or opinion of the writer in short texts Reading about a mountain survival situation and rescueResources

yes / no / doesn’t say task fact or opinion taskR6 Recognise the difference between fact and opinion in short,

simple texts on a wide range of general and curricular topicsUE15 Use the pattern verb + object + infinitive give / take / send /

bring / show + direct / indirect objectFocusing on ver. And object patterns in talking about the events in story

Resources Worksheet : correcting a summary of the storyW 8 Punctuate written work at text level for a range of general and

curricular topics with some accuracy when writing independently

Punctuating an unpunctuated extract from the story

Resources Worksheet: stream of text to punctuateS2 Ask questions to clarify meaning on a range of general and

curricular topicsTalking about natural disasters and asking another student what they think 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 commonR4 Understand the main points of a wide range of short, simple

texts on general and curricular topics by using contextual clues

Reading about natural disasters in headed section: flood avalanche etc...

Resources Multiple matching / completion task students match missing lines to each sectionS6 Link comments to what others say at sentence and discourse

level in pair, group and whole class exchangeTalking about what people should do in different disaster situation.

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 vestL6 Recognise the attitude or opinion of the speaker(s) in both

short and extended talkListening to an interview in which a survivor recounts her tale of survival

Resources Fact or opinion / multiple choice tasksL4 Understand the main points in both short and extended talk

with little or no support on a range of general and curricular topics

Focusing on reported speech and remembering what was said

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Resources Worksheet: sentence matching to make true statements about the storyS4 Summarise what others have said on a range of general and

curricular topicsUE11 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 storyResources

Guided writing templateS7 Keep interaction going in longer exchanges on a wide range

of general and curricular topicsTalking about [ranking] what you should do first in a survival situation on a 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

unfinished past] on a range of general and curricular topicsFocus on perfect forms ... in the context of survivor diary entries

Resources Worksheet completion Worksheet [for or since]W2 Write with some support about factual and imaginary past

events, activities and experiences on a growing range of general and curricular topics

Writing a short desert island diary entry. Students take a sentence from one of previous tasks as their opening line

Comment: Display opportunity

ResourcesWorksheet completion [yet already just never before

Unit 8 People and Jobs


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:

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pre-teach some words focusing on–er –ess –or endingsResources:

worksheet: matching tasks ..help you in a shop… to a compound noun …students make from jumbled words shop assistantUE1 use a limited range of compound nouns on a range of general

and curricular topicslistening to people describing their job / what they do each day and working out 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 support

talking about different things that policemen and policewomen do / don’t do

Resources: multiple matching tasks

UE1use double genitive structures: a friend of theirs on a range of general and curricular topics

reading about people who love what they do

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 tasksUE11 begin to use simple forms of reported speech to report

statements and commands on a range of general and curricular topics

focusing on use of double genitive structurestalking about what you heard / what was said ask 5 / 6 students to read out one 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 knowL4 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 jobsResources:

multiple-matching tasksUE14 begin to use dependent prepositions following adjectives on a

range of general and curricular topicsfocusing on prepositions used after adjectives: good at, keen on good with, kind / polite to

Resources: worksheet: completion and matching tasks

W4 use joined-up handwriting in all written work across the curriculum with appropriate speed and fluency

writing down a list of qualities for a job students read out their descriptions other students write down what job it is

Comment: possible ICT / display opportunity writing with photo shop

Resource:128

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 beS1 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 doResources

worksheet: putting chores on a venn diagram: jobs you can do inside / outside house [both

UE4 use a range of determiners including neither, bothL2 understand more complex unsupported questions which ask for

personal informationResource:

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


reading instructions about conducting a class survey on who does what household chores..

Resource: tally chart template for students to write questions on

W4 use joined-up handwriting in all written work across the curriculum with appropriate speed and fluency

writing questions [in groups] for and conducting a class survey using tally charts.

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 pronounUE6

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:

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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

curricular topics with some accuracy when writing independently

someone describes their job students prepare defining relative clause quiz questions for class e.g. think of someone who works up . ladder think of someone with whom a doctor works think of someone whose job is on the beachlistening 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 scoresResource:

worksheet: put commas in relative clause sentences where needed worksheet: unpunctuated piece of writing

Module 4. Making Decisions

Unit 9 Calculating


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…


reading to calculate the answers to ‘money’ word problems

worksheet: with ‘money’ calculation word problemsL3 understand more complex questions on a range of

general and curricular topics with little or no supportlistening: ‘I think of a number’ doing mental maths calculations writing problems for other

UE17use if / in zero and first conditional clauses

students which will then be read out for them to solve [Totals / How much change etc…

UE2 use a growing range of quantifiers and cardinal, ordinal numbers and fractions on a range of general and curricular topic

focusing on fractions and percentages

Resources

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worksheet: calculating fractions in word problems worksheet: calculating percentage discounts in shopsUE5 use a growing range of questions including how far, how

many times, what + noun on a range of general and curricular topics

listening to How many / What percentage questions and giving best estimate as a fraction / percentage

Resources prepare questions on statistics students might be able to guessR3 read independently a range of short simple fiction and

non- fiction texts with confidence and enjoymentreading simple logic problems and discussing with other students how to solve them e.g. chicken, grain and fox

Resources worksheet: logic problems for students to read and solveL4 understand the main points in both short and extended

talk with little or no support on a range of general and curricular topics

listening: Line up accordingly students listen to instructions about how to line up and race with other groups to organise themselves accordingly

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

non- fiction texts with confidence and enjoymentreading about palindromes [words numbers that are the same read 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 palindromeL3 understand more complex questions on a range of

general and curricular topics with little or no supportlistening to a quick thinking palindrome quiz

UE12 use a range of adverbs [simple and comparative forms] including adverbs of manner

focusing on comparative adverbs[regular and irregular]

Resources worksheet: completion and matching tasks on comparative adverbsR5 understand independently specific information and detail

in short, simple texts on a range of general and curriculartopics

reading maths problems with adverb questions; who travels more quickly, which one swims faster gets home earlier etc…

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Resources worksheet: problems and questions worksheet: Who…… walks further … …… eats faster … ….. laughs louder …S6 link comments to what others say at sentence and

discourse level in pair, group and whole class exchangesdiscussing personal comparisons with other students


reading and researching in small groups ideas for a school fair[money-raising stall ideas]

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 fairS3 give an opinion at discourse level on a range of general

and curricular topicsdiscussing in groups and calculating how much money they could make from 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 opinions on a limited range of general and curricular topics

writing an e-mail to teacher explaining their stall and calculations

Resources guided writing template

Unit 10 Making Plans



talking about the kinds of things you use for planning

Resources worksheet: images of things that we use of planning: lists, diary, calendar, post-it notes, note-book, I-phone, I-pod

L6 deduce meaning from context in both short and extended listening to different people talking about how they plan things

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talk on a range of general and curricular topics with little or no support

Resources multiple-matching images in previous worksheetR4 understand the main points of a wide range of short, simple

texts on general and curricular topics by using contextual clues

reading about different ideas for school charity fund-raising projectsstudents choose an idea they think will work for the school in groups and make a plan

Resources multiple-matching tasks yes no doesn’t say tasks guided writing template


give students a budget each group presents their idea to the class for students to vote on best.

Comment possible display or lead-in to actual fund - raisingS8 relate extended stories and events on a growing range of

on general and curricular topicsR4 understand the main points of a wide range of short,


reading extracts, reviews, plot synopses of different story class readers and deciding which ones you are going to read over the summer. Students given 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 tallyR3 read independently a range of short simple fiction and non-

fiction texts with confidence and enjoymentComment

ossibly show film clips related to storiesS4 respond with increasing flexibility at both sentence and

discourse level to unexpected comments on a range of general and curricular topics

talking about your choices mingling with other student. Students find other students that they can arrange to swap / send readers to

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

focusing on ‘be going to’ to talk about decisions [already decided] / resolutions. ‘will’ deciding as you speak

S8 relate extended stories and events on a growing range of on general and curricular topics

talking about resolutions, plans and predictions for the summer

Resources worksheet: list of title

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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 plansS7 keep interaction going in longer exchanges on a wide

range of general and curricular topicsplanning in a small group an internet research challenge

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 challengeResources

worksheet aboveR5 understand independently specific information and detail in

short, simple texts on a range of general and curricular topic

students use plan and worksheet above to find as much information as they can in given time limit

W7 spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics when writing independently

reporting back results. Students write out each piece of information found on a piece of paper

Comment keep scoresS5 summarise what others have said on a range of general

and curricular topics

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

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short and extended talkResources

worksheet: true / false worksheet: table completion

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

focusing on use of simple present and present continuous in talking about arrangements, timetables and schedules

Resources worksheet: text completion tasks

UE9 use a range of active and passive simple present forms reading weekend TV evening schedulesUE10 use present continuous forms with present and future

meaning on a range of general and curricular topicswriting an e-mail exchange to a friend suggesting plans for a weekend stay with him / her


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


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

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1 2 Date:

3 4

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.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.

P r e s e n t a t i o n p e e r a s s e s s m e n t s h e e t

Name_____

Title of presentation____________________________1=poor 2=not very good 3=OK 4=Good 5= excellent

The presentation 1 2 3 4 5was well-prepared.began on timewas enjoyable to watchwas well-organizedused interesting materialsSpoke for 2 mins or moreused relevant vocabularyspoke clearly and confidently (delivery).Total

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Rubric sample of writing a letter

Excellent Good Fair Poor

A format

This letter uses correct format.

Either element from the categories is not clearly defined.

This letter does not follow some elements clearly.

Correct formatting is not used in this letter.

Form and contentThis letter is clear and concise.

This letter mostly is clear. One of the paragraphs is missing.

The content of this letter does not make sense to the reader.

Language

There are no spelling errors and grammatically correct.

There are minimalgrammar and spelling errors.

There are somegrammar and spelling errors.

There aremultiple grammar and spellingerrors.

Length The letter is 10 or more sentences.

The letter is 8-9 sentences. The letter is 5-7 sentences. The letter is less than 5 sentences.

Punctuation Writer makes no errors in capitalization and punctuation.

Writer makes 1-2 errors in capitalization and punctuation.

Writer makes 3-4 errors in capitalization and punctuation.

Writer makes more than 4 errors in capitalization and 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.

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3 - Good Understanding

Works toward group goals without prompting. 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.

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Marking grid for writing

LEVEL 2 Me PartnerI 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).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 3I 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 4I 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 5I have used varied sentence openers which are extended.

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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 themMy writing is well suited to the task set.I think I have done all of them.

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Англи хэл Суралцахуйн удирдамж 6-9-р анги

Education