16.-Англи-хэл-суурь-2019 6-9 р анги

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БОЛОВСРОЛЫН
ХҮРЭЭЛЭН
ЕРӨНХИЙ БОЛОВСРОЛЫН СУРГУУЛИЙН АНГЛИ

ХЭЛНИЙ СУРГАЛТЫН ХӨТӨЛБӨРИЙГ ХЭРЭГЖҮҮЛЭХ
СУРАЛЦАХУЙН УДИРДАМЖ
(Суурь боловсрол VI-IX анги)
Улаанбаатар
2019
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Scheme of work development team:
Team leader:
N.Mira, Ph.D, English Language Teachers‟ Association of Mongolia

Team members:
B.Batchimeg, Mongolian Institute for Educational Research

I.Saingerel, „New Era‟ laboratory school
R.Ariunaa, 84th secondary school
Scheme of work adaptation development team: (2019)

Team leader:
N.Mira, Ph.D, English Language Teachers‟ Association of Mongolia

Team members:
B.Batchimeg, Mongolian Institute for Educational Research
B.Dechmaa, Mongolian Institute for Educational Research
R.Ariunaa, 84th secondary school
Editor:
Oyuntsetseg Nookoo, PhD, vice professor, Mongolian Institute for Educational

Research, a counselor of Research sector for Curriculum Studies
CONTENT
3
GRADE 6
INTRODUCTION …………………………………………………............................................ 5
LEARNING OBLECTIVES................................................................................................... 6
ENGLISH CURRICULUM CONTENT …………………………………………....….….…...… 8
APPROACH TO TEACHING AND LEARNING ………………………….……..….…….…… 8
MODULE 1. ENGLISH TIME ………………………………………………………………....... 9
MODULE2. ME AND MINE................................................................................................. 14
MODULE3. EVERYDAY LIFE............................................................................................. 18
MODULE 4. NATURE PROTECTION................................................................................. 22
RECOMMENDATION FOR ASSESSMENT....................................................................... 26
GRADE 7
INTRODUCTION …………………………………………………............................................ 30
MODULE 1. WHAT IT IS LIKE ………………………………………………………….…....... 33
MODULE2. SIGHTS AND SONGS...................................................................................... 39
MODULE3. ALL ABOUT NATURE...................................................................................... 44
MODULE 4. WHAT AND WHEN.......................................................................................... 48
RECOMMENDATION FOR ASSESSMENT........................................................................ 52
GRADE 8
INTRODUCTION …………………………………………………............................................ 55
APPROACH TO TEACHING AND LEARNING ………………………….……..….…..….…… 58
MODULE 1. ME AND OTHERS ……………………………………………………………....... 59
MODULE2. DIFFERENT TIMES........................................................................................... 64
MODULE3. GETTING HERE................................................................................................ 71
MODULE 4. STAFF............................................................................................................... 75
RECOMMENDATION FOR ASSESSMENT.......................................................................... 79
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GRADE 9
INTRODUCTION …………………………………………………............................................ 85
ENGLISH CURRICULUM CONTENT ……………………………………….……….….…... 88
APPROACH TO TEACHING AND LEARNING ………………………….……...…….….… 88
MODULE 1. MY WORLD ……………………………………………………………………..... 89
MODULE2. PAST AND PRESENT...................................................................................... 95
MODULE3. DIFFERENT PEOPLE...................................................................................... 99
MODULE 4. MAKING DECISIONS...................................................................................... 103
RECOMMENDATION FOR ASSESSMENT........................................................................ 107
APPENDIX………………………………………………………………………………………… 112
KEY WORDS……………………………………………………………………………………… 120
SCHEME OF WORK FOR GRADE 6
5
INTRODUCTION
The current curriculum is a newly revised version of the curriculum developed within the
primary education. The curriculum is based on the main principles of both the Mongolian
national and piloted curriculum for studying English as a second language. It corresponds
with the Low level A of the Common European Framework for Foreign Languages.
The emphasis in Grade 6 is on speaking and listening, helping learners to develop

confidence and competence in communication. Learners experiment with language using
English in pairs, groups and whole-class activity.
They develop the ability:
- to ask questions,
- to explore their own ideas and thoughts,
- to give and understand instructions and 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.
Note. The learning objectives are expected to be taught in a learning context one regular
basis.
Some learning objectives have been reformulated in accordance to the cognitive levels of
Bloom's taxonomy to assess and evaluate the student's knowledge and abilities as it is
shown in the following table:
Learning objectives /previously

Learning objectives /reformulated/
formulated/
S6 Contribute a growing range of suitable

6.S6 Use an increasing range of suitable words,
words, phrases, and sentences during
phrases, and sentences during short pair, group and
short pair, group and whole class
whole class exchanges
exchanges
W8 Include a full stop and question mark,
6.W8 Use a full stop and question mark, comma during
comma during guided writing of short,
guided writing of short, familiar sentences
familiar sentences
To achieve learning objectives, learners will be able to develop their language

knowledge and skills in their lives and activities by increasing high-frequency vocabularies,
creating language knowledge and practicing during the day-to-day learning process.
Teachers should focus on encouraging learners‟ critical and creative thinking by using active
methods of teaching English in accordance to the learning objectives.
When assigning homework to learners, consider the followings:
- to figure out the learner's load to do lessons
- to take into account the level of student's knowledge and skills
- to give instructions to do tasks clearly to learners (how to perform, in what
sequence), especially in terms of creative reading and writing tasks, for instance,
When writing:
6
- To provide some new vocabularies when writing sentences or a paragraph
- To explain what grammar to use, including conjunctions and transition words,
prepositions, verb tenses, etc.
- To specify the website, source, and other materials to use
When reading, teachers may provide some strategies in reading /how to read, how to find out
information)
(The following tasks can be done):
- To obtain and classify information from reading sources
- To predict the meaning of new words from the context
- To keep notes
- To study sentence structures
- To make sentences using new words
- To write brief descriptions and summary after reading
LEARNING OBJECTIVES
Syllabus
Learning objective
Code
Listening Low A1
6.L1 Understand an increasing range of short, basic, supported classroom instructions
6.L2 Understand a limited range of unsupported basic questions which ask for personal
information
6.L3 Understand a limited range of unsupported basic questions on general and curricular
topics
6.L4 Understand the main points of short supported talk on an increasing range of general
and curricular topics
6.L5 Understand some specific information and detail of short, supported talk on an
increasing range of general and curricular topics
6.L6 Use contextual clues to predict content and meaning in short, supported talk on an
6.L7 Understand short, supported narratives on an increasing range of general and
curricular topics
6.L8 Recognise words that are spelled out on a limited range of general and curricular topics
6.L9 Understand short songs and rhythms
Speaking Low A1
6.S1 Make basic statements which provide personal information on a limited range of
general topics
6.S2 Ask questions to find out personal information on an increasing range of personal
information
6.S3 Describe basic present and past actions on a limited range of general and curricular
topics
6.S4 Use basic vocabulary for a limited range of general and curricular topics
6.S5 Give short, basic descriptions of people and objects at sentence level
6.S6 Use an increasing range of suitable words, phrases, and sentences during short pair,
group and whole class exchanges
6.S7 Take turns when speaking with others in a growing range of short, basic exchanges
6.S8 Relate very short, basic stories and events on a limited range of general and curricular
topics
Reading Low A1
6.R1 Recognise, identify and sound with support a limited range of language at text level
Recognise the English alphabet in print
6.R2 Read and follow with support familiar instructions for classroom activities with support
6.R3 Begin to read with support very short, simple, fiction and non-fiction texts with
confidence and enjoyment
6.R4 Understand the main points of very short, simple texts on a limited range of general
and curricular topics by using contextual clues
6.R5 Understand some specific information and detail in very short, simple texts on a limited
range of general and curricular topics with support
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6.R6 Understand the meaning of very short, simple texts on familiar general and curricular
topics by rereading them
6.R7 Understand the meaning of simple short sentences on familiar general and curricular
topics
6.R8 Use a simple picture dictionary with more infrequent support
Writing Low A1
6.W1 Plan, write and check short sentences on a limited range of general and curricular
topics with support
6.W2 Write short sentences which give basic personal information with support
6.W3 Write short familiar instructions with support for their peers with support
6.W4 Use joined-up handwriting in a limited range of written work
6.W5 Link words or phrases using basic coordinating connectors with support
6.W6 Use upper and lower case letters accurately when writing names, places and short
sentences during guided writing activities
6.W7 Spell familiar high-frequency words accurately during guided writing activities
6.W8 Use a full stop and question mark, comma during guided writing of short, familiar
sentences
Use of English Low A1
6.UE1 Use singular nouns, plural nouns – including some common irregular plural forms –
and uncountable nouns, genitive „s/ s‟ to name and label things
6.UE2 Use numbers 1 – 100 to count
6.UE3 Use adjectives, including possessive adjectives, on a limited range of general and
curricular topics to give personal information and to describe things
Use common comparative and superlative adjectives to give personal information and
to describe things
6.UE4 Use determiners a, the, some, any, this, these, that to refer to familiar objects
6.UE5 Use who what and where, how many to ask questions on familiar topics
Impersonal you in the question How do you spell that?
6.UE6 Use demonstrative pronouns this, these, that, those and object pronoun one in short
statements and responses
6.UE7 Use there is / are to make short statements and descriptions
Use Have you... [ever]…been? to talk about experiences
6.UE8 Use imperative forms [positive and negative] to give short instructions
6.UE9 Use common simple present forms, including short answer forms and contractions, to
give personal information
Use common past simple forms [regular and irregular] to describe actions and narrate
simple events including short answer forms and contractions
6.UE10 Use common present continuous forms, including short answers and contractions, to
talk about what is happening now on personal and familiar topics
Use –ing forms Swimming , Spelling … as nouns to describe familiar and classroom
activities
6.UE11 Use personal subject and object pronouns, including possessive pronouns mine, yours
to give basic personal information and describe things
6.UE12 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
6.UE13 Use can to make requests and ask permission and use appropriate responses here
you are OK
Use must to express obligation
Use have + object + infinitive to talk about obligations
Use will to talk about future intention
Use What/How about + noun / -ing to make suggestions
6.UE14 Use adverbs of time and place now today over there to indicate when and where
Use common –ly adverbs to describe actions
Use the adverb too to add information
6.UE15 Use „Would you like‟, „Would you like to‟ to ... for inviting and using appropriate
responses „yes please , no thanks‟. Use declarative what [a/an] + adjective + noun to
show feelings
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6.UE16 Use conjunctions and or but to link words and phrases
6.UE17 Use when clauses to describe simple present and past actions on personal and familiar
topics
Use So do I to give short answers
- The number of lines in the table will match the total number of learning objectives for
the stage.
- Syllabus codes will be entered in the order that they appear.
- Learning objectives will appear in full.
- The learning objectives can be colour coded:
- Ongoing
- a different colour for each term – once only when it is first introduced
English Curriculum Content
This scheme of work is based on a 35 week academic year, with 4 Modules being covered in
4 terms. Each unit should, therefore, be covered in 2-3 weeks based on the provision of 3
hours of classroom English per week.
Module 1. English Module 2.Me and Module 3. Everyday Module 4. Nature

Time mine life protection
Unit 1 Back to English Unit 7 Days Unit 9 Weather and
Unit 2 My school Unit 4 That‟s mine Unit 8 What‟s Seasons
Unit 3 Let‟s count Unit 5 Body cooking Unit 10 English
Unit 6 Stories environment
Approach to teaching and learning
A student-centered curriculum should support learners 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.
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MODULE1. ENGLISH TIME
Unit 1. Back to English
Sylla Learning Objectives Activities

bus
Cod
es
6.W7 Spell familiar high frequency words finding hidden small letters from the picture
accurately during guided writing activities and spelling, then writing
Comment:
Use a simple song for revising letters
Resource:
Scene pictures
6.S2 Ask questions to find out personal looking at giving prompts, asking and
information on an increasing range of answering questions
general and curricular topics
Comment:
Personalize
Resource:
Alphabet flashcards
6.L1 Understand an increasing range of short, completing the missing information
basic, supported classroom instructions
6.L2 Understand a limited range of unsupported Listening to a dialogue
basic questions which ask for personal
information
Comment
If needed teacher can create own worksheet for the activities
Resource:
Pictures
6.R1 Recognize, identify and sound a limited reading the personal information and
range of language at text level with support complete
6.W6 Use upper and lower case letters accurately completing a passport page with personal
when writing names, places and short information
sentences during guided writing activities
Comment:
Teacher encourages learners‟ report
Resources:
Enrollment forms
6.UE Use who what and where , how many to focusing on common questions to ask for
5 ask questions on familiar topics personal information
Comments:
Project a range of nationalities on the board. First one to guess correctly wins card
Resources:
Passport page outline space for photo worksheet:
Ask questions to find out personal interviewing classmates and completing the
6.S2 information on an increasing range of chart
Resources:
question completion relating to passport items. e.g. Where....... ...... live?
How ................you? What ...............you?
Recognize words that are spelled out on a completing a chart with nationalities ending
6.L8 limited range of general and curricular in. -an -ian- ish -ese
topics
6.L5 Understand some specific information and listening to descriptions of the completed
detail of short, supported talk on an flags and matching them to a nationality
increasing range of general and curricular
topics
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Resources:
map of world with countries on it.
6.R7 Understand the meaning of simple short filling gap activity, completing the countries
sentences on familiar general and curricular and nationalities
topics
Resources:
for learners to write words next to table with country name completed nationalities to fill in
with card for each student with name and capital on it
6.S6 Use an increasing range of suitable words, playing a guessing game
phrases, and sentences during short pair,
Resources:
incomplete worksheets
6.R7 Understand the meaning of simple short reading email messages, asking and
sentences on familiar general and curricular answering the questions
topics.
Resources:
flags of the countries
6.W7 Spell familiar high-frequency words reading and completing a country and
accurately during guided writing activities nationality crossword
6.S2 Ask questions to find out personal matching the countries to the languages
information on an increasing range of
6.R7 Understand the meaning of simple short reading the text about children from
sentences on familiar general and curricular different countries
topics
Comments:
Help learners to pronounce some sounds correctly in different words
Resources:
worksheet with countries and nationalities
6.UE Use common simple present forms, completing the sentences
9 including short answer forms and
contractions, to give personal information
6.R7 Understand the meaning of simple short reading international words and writing
sentences on familiar general and curricular them down [with some support] e.g. pizza
topics that‟s double z / that‟s right z z
Resources:
world map, worksheet crossword, flags
Ask questions to find out personal asking and answering likes and dislikes
6.S2 information on an increasing range of
Resources:
worksheet: pictures
6.UE Use demonstrative pronouns this these, looking and writing sentences
6 that, those and object pronoun one in short
statements and responses
6.W7 Spell familiar high-frequency words writing about personal information using the
accurately during guided writing activities prompts
Unit 2. My school
Syllabus Learning Objectives Activities

Codes
Recognize words that are spelled out on listening to the texts and correcting the
6.L8 a limited range of general and curricular sentences
topics
Resources:
floor plan of the school
Understand the main points of very short, reading and correcting sentences
6.R4 simple texts on a limited range of general
and curricular topics by using contextual
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clues
Use prepositions of location, position and focusing on prepositions to describe
6.UE12 direction: at, behind, between, in, in front position.
of, near, next to, on, to
Resources:
worksheet, flashcards
Use common present continuous forms, focusing on present continuous forms
including short answers and contractions,
6.UE10 to talk about what is happening now on
Comment:
prepare various exercises
Take turns when speaking with others in responding to questions with short forms.
a growing range of short, basic
6.S7 exchanges
Understand with support some specific reading text finding information
information and detail in very short,
simple texts on a limited range of general
6.R5 and curricular topics with support.
Understand an increasing range of short, listening and following the directions
6.L1 basic, supported classroom instructions
Comment:
pay attention on subject names
Use an increasing range of suitable listening to the instructions and following
words, phrases, and sentences during them.
6.S6 exchanges
Read and follow with support familiar reading instructions answering
instructions for classroom activities with
6.R2 support
Comment:
clear direction
Understand the meaning of simple short reading and answering the general and
sentences on familiar general and detailed questions
6.R7 curricular topics
Understand the main points of short listening and answering the questions
supported talk on an increasing range of
6.L4 general and curricular topics
Use an increasing range of suitable asking and answering each other using
words, phrases, and sentences during the timetable
6.S6 exchanges
Resources:
worksheet
Take turns when speaking with others in finding differences in pictures without
a growing range of short, basic being able to see each other‟s pictures by
6.S7 exchanges describing things
Comment:
pair and group work organization
Understand a limited range of listening and answering the questions
unsupported basic questions on general
6.L3 and curricular topics
Understand the meaning of simple short reading and completing the table
sentences on familiar general and
6.R7 curricular topics
Resources:
worksheets
Write short sentences which give basic Writing sentences about school timetable
6.W2 personal information with support
Spell familiar high-frequency words writing about school timetable
6.W7 accurately during guided writing activities
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Comment:
guided writing
Resources:
worksheets
Unit 3. Let’s count
Syllabu Learning Objectives Activities

s
Codes
6.L9 Understand short songs and rhythms Listening to a number song and singing it
6.R1 Recognize, identify and sound with reading and saying number words
support a limited range of language at text
level with support
Comment:
Review days and months
Resources:
worksheet: match the number to the word
6.UE2 Use numbers 1 – 100 to count showing numbers for learners to say
Resources:
flashcards numbers 1 –100
6.L5 Understand some specific information and showing numbers for learners to say,
detail of short, supported talk on an listening to short dialogues and circling the
increasing range of general and curricular number mentioned
topics
Resource:
worksheet : 3 – 13,14 – 40, 21-21 etc...
6.UE2 Use numbers 1 – 100 to count focusing on numbers and their cardinal
number equivalents
6.S1 Make basic statements which provide asking and answering cardinal number
personal information on a limited range of questions
general topics
Resource:
worksheet: write the words 1 – 10. Match to cardinal words missing last 2 letters fir_ _,
seco_ _, thi_ _, four_ _, fif_ _ etc...
6.S2 Ask questions to find out personal saying numbers to other learners in a
information on an increasing range of sequence. Learners write down ten
general and curricular topics numbers 1-100
Resources:
worksheet: What‟s today‟s date? When‟s your birthday? What year are you at school?
6.L1 Understand an increasing range of short, listening to instructions to color and writing
basic, supported classroom instructions down numbers
Resource:
worksheet: a row of squares e.g. color the fifth square blue
6.S6 Use an increasing range of suitable saying numbers in random order for other
words, phrases, and sentences during student to write down and reading back in
short pair, group and whole class sequence
exchanges
Resource:
worksheet: four rows of ten blank squares.
6.R2 Read and follow with support familiar reading instructions for an odd and even
instructions for classroom activities with number investigation
support
Comments:
pre-teach words: odd and even
Resource:
worksheet: e.g., Look at this list of odd and even numbers [1-21]
6.L1 Understand an increasing range of short, listening to instructions to complete an odd
basic, supported classroom instructions /even number diagram/
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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]
6.L1 Understand an increasing range of short, listening to instructions to color an odd/even
basic, supported classroom instructions number row grid 1 -100
Resource:
worksheet: two circles , two blank underlined titles. below a list of 12 numbers.
6.R2 Read and follow with support familiar reading instructions for odd/even number
instructions for classroom activities with problem solving.
support
Resource:
put the number 4 in the right circle. That‟s it, the circle on the right. Etc …
6.L1 Understand an increasing range of short, listening to instructions for odd/even
basic, supported classroom instructions number problem solving.
Resources:
- write the words „odd numbers‟ That‟s o-d -d … worksheet: number grid 1-100 five rows
when instructions finished learners should end up with five red and five blue columns look
at the first row. 1– 10 color the odd numbers red. color the odd numbers red.
- worksheet: sums in shapes [color 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
6.UE5 Use who what and where , how many to Asking and answering questions
ask questions on familiar topics
Resource:
worksheet: completion. e.g. How many people ___ in your house?
6.S2 Ask questions to find out personal 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
6.S1 Make basic statements which provide focusing on there is / there are structure
personal information on a limited range of and preposition „with‟
general topics writing „how many‟ questions for other
learners to answer
Resource:
possible display opportunity
6.UE7 Use there is / are to make short writing: „there is /are‟ answers to questions.
statements and descriptions questions produced above
6.W1 Plan, write and check short sentences writing: „there is /are‟ answers to questions.
with support on familiar topics with
support
6.W8 Use a full stop and question mark, comma Writing sentences
during guided writing of short, familiar
sentences
6.W4 Use joined-up handwriting in a limited questions produced above
range of written work
Resources:
worksheet: mixture of 25 pictures and names of animals dog [picture] duck [word]
snake[picture] kangaroo [word]
6.R6 Understand the meaning of very short, reading instructions /questions/ problems
simple texts on familiar general and for number and dice puzzles
curricular topics by rereading them
Resource:
worksheet: e.g Put the numbers 1 to 5 in a line. The difference between one number and
the next must be more than 1.
6.S7 Take turns when speaking with others in a talking about numbers [totals, ten more or
growing range of short, basic exchanges less] Learners take turns to roll three dice.
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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...
6.R7 Understand the meaning of simple short talking about numbers [totals, ten more or
sentences on familiar general and less] Learners take turns to roll three dice.
curricular topics They cover with their counter a number 10
more or less than the total they roll
reading and working out dominoes
problems
6.L5 Understand some specific information and listening to how to play dominoes and
detail of short, supported talk on an ticking dominoes you can play next
topics
Resources:
worksheet: images set of dominoes. / questions. e.g. How many dominoes have 6 spots?
6.S7 Take turns when speaking with others in a learners then play dominoes
growing range of short, basic exchanges
Comment:
pre-teach: It‟s your/my go.. I can‟t go..
Resources:
- worksheet: ticking multiple-choice dominoes.
- cut-out pieces from worksheet above
MODULE 2. ME AND MINE
Unit 4. That’s mine

Codes
6.L8 Recognize words that are spelled out listening to the jobs‟ names
on a limited range of general and
curricular topics
Comment:
pre-teach: Whose hat is it?
Resource:
flashcards of the jobs
6.S6 Use an increasing range of suitable talking about ownership and possession
words, phrases, and sentences during
exchanges
Resource:
worksheet: matching hats to workers, uniformed people and sportsmen.
6.UE3 Use adjectives , including possessive focusing on possessive adjectives. Matching
adjectives, on familiar topics to give different balls to different players [sports
personal information and describe outfits]
things
Resource:
worksheet: matching possessive adjectives to sentences. … wrestling, football, hockey,
tennis, bowling etc… e.g. That‟s their ball.
6.UE9 Use common simple present forms, talking about the jobs
including short answer forms and
contractions, to give personal
information
6.L5 Understand some specific information reading and working out which house in a
and detail of short, supported talk on an picture belongs to which character
increasing range of general and
curricular topics
15
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.
6.R5 Understand some specific information Reading the text
and detail in very short, simple texts on
a limited range of general and curricular
topics with support
6.S1 Make basic statements which provide talking about what learners‟ things they are.
personal information on a limited range
of general topics
6.UE1 Use genitive „s/ s‟ to name and label focusing on the genitive „s / s‟
things
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?
6.R4 Understand the main points of very reading and writing answers to questions
short simple texts on a limited range of
general and curricular topics by using
contextual clues
6.S2 Ask questions to find out personal talking about which object belongs to whom...
information on an increasing range of All learners mingle and swap an object with
general and curricular topics s/o, return to seat. All objects are then
passed along about five places. Learners ask
questions until all objects are back with
owners.
Resource:
common objects: learners provide e.g. Is this your pen Freddy? No, it‟s Tulga‟s. No it isn‟t.
etc…
6.S1 Make basic statements which provide Answering teacher‟s questions and giving
personal information on a limited range information about whose these objects are
of general topics
6.UE11 Use personal subject and object focusing on personal pronouns learners
pronouns, including possessive stand in a line, T says. Pete your hair is
pronouns mine, yours to give basic brown. [ T points] S: Hers is black. / Yours is
personal information and describe grey.
things.
Comment:
collect a pen from each student, put in a bag and then tip bag on desk
Resource:
worksheet: Find a difference. Person next to you. / person behind you / person in the
picture etc ... e.g. my socks are brown, hers are white
6.S5 Give short, basic descriptions of people Learners ask questions until all objects are
and objects back with owners.
6.UE6 Use demonstrative pronouns this, asking questions about pens.
these, that, those and object pronoun
one in short statements and responses
6.S2 Ask questions to find out personal Asking and answering questions using
information on an increasing range of pictures
Comment:
cut out their pictures for class display...
Resource:
strips of card / paper for drawing pen/pencils / strips for writing sentences e.g. feely bag
6.S1 Make basic statements which provide learners draw and color picture of their
personal information on a limited range pens/pencils
of general topics
6.S2 Ask questions to find out personal learners ask other learners about their pens /
information on an increasing range of pencils
Comment:
collect all pens again and put in a feely bag.
16
6.W1 Plan, write and check short sentences writing sentences for the display. e.g. This is
on familiar topics with support Kim‟s pencil. It‟s new.
6.S6 Use an increasing range of suitable learners try to pull their pen from a feely bag
words, phrases, and sentences during in a team game e.g. Yes. This is mine or
short pair, group and whole class This is Kim‟s
exchanges
Comment:
keep team scores2 points if they pull their pen out / 1 point if they whose pen they pull out
6.L5 Understand some specific information listening and identifying whose pet is this.
and detail of short, supported talk on an
curricular topics
Resource:
worksheet: matching characters to pet pictures
6.W2 Write short sentences which give basic Writing about family member‟s job
personal information with support
6.W4 Use joined-up handwriting in a limited
Resource:
worksheet: guided writing template
Unit 5. Body

Codes
6.L8 Recognize words that are spelled out listening and labeling body parts that are
on a limited range of general and spelled out
curricular topics
Resource:
worksheet: parts of body and face to label
6.L5 Understand some specific information listening to the „It‟s my body‟ song and
and detail of short, supported talk on completing the lyrics
an increasing range of general and
curricular topics
Resource:
worksheet: incomplete lyrics
6.S4 Use basic vocabulary for a limited talking about animals different body parts
range of general and curricular topics comparing animals
Comment
pre-teach vocabulary : paw claw toe toe-nails feet
Resource:
worksheet: images of different feet / paws of animals. Chicken, cat, horse, eagle and
elephant etc...
6.UE3 Use adjectives including possessive comparing animals
adjectives on familiar topics. Use
common comparative and superlative
adjectives limited range of familiar
topics
6.S6 Use an increasing range of suitable talking about dice throw‟s during the game
words, phrases, and sentences during e.g. describing animals
exchanges
Resource:
images of animals
6.UE1 Use singular nouns, plural nouns- matching singular and plural forms of body
including some common irregular parts
plural forms
6.UE9 Use common simple present forms, exploring repeated actions
contractions, to give personal
information
17
6.R3 Begin to read very short, simple, fiction Reading the short texts about animals
and non-fiction texts with confidence
and enjoyment, with support
6.R6 Understand the meaning of very short, reading the text and completing the facts
simple texts on familiar general and about the animals
curricular topics by rereading them writing favorite animals
Resource:
worksheet: fact file filling worksheet
6.W1 Plan, write and check short sentences
with support on familiar topics with
support
6.S6 Use an increasing range of suitable asking each other‟s‟ favorite animals and
words, phrases, and sentences during describe
exchanges
Resource:
worksheet with prompt to ask questions
6.W4 Use joined-up handwriting in a limited Writing a description
6.W8 Use a full stop and question mark,
comma during guided writing of short,
familiar sentences
Resource:
Use pictures
Unit 6. Stories

Codes
Use contextual clues to predict content listening to the opening of stories and
6.L6 and meaning in short supported talk on deciding what happened next.
curricular topics
Resource:
multiple-matching task matching the stories to the pictures.
Use common past simple forms[regular focusing on simple past forms in narratives
6.UE9 and irregular ] to describe actions and
narrate simple events including short
answer forms and contractions
Write short sentences which give basic Writing sentences using past simple form
6. W2 personal information with support
Resource:
worksheet: matching verbs to passages of speech e.g. watched, enjoyed, washed, asked
Understand the main points of very looking at a cartoon strip and matching
short simple texts on a limited range of jumbled narration and speech bubbles to the
general and curricular topics by using story
6.R4 contextual clues
Resource:
cartoon strip jumbled text
Understand short, supported narratives listening to the story. The Nightingale telling
6.L7 on an increasing range of general and another student what you remember from a
curricular topics story
Resource:
worksheet: post listening match pictures to the correct verbs worksheet: drawing
use common –ly adverbs to describe focusing on common –ly adverbs...
6.UE14 actions
Resource:
worksheet: pictures form various stories /learners complete the missing adverb in
corresponding sentence
6.L7 understand short, supported narratives listening to a story e.g. Giraffe‟s can‟t dance
18
on an increasing range of general and and helping to tell by miming next actions
curricular topics
Describe basic present and past miming next action in the story when T
actions on a limited range of general indicates the turn. She opens the box slowly
6.S3 and curricular topics and other learners shout what they think
happened
Comment:
give out action cards [one to each student which learners keep to themselves]
Resource:
worksheet: multiple-matching adverb task
Understand the meaning of very short, reading a story summary and matching
6.R6 simple texts on familiar general and adverbs to gaps
curricular topics by rereading them
Understand short, supported watching a short animated story and
6.L7 narratives on an increasing range of 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?
Use conjunctions and or but to link focusing on the use of conjunctions „and,
6.UE16 words and phrases but‟ or to link words and phrases
Resource:
picture summary [false] of animated story
Use contextual clues to predict listening to a rhyming picture story and
6.L6 content and meaning in short predicting what rhyming word will be
supported talk on an increasing range
of general and curricular topics
Understand short, supported watching an animated story
6.L7 narratives on an increasing range of
Use when clauses to describe simple focusing on the use of conjunction „when‟
6.UE17 present and past actions on personal in narrating past actions
and familiar topics
Resource:
- worksheet: completing opening story picture sequences. e.g John was in his garden
when….
- picture sequence stories
- stories above
6.W5 Link words or phrases using basic writing down key sentences and phrases in
coordinating connectors with support picture story
Spell familiar high-frequency words Creating a story
6.W7 accurately during guided writing
activities
6.S5 Give short, basic descriptions of telling picture stories to the rest of the class
people and objects at sentence level
Comment:
give different learners different story sequences
Resource:
closing picture sequences from above stories to project
Use declarative what [a/an] + adjective focusing on the structure „What an/a
6.UE15 + noun to show feelings + adjective + noun‟ in closing story
statements
MODULE 3. EVERYDAY LIFE
Unit 7. Days
Syllabus Learning Objective Activities

Codes
19
6.S4 Use basic vocabulary for a limited talking about the days of the week
range of general and curricular topics
Resource:
worksheet: unscramble the days of the week and put them in order.
Use who what and where , how many focusing on question words and „there is /
6.UE5 to ask questions on familiar topics 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 favorite day?
Use there is / are to make short listening to, learning and singing a days of
6.UE7 statements and descriptions the week song
Understand short, supported narratives reading and working out which day
6.L7 on an increasing range of general and
curricular topics
Resource:
worksheet: lyrics completion exercise
Understand some specific information listening to instructions for making a seven
6.R5 and detail in very short, simple texts on day caterpillar and hanging on to each day
a limited range of general and curricular body/day segment things you do / will do
topics with support 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
Use common simple present forms, focusing on the simple present to talk about
including short answer forms and routines
6.UE9 contractions, to give personal
information
Resource:
worksheet: completing
Understand some specific information listening about the week/weekend routines of
6.L5 and detail of short, supported talk on an different children
curricular topics
Resource:
sentences [third person forms] about two children‟s routines worksheet : multiple- matching
days task table completion Mondays Tuesdays etc...
6.W2 Write short sentences which give basic writing down in a week table things learners
personal information with support do
Understand the main points of very reading signs and matching to meaning
short simple texts on a limited range of
6.R4 general and curricular topics by using
contextual clues
Resource:
worksheet matching e.g. open Monday to Friday closed weekends
Understand a limited range of listening to questions in a TV programme
6.L3 unsupported basic questions on quiz
Resource:
Prepare questions When is … on Which day … Which nights … keep team scores
Use upper and lower case letters writing down answers in teams
accurately when writing names, places
6.W6 and short sentences during guided
writing activities
Use common simple present forms, , focusing on the simple present [positive,
including short answer forms and negative, contractions]. Learners tick /x
6.UE9 contractions, to give personal activity and completing sentence
information appropriately.
Resource:
20
worksheet: matching verbs to complete sentences e.g. I _____ up late. I _____ cartoons on
TV I ____ my bike. I ____ shopping
Ask questions to find out personal asking other learners what they do at
6.S2 information on an increasing range of weekends.
6.UE 17 use so do I to give short answers answering „so do I / nor do I‟
Resource:
worksheet: above
Use contextual clues to predict content listening to exclamations in context and
6.L6 and meaning in short supported talk on guessing what they mean.
curricular topics
Resource:
worksheet: match exclamations to faces. e.g. Wow Yeah Yuk Ouch Yum Oh dear etc
Write short sentences which give basic writing a „Days of the week‟ poem. Learners
6.W2 personal information with support complete between each line writing [x3]
exclamations e.g. Yuk ouch yuk!
Begin to read with support very short reading out poems to rest of the class
6.R3 simple fiction and non- fiction texts with
confidence and enjoyment
Comment:
Resource:
guided writing template: On Mondays _________ On Tuesdays _________ poems above
Relate very short, basic stories and talking about the order of things in student
6.S8 events on a limited range of general day
and curricular topics learners 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 pajamas etc..
6.UE12 Use prepositions of time: on, in at to focusing on prepositions of time „in, on, at‟
talk about days and times focusing on „when clauses‟
Resource:
learners match times to actions and tell another student
Make basic statements which provide miming what they do at what times. Other
personal information on a limited range learners guess the student‟s mime as they
6.S1 of general topics move the clock hand. e.g. you brush your
teeth in the morning
Give short, basic descriptions of people Trying to talk with sentences
6.S5 and objects
Comments:
give each student a minute to mime eight things they do at different times of the day.
Resource:
time cards: in the evening in the morning at break time in the afternoon when I get home
when I go to bed at four o‟clock at midday at night a large clock face divided into 8: when I
get up / the morning / break-time / midday / afternoon / when I go home / evening/ night
Unit 8. What’s cooking?
Learning Objectives Activities

Syllabus
Codes
Understand short songs and listening to identify the final sound in common
6.L9 rhythms foods.
Resource:
worksheet: listen and match. mil _ chee _ pizz_ toa_ ca_ -se -k -ke -st -a etc...
Use singular nouns, plural nouns– focusing on countable and uncountable nouns
including some common irregular and the use of some quantifiers „a, some, any‟
plural forms – and uncountable
6.UE1 nouns
6.UE4 Use determiners a, the, some, any , sorting countable and uncountable things in a
this, these, that to refer to familiar cupboard and a fridge
21
objects
Resource:
worksheet: can you count it? egg sugar butter apple etc.…. worksheet: dialogue
Ask questions to find out personal asking and answering about what there is / are.
information on an increasing range Learners take it turns to answer by looking at
6.S2 of general and curricular topics 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.…
Understand the meaning of simple reading and completing /matching sentences
6.R7 short sentences on familiar general about 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 etc..: cup, slice, can, bowl, cards with food
drink items on
6.S5 Give short, basic descriptions of Handing in their cards at the same time recycle
people and objects and mixing the cards in different rounds
Use contextual clues to predict Listening to the dialogues
content and meaning in short,
6.L6 supported talk on an increasing
range of general and curricular
topics
Ask questions to find out personal talking about food learners like hot/warm and
6.S2 information on an increasing range cold
Resource:
worksheet; food to sort into a Venn diagram e.g. cheese milk soup coke chips sandwiches
spaghetti etc...
Make basic statements which listening and identifying people‟s favorites.
6.S1 provide personal information on a
limited range of general topics
Resource:
multiple-matching task.
Understand the main points of short focusing on possessive adjectives and genitive
6.L4 supported talk on an increasing „s / s‟ in talking about favorites
topics
Resource:
worksheet: forming questions to ask e.g. snacks / favorite family/meal /favorite
Use adjectives , including reading menus and finding things that don‟t go
possessive adjectives, on familiar together
6.UE3 topics to give personal information
and describe things
Begin to read with support very Reading the text and focusing on making
short simple fiction and non- fiction suggestions
6.R3 texts with confidence and
enjoyment
Resource:
worksheet: simple menus where learners circle things they think are odd
Take turns when speaking with talking about changing the menus
6.S7 others in a growing range of short,
basic exchanges
Resource:
worksheet: dialogue completion menus above
Use with to indicate accompaniment writing a menu of student‟s favorite Starters,
6.UE12 Mains, Desserts
Comment:
6.UE15 Use „Would you like‟, „Would you focusing on request „would you like / I‟ll have….‟
22
like to‟ to ... for inviting and using structures ….
appropriate responses „yes please ,
no thanks‟. Use declarative what
[a/an] + adjective + noun to show
feelings
Resource:
worksheet: dialogue completion. e.g.
Use „What/How about + noun / - ing‟ listening and deciding if two people have the
to make suggestions same or different food.
6.UE13 Use will to talk about future
intention
Resource:
a Would you like ___ juice? b No thanks, _______ juice. A Would you like mashed _? B No
thanks, ______ chips
Understand the main points of short listening to instructions and moving [fruit and
supported talk on an increasing veg] object cards around a kitchen scene
6.L4 range of general and curricular
topics
Resource:
worksheet circle 1 same or different 2 same or different fruit and veg object cards kitchen
scene card
Use prepositions of location, Asking questions each other and answering
position and direction: at, behind,
6.UE12 between, in, in front of, near, next
to, on, to
Spell familiar high-frequency words reading and completing words related to food
6.W7 accurately during guided writing
activities
6.W3 Write short familiar instructions for Choosing one Mongolian food and writing the
their peers with support recipe
6.UE8 Use imperative forms [positive and giving instructions to follow
negative] to give short instructions
Comment:
pre-teach ; words cook, bake, boil fry, peel, chop, wash
Resource:
worksheet: images to interpret e.g. tap /saucepan/ egg cup oven/ eggs / flour/chocolate tin
of tuna/ knife / lettuce
MODULE 4. NATURE PROTECTION
Unit 9. Weather and Seasons
Learning Objective Activities

Syllabus
Codes
Use basic vocabulary for a limited talking about weather words
6.S4 range of general and curricular
topics
Resource:
worksheet: matching words [anagrams] to weather pictures e.g rain snow etc ...
Use adjectives, including focusing on adjectives related to the topic of
possessive adjectives, on weather
6.UE3 information and describe things
familiar topics to give personal
Resource:
worksheet: pictures of different weather scenes It‟s a cold ____ morning. It‟s a wet _____
day [frosty rainy] etc...
Understand the meaning of simple reading and matching/completing sentences to
6.R7 short sentences on familiar general go with images
6.L5 Understand some specific listening to short weather forecasts for cities and
23
information and detail of short matching weather symbols / to cities and
supported talk on an increasing marking temperature on thermometers
topics
Resource:
map with various cities / thermometer and box for drawing weather symbols in next to each
city
Use basic vocabulary for a limited talking about what to wear in different weathers
6.S4 range of general and curricular connections in a game of „weather card‟: „go fish‟
topics 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
Use when clauses to describe talking about preferences about weather
6.UE17 simple present and personal and
familiar topics
Resource:
Worksheet: survey about the weather.
6.UE9 Use common simple present forms focusing on simple present to talk about weather
on familiar topics. and where water comes from
Resource:
worksheet: sentence matching It snows in the mountains It gets hot in summer
Understand the meaning of very reading and ordering stages in a diagram about
short, simple texts on familiar where water comes from
6.R6 general and curricular topics by
rereading them
Resource:
boxes to order and match to pictured cycle
Use an increasing range of suitable talking about how we use water/why water is
words, phrases, and sentences important
6.S6 during short pair, group and whole
class exchanges
Resource:
rain falls from the clouds in the sky/ the rain goes into streams. etc
6.UE8 Use imperative forms (positive and use „should /shouldn‟t‟ to write sentences
negative) to give short instructions
Resource:
poster
Use a simple picture dictionary with reading /using a picture dictionary to look up
6.R8 more infrequent support words
Resource:
worksheet: half- completed images of how water is used. e.g. half a shower head /half a
watering can
Make basic statements which
6.S1 provide personal information on a talking 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
favorite month?
Understand the main points of very
short simple texts on a limited
6.R4 range of general and curricular reading sentences connected to learners‟ lives
topics by using contextual clues to put in sequence for months of the year
Resource:
worksheet: In September we start school In March the snow goes away etc.
6.L5 Understand some specific listening about changes in weather /
information and detail of short, environment in two different countries around
supported talk on an increasing the world
24
topics
Spell familiar high-frequency words
6.W7 accurately during guided writing Spelling and writing the words related to clothes
activities
Resource:
worksheet: twelve month vertical calendar / images to match to months
Understand an increasing range of
6.L1 short, basic, supported classroom listening to instructions to complete a season
instructions timeline diagram
Resource:
worksheet: twelve months on a timeline e.g
Understand a limited range of
6.L3 unsupported basic questions on listening to questions and answering what color
general and curricular topics to color things on the diagram
Use basic vocabulary for a limited
6.S4 range of general and curricular Answering questions
topics
Resource:
Spring begins … Spring ends. Mark this on the line. What color are clouds in winter?
Recognize, identify and sound with
6.R1 support a limited range of language reading and sorting jumbled „rain rhymes‟
at text level with support
Resource:
worksheet: jumbled rhymes
Understand short, supported listening and completing weather rhymes with
6.L7 narratives on an increasing range of rhyming words
Resource:
rain, rain go away / rain on the green grass
Relate very short, basic stories and learning a rhyme [above] by heart and practising
6.S8 events on a limited range of general gestures to teach other learners to use when
and curricular topics performing it
Resource:
worksheet: incomplete it‟s raining it‟s pouring itsy bitsy spider / I hear thunder / I‟m a little
snowman etc...
Understand an increasing range of listening to instructions for making a weather
6.L1 short, basic, supported classroom pop-up card. e.g. cloud, rain, thunder, sunshine
instructions etc...
Resource:
bring scissors, cardboard, clue colored paper etc
Resource: worksheet above.
Recognize words that are spelled listening to a weather story e.g. weather and
6.L8 out on a limited range of general popping up weather feature and making sounds
and curricular topics whenever it is mentioned in the story
Use joined-up handwriting in a writing the words related to the weather
6.W4 limited range of written work
Comment:
display opportunity
Resource:
- different cardboard
- weather pop-ups
- pop-ups above
Unit 10. English environment

Codes
6.R3 Begin to read very short simple looking at the jumbling lyrics of the „Hello,
fiction and non-fiction texts with Goodbye‟s song [Beatles] and piecing them
25
confidence and enjoyment with together by thinking about rhymes‟
support
Resource:
worksheet: cut up lyrics you say no, you say why etc ...
Understand the meaning of very looking at resembled lyrics and completing
short, simple texts on familiar missing words
general and curricular topics by
6.R6 rereading them
Resource:
worksheet: lyrics as a cloze exercise
Use an increasing range of suitable talking about what gestures could be used to
words, phrases, and sentences mime actions in the song
6.S6 during short pair, group and whole
class exchanges
Resource:
worksheet: I say yes, you say why, you say good by e project lyrics to accompany song
Understand short, supported listening to, singing the song and performing
6.L7 narratives on an increasing range of actions
Use common past simple forms focusing on simple past forms in telling stories
[regular and irregular] to describe
6.UE9 actions and narrate simple events
contractions
Resource:
- worksheet: [regular / irregular] past tables to complete
- multiple-matching task
6.L9 Understand short songs and listening to the opening part of a story and
rhythms matching names to characters
Resource:
project image of characters
Understand some specific dictating past forms of verbs they are going hear
information and detail of short, in story for learners to complete tables
6.L5 supported talk on an increasing
topics
Comment:
bring scissors, felt, clue and items for decorating finger puppets
Resource:
recipes with images. e.g. cup cakes, chocolate brownies, meatballs, cheese puffs, jam tarts
etc
Understand an increasing range of listening to instructions for making finger
short, basic, supported classroom puppets and making along with T. Decorating
6.L1 instructions 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]
Begin to read very short simple reading short recipes with nonsense lines in item
fiction and non-fiction texts with e.g. each cake will be the size of a football / Mix
6.R3 confidence and enjoyment with the chocolate with some fish to identify false
support details.
Resource:
Ask student s to choose a recipe to take home and make with parents for final day party
Read and follow with support completing an end of year crossword puzzle with
6.R2 familiar instructions for classroom clues relating to grammar and vocabulary looked
activities with support at throughout the year
Resource:
puzzle and different types of clue e.g. first animal beginning with „T‟ in the picture dictionary
Use a simple dictionary with more Looking up the words in the dictionary
6.R8 infrequent support
26
Resource:
you can find this word on the black wall
Understand short songs and participating in an end of year „spelling bee‟
6.L9 rhythms involving spelling of vocabulary from throughout
the year
Resource:
- class team „spelling bee‟ in rounds: your word is ...your word is a place
- prepare different rounds. Set time limited and keep team scores
Understand a limited range of Listening to dialogue and playing in a role
6.L3 unsupported basic questions on
Resource:
children play it rhymes with „dark‟
Use who what and where, how focusing on questions that can be asked about
6.UE5 many to ask questions on familiar words and pictures
topics
Resource:
worksheet: learners complete questions in relation to a collage image e.g. where _____ the
helicopter? How many chimpanzees ______?
Make basic statements which talking to other learners about words they‟ve
6.S1 provide personal information on a learnt this year
Understand an increasing range of making a collage postcard of English words
6.L1 short, basic, supported instructions learners know to sent home to test „mum / dad‟
ect...
Resource:
worksheet: The best animal this year is _____ . The word this year was _____ . My favorite
new color word is _____
Plan, write and check short writing their address and questions about
6.W1 sentences on familiar topics with images on front of postcard for mum / dad to
support answer e.g. Which animal goes „moo‟?
Resource:
postcard pro-forma the computer or cut and paste
Use upper and lower case letters Writing sentences
accurately when writing names,
6.W6 places and short sentences during
guided writing activities
Use can to make requests and ask Writing invitation
permission and use appropriate
responses here you are OK. Use
must to express obligation. Use
6.UE13 have + object + infinitive to talk
about obligations. Use will to talk
about future intention. Use
What/How about + noun /-ing to
make suggestions
Recognize, identify and sound with attending an end of year English party at which
6.R1 support a limited range of language learners
at text level singing „Hello, Goodbye‟s song‟
Relate very short, basic stories and telling other learners about food [recipes]
6.S8 events on a limited range of general prepared at home
Resource:
projected lyrics and music
Understand short, supported listening to and reforming whole story with finger
6.L7 narratives on an increasing range of puppets
Resource:
projected story images
27
RECOMMENDATION FOR ASSESSMENT
Assessments can be formative or summative. Assessment of learners‟ 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 learners themselves
- peer assessment which is done by learners in pairs, groups or in a whole class
- nonverbal assessment which is done through giving positive reinforcement to learners
Formative assessment is given during the course, not at the end, so that learners can
improve during the course. Formative assessment comes in many forms, but always includes
feedback. There may also be an overall score, but this is not essential. The feedback
generally relates to only a few areas for learners to focus on and improve rather than on all of
the learners' errors.
Summative assessment occurs at the end of instruction, typically after a semester, course, or
a few years in school. School leaving exams are one example of a summative assessment.
Learners often receive only a final score without feedback on what they have done wrong.
In this curriculum the recommendations and materials for assessment are given by portion
after each module. Teachers need to go through the all curricula to get acknowledged with
the different tasks and rubrics. The dimension and categories are subject to be changed and
modified towards to the learners‟ 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 learners‟ speaking skill progress could
use the following task.
Assessment for listening
The below given sample tasks can be used to assess the learners‟ listening knowledge and
skills.
- Listen and point to the things or follow instructions
- Listen and select the appropriate pictures
- Listen to the description and draw or color a picture
- Listen to the description and label a picture
- Listen to the records and match to pictures
- Listen to the records and sequence pictures
- Listen to the description or story and pick items on a simple chart
- Listen to and select the correct picture
- Put numbers for each picture or label under the given pictures
Example of listening test (20 minutes/20 items)
There are four parts. Each part begins with one or two examples. All tasks are heard twice.
Part 1
Get learners practice with pictures to ensure that they can recognize all of the nouns they
have learned.
There are given tasks to match the objects in different locations with the correct prepositions.
Encourage the learners to draw straight lines from each object to its location.
Part 2
Learners need to write a name or a number in answer to each question. Names which
learners are required to write will be spelled out for them. All the names come from familiar
topics to learners.
28
Where a number is required, learners should be encouraged to write numbers as digits
rather than words to avoid spelling mistakes. Learners will only hear numbers 1–100 so they
need plenty of practice in hearing, and recognizing, each of those numbers.
Part 3
This task consists of five questions, each a three-option multiple-choice with pictures.
Learners listen to the information conveyed in five separate dialogues in which the speakers
are clearly differentiated by age or gender. Learners 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 Number of

response questions
1 Listening for words and Picture and dialogue Carry out

prepositions instructions and 5
position things
correctly on a
picture
2 Listening for numbers and Illustrated Write numbers
spelling comprehension and names 5
questions and
dialogue
3 Listening for specific 3-option multiple- Tick correct box
information of various choice pictures and under picture 5
kinds dialogues
4 Listening for words, colors Picture and dialogue Carry out
and prepositions instructions,
locate objects,
and color
correctly 5
(Range of colors
is: black, blue,
brown, green,
grey, orange,
pink, purple, red,
yellow)
Rubric sample for listening task
Category Excellent /10-8/ Good /7-6/ Fair /5-4/ Poor

/3-below/
Comprehension Student has a Student has a Student showed Student does
complete proficient some part of not
understanding of understanding of tasks understand
tasks tasks tasks
Time Student completed Student completed Student Learners did

management all tasks on time tasks on time completed not complete
and showed perfect assignments tasks on time
performance with help
Accuracy Student completed Student completed all Student Student

all tasks with full tasks with accuracy completed all completed all
accuracy tasks with some tasks with
29
accuracy not adequate
accuracy
What Do We Mean by „Ability to Read‟?
The first thing we have to do before designing formative assessment tasks for our learners is
define what our tasks aim to address. We should ask, “What reading skills do our tasks
elicit?” In other words, we need to know what constitutes reading skills and sub-skills. Based
on the literature, we present the summary of reading sub-skills29: Skimming to understand
the gist
- Scanning to locate specific information
- Reading for main ideas and supporting details
- Understanding meaning of words
- Deducing meaning of unfamiliar words from the context
- Understanding explicitly stated information
- Understanding information when not specifically stated
- Drawing inferences
- Recognizing the communicative purpose of a passage
- Recognizing a writer‟s purpose, attitude and tone
- Recognizing the organization of information in a passage
- Distinguishing important information from minor details
Formative Assessment of Reading Even though reading skills are taught and practiced in
most class sessions, they are generally assessed through summative tests such as end-of-
term tests in order to measure learners‟ 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 learners 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 learners 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 learners.
How to Assess/Give Feedback
The assessment involved in this task is mainly self-assessment where learners 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 learners, you can also use it to adjust your teaching
of reading and the formative assessment task itself. For instance, when you notice that many
learners 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
Example of 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.
30
Part 1
In this task learners read sentences. There are five statements, each accompanied by a
picture, and the learners have to place a tick in a box if the statement matches the picture,
and a cross if it does not.
Part 2
Learners look at a picture and five statements, some of which correctly describe the picture
and some which do not. Learners 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 learners write the word
for each object.
Part 4
Learners read a text and look at the words with pictures in a box below the text. They then
copy the correct words in each of the five gaps. All missing words are singular or plural
nouns. There are two extra words which candidates should not use.
Part 5
A story is told through three pictures, with five questions, each of which requires a one-word
answer. The correct word may be a noun, verb or number.
Summary of Starters Reading & Writing test
Expected Number of
Parts Main skill focus Input response questions
1 Reading short sentences Words, pictures and Tick or cross to 5

and recognizing words sentences show if sentence
is true or false
2 Reading sentences about Picture and sentences Write „yes‟/„no‟ 5
a picture
Writing one-word answers
3 Spelling of single words Pictures and sets of Write words 5
jumbled letters
4 Reading a text Cloze text, words and Choose and copy 5
Copying words pictures missing words
5 Reading questions about Story presented Write one-word 5
a picture story through three pictures answers to
Writing one-word answers and questions questions
31
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 learners can explore their own ideas and thoughts
- 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.
basis.

formulated/
S7 Keep interaction going in short, basic

7.S7 interact in short, basic exchanges on a limited
exchanges on a limited range of general

- to figure out the student's load to do lessons
- to take into account the level of student's knowledge and skills
- to give instructions to do tasks clear to learners (how to perform, in what
When writing:
32
information)
- To keep notes
LEARNING OBJECTIVES
Syllabus
Learning objectives
Code
Listening Mid A1
7.L1 Understand a short sequence of supported classroom instructions
7.L2 Understand an increasing range of unsupported basic questions which ask for personal
information
7.L3 Understand an increasing range of unsupported basic questions on general and
curricular topics
7.L4 Understand the main points of short, supported talk on a range of general and
curricular topics
7.L5 Understand most specific information and detail of short, supported talk on a range of
general and curricular topic
7.L6 Deduce meaning from context in short, supported talk on a range of general and
curricular topics
7.L7 Understand supported narratives on a range of general and curricular topics
7.L8 Recognize the opinion of the speaker(s) in basic, supported talk on a limited range of
7.L9 Identify rhyming words
Speaking Mid A1
7.S1 Provide basic information about themselves at sentence level on a limited range of
general topics
7.S2 Ask questions to find out general information on a limited range of general and
curricular topics
7.S3 Give an opinion at sentence level on a limited range of general and curricular topics
7.S4 Use basic vocabulary for an increasing range of general and curricular topics
7.S5 Organise talk at sentence level using basic connectors on a limited range of general
7.S6 Communicate meaning clearly using phrases and simple sentences during pair, group
and whole class exchanges
7.S7 Interact in short, basic exchanges on a limited range of general and curricular topics
7.S8 Relate basic stories and events on an increasing range of general and curricular topics
Reading Mid A1
7.R1 Recognise, identify and sound an increasing range of language at text level with
support
7.R2 Read and follow familiar instructions for classroom activities with some support
7.R3 Read short simple fiction and non-fiction texts on a limited range of general and
curricular topics with confidence and enjoyment, with support
7.R4 Understand the main points of short simple texts on a limited range of general and
curricular topics by using contextual clues
7.R5 Understand some specific information and detail in short, simple texts on an increasing
range of general and curricular topics with support
7.R6 Recognize the difference between fact and opinion in short, simple texts on a limited
range general and curricular topics
7.R7 Recognize the attitude or opinion of the writer in short texts on a limited range of
33
7.R8 Find books, worksheets and other print materials in a class or school library according
to classification with support
Writing Mid A1
7.W1 Plan, write and check sentences on an increasing range of general and curricular topics
with support
7.W2 Write longer sentences on a limited range of general and curricular topics with support
7.W3 Write short sentences which describe people, places and objects with support
7.W4 Use joined-up handwriting in an increasing range of written work
7.W5 Link sentences using basic coordinating connectors with some support
7.W6 Use upper and lower case letters accurately when writing names, places and short
sentences independently
7.W7 Spell most familiar high-frequency words accurately during guided writing activities
7.W8 Use full stops, commas, question marks, and speech marks at sentence level with
some accuracy when writing independently
Use of English Mid A1
7.UE1 Use nouns as direct and indirect objects in describing events and actions on a limited
7.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
7.UE3 Use common comparative and superlative adjectives to give personal information and
on an increasing range of general and curricular topics
7.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
7.UE5 Use who what where how many how much to ask questions on a limited range of
Use why to ask for explanations
Use when to ask when something happens/happened
Use What is/was the weather like? Use What‟s the matter?
7.UE6 Use demonstrative pronouns to ask and answer basic questions on personal and
familiar topics
7.UE7 Use I think... I know... to express basic opinions on a limited range of general and
curricular topics
Use a limited range of simple perfect forms …[regular and irregular] to talk about
experiences on a limited range of general and curricular topics
7.UE8 Use imperative forms with direct and indirect object forms to give a short sequence of
instructions
7.UE9 Use simple present forms
Use simple past regular and irregular forms to describe actions and narrate simple
events on a limited range of general and curricular topics
7.UE10 Use present continuous forms to describe events and talk about what is happening now
Use present continuous forms to talk about future arrangements on a limited range of
7.UE11 Use direct and indirect object personal pronouns in descriptions of events and actions
7.UE12 Use common prepositions of time on, in, at, after, before to state when things happen
Common prepositions of location, position and direction: at, above, below, behind,
between, in, in front of, inside, near, next to, on, opposite, outside, to, under
Use from [origin] with / without [inclusion]
Use be good at + n use go for + n on a limited range of general and curricular
topics
7.UE13 Use could as a past form of can
Use have (got) to/ had to to express obligation
Use shall [interrogative] to make offers and will to ask about future intention on a
limited range of general and curricular topics
7.UE14 Use common adverbs of frequency never, a lot
Use adverbs of sequence first next then and direction left right
Use common comparative and superlative adverbs to describe and compare things
…more quickly ...best on a limited range of general and curricular topics
7.UE15 Use common verbs followed by infinitive verb / verb + ing patterns
Begin to use infinitive of purpose
34
Use want/ask someone to do something
Use be called + n on a limited range of general and curricular topics
7.UE16 Use conjunction because to give reasons on a limited range of general and curricular
topics
7.UE17 Use defining relative clauses with which who where to give personal information
the stage.
- Ongoing
- a different colour for each term – once only when it is first introduced.
English curriculum content
Module 1 What it Module 2 Sights and Module 3 All about Module 4 What and
is like Sounds nature When
Unit 1 Welcome Unit 4 Tastes, Unit 7 Environment
Unit 2 Nice Ideas sounds and Unit 8 Animal kingdom Unit 9 Long, long ago
Unit 3 Enjoying smells Unit 10 It‟s Time
yourself Unit 5 Colours and
patterns
Unit 6 Same or
different
MODULE 1. WHAT IT IS LIKE
Unit 1. Welcome
Syllabus
Codes Learning Objective Activities
7.L1 Understand a short sequence of Listening to short classroom instructions and
supported classroom instructions performing them
7.S4 Use basic vocabulary for an talking about ways of greeting people and
increasing range of general and introducing yourself
curricular topics
Resource:
- worksheet: matching task short greeting /
- introduction dialogues e.g. Hi Sam, this is John / Nice to meet you
7.L6 Deduce meaning from context in listening to the opening of short
short, supported talk on a range of greeting dialogues and predicting the response.
7.S1 Provide basic information about making a dialogue and practice it.
themselves at sentence level on a
7.R5 Understand some specific reading a text about greetings in countries.
information and detail in short,
simple texts on an increasing range
of general and curricular topics with
support
Resource:
worksheet: matching task: learners match the greeting customs to the countries
7.UE9 use simple present forms on a focusing on simple present and
limited range of general and the use of contractions
35
curricular topics.
Resource:
worksheet: learners change verbs which can contract. Who are you? That is Sam, over
there
7.W3 Write short sentences which writing down questions and asking for personal
describe people, places and objects information
with support
Resource:
worksheet: learners are given answers and work with another student to find questions. e.g.
Just one sister / I am nine
7.S1 Provide basic information about asking and answering questions in the previous
themselves at sentence level on a task
Resource:
learners ask and answer personal questions from previous task
7.S6 Communicate meaning clearly using talking about the names of relatives
phrases and simple sentences
during pair, group and whole class
exchanges
Resources:
worksheet; matching name of relatives to corresponding other [anagram] e.g. mother /atfhre
7.R5 Understand some specific reading a short text on a family and completing a
information and detail in short, family tree
simple texts on an increasing range
support
Resource:
worksheet: image of family tree to complete
7.S8 Relate basic stories and events on Learners draw and complete their own family
an increasing range of general and tree and then describe it to another student.
curricular topics
Comment:
Resource:
generic family tree for learners to use as a model
7.W4 Use joined-up handwriting in an writing a short description of who is who in their
increasing range of written work family
Resource:
guided writing template
7.UE5 Use who what where how many Asking questions about each other‟s identity.
how much to ask questions on a Learners take turns in groups to ask questions
limited range of general and and each student has one guess where the
curricular topics use What is was other person is from
the weather like? focusing on questions using demonstrative
pronouns
Resource:
worksheet: question word completion. _____ brothers and sisters? _____ is your birthday?
etc ...
7.W6 Use upper and lower case letters focusing on simple questions
accurately when writing names,
places and short sentences
independently
7.R5 Understand some specific reading to make up an identity through internet /
information and detail in short, library research
simple texts on an increasing range Each student has a „secret nationality‟ and
of general and curricular topics with completes facts about their identity [imaginary]
support from research
Resource:
- first name, last name, address, weather
- national flag colours
- famous person from country etc...
36
7.S2 ask questions to find out general asking questions about each other‟s countries
information on a limited range of Project on board, country silhouettes.
general and curricular topics national costumes etc...
7.L3 Understand an increasing range of listening to questions and relating them to

unsupported basic questions on information gathered in mingling task
7.L6 Deduce meaning from context in listening to short conversations between people
short, supported talk on a range of and saying what their relationship is.
Resource:
worksheet: are the people talking: friends, relatives, strangers
7.UE6 Use demonstrative pronouns to ask Completing questions Is that your country,
and answer basic questions on Juan? Are those your clothes, Tomako?
7.R4 Understand the main points of reading short descriptions of the relationship
short simple texts on a limited between two people and matching to
range of general and curricular appropriate term
topics by using contextual clues
7.S2 focusing on questions you ask in getting to
Ask questions to find out general know someone
information on a limited range of mingling activity in which learners ask as many
general and curricular topics questions to different learners [learners try to
remember as much information as possible]
Resource:
worksheet: completing questions relating to above categories e.g. What‟s the weather
like? What‟s your surname?
Unit 2. Nice Ideas
Syllabus
7.UE8 focusing on the language of suggestions
Use imperative forms [let‟s, what about..]
Resource:
worksheet: completing short suggestion responses
7.L8 Recognise the opinion of the Listening to the dialogue and matching
speaker(s) in basic, supported talk on
a limited range of general and
curricular topics.
Resource:
- worksheet: happy /disapproving face …
- learners tick
7.L4 Understand the main points of short, listening to what speakers say and matching
supported talk on a range of general appropriate
and curricular topics responses
Resource:
worksheet: multiple matching task e.g. Why not Take mine. Try this one etc…
7.S6 Communicate meaning clearly using calling out suggestions in response to images
phrases and simple sentences during of people in predicaments
pair, group and whole class
exchanges
Resource:
project images of someone just missing a bus someone gingerly going into sea … etc...
7.W2 Write longer sentences on a limited writing from prompts three turn dialogues
range of general and curricular topics [suggestion. .reject
with support idea.. further suggestion]
7.R1 Recognise, identify and sound an reading out dialogue exchanges with another
increasing range of language at text student
level with support
37
Resource:
worksheet: dialogues to complete e.g.
7.R4 Understand the main points of short reading short texts about gift ideas when
simple texts on a limited range of visiting people
contextual clues.
Resource:
multiple-matching task: learners match gifts to an age group suitable for
7.L8 Recognise the opinion of the listening to short conversations about
speaker(s) in basic, supported talk on suggestions for gifts
curricular topics.
Resource:
multiple-choice task; 3 images {which one do they choose?]
7.UE15 Use common verbs followed by verb + focusing on gerund structure in making
ing patterns. suggestions with
Try … what about … how about
Resource:
worksheet: dialogue completion / matching tasks
7.W4 Use joined-up handwriting in an writing suggestion caption bubbles
increasing range of written work
Interact in short, basic exchanges on a discussing with other learners how to solve a
7.S7 limited range of general and curricular number of different puzzles
topics.
Comment
prepare cut out letter H pieces bring match sticks for each group.
Resource:
worksheet: caption bubbles to complete with suggestions to people having problems in
images worksheet: instructions for puzzles: letter H puzzle /
various matchstick
7.UE12 Use shall [interrogative] to make offers focusing on the language of offers and
and will to ask about future intention expressing intention
curricular topics
Resource:
- worksheet: dialogue completion task shall or will
- worksheet: dialogue matching task
Recognise the attitude or opinion of reading jokes involving offers / intentions and
7.R7 the writer in short texts on a limited 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.
7.R4 Understand the main points of short reading and identifying the job of the person
simple texts on a limited range of in the jokes completing short dialogues by
general and curricular topics by using writing appropriate responses
contextual clues
Resource:
multiple-matching task worksheet: dialogues to complete e.g. A I don‟t want to go alone. B
Alright
7.W1 Plan, write and check sentences on a listening to what speakers say and matching
limited range of general and curricular appropriate
topics with support responses
7.L4 Understand the main points of short, writing responses [offers /expressing
supported talk on a range of general intentions] to text messages
Resource:
worksheet: responses to match to offers / expressing intentions e.g. Hang on You will. Who
knows?
7.W2 writing 4-5 sentences about the trip.
Write longer sentences on a limited
38
with support
Resource:
worksheet: text messages to respond to e.g. I am not feeling well. Won‟t be in school today
7.UE7 Use a limited range of simple perfect focusing on simple perfect forms
forms …[regular and
Irregular] to talk about experiences
Resource:
worksheet: matching sentence halves: e.g. I haven‟t had my lunch at home I‟ve left a mobile
phone before I‟ll share my lunch with you.
7.W2 Write longer sentences on a limited writing offers as responses to statements in
range of general and curricular topics previous task
with support
7.S7 making offers in response to statement cards.
Interact in short, basic exchanges on a Learners work in groups of three. One
limited range of general and curricular student turns over a card other two make
topics. different offers of help.
7.S2 playing a letter swap game. At each turn a
player says: Shall I take a letter or will you
Ask questions to find out general swap a letter?
information on a limited range of swap = you receive a letter / give one way
general and curricular topics. Take = take one from pack and put at bottom
of pack
Unit 3. Enjoying yourself
Syllabus
7.S1 Provide basic information about matching free time activities to the pictures
themselves at sentence level on a limited
range of general topics
Resource:
worksheet: from images of objects / items say what someone is planning. [go for a swim, go
shopping etc…]
Deduce meaning from context in short, listening to people getting ready to do
7.L6 supported talk on a range of general and different things
curricular topics
Resource:
multiple-matching task: [where are they going?]
Understand some specific information reading about different young people‟s
and detail in short, simple texts on an hobbies
7.R5 increasing range of general and
curricular topics with support
Resource:
multiple-matching tasks
Ask questions to find out general
7.S2 information on a limited range of general asking and answering about things you
and curricular topics like, dislike, want someone to teach you
Resource:
worksheet: divide activities into 3 groups / rank likes / dislikes
focusing on present continuous for future
Use present continuous forms to talk arrangements
7.UE10 about future arrangements on a limited
Plan, write and check sentences on a
limited range of general and curricular
7.W1 topics with support Writing sentences
Use a limited range of simple perfect
7.UE7 forms …[regular and irregular] to talk focusing on the simple perfect form
about experiences
Resource:
39
worksheet: completing a find someone who task sheet with verbs Has _____ to the zoo Has
_____ a horse etc... worksheet above
Provide basic information about
7.S1 themselves at sentence level on a limited Mingling task in which learners ask
range of general topics questions to find who has done something.
Understand an increasing range of Listening to conversations about what
7.L2 unsupported basic questions which ask someone thinks of different places.
for personal information
Comment:
pass blogs round the room clockwise giving learners time to write something each time
Resource:
worksheet: tick Speaker 1 [approving / disapproving face]
Writing „a pass round room‟ blog. Each
student writes a sentence saying where
Write short sentences which describe they are planning to go / what they are
7.W3 people, places and objects with support planning to do … followed by the question
Has anyone been?
Resource:
a sheet of paper for each student to start their blog on
Give an opinion at sentence level on a talking about what older people /
7.S3 limited range of general and curricular generations did to amuse themselves
topics
Comment:
read out fullest blogs give learners 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
- worksheet postcard images to prompt make a list
Deduce meaning from context in short,
supported talk on a range of general and listening to older people talking about toys
7.L6 curricular topics they remember from their childhood
Resource:
multiple-matching task: match speaker to image of toy they are talking about
Relate basic stories and events on an talking about the photos learners have
increasing range of general and brought in
7.S8 curricular topics
Comment
project photos if possible
Resource:
photos T asked learners to bring in previously
Provide basic information about talking about whether something looks fun,
themselves at sentence level on a limited scary or tiring
range of general topics
7.S1
Resource:
worksheet: images of windsurfing, roller- coaster, ice-skating, Wii computer game etc...
Use common verbs followed by infinitive focusing on verbs common followed by –
verb / verb + ing patterns on a limited ing pattern
7.UE12 range of general and curricular topics
Resource:
worksheet: sentence completion / matching tasks with verbs [like enjoy, love, don‟t mind,
hate, prefer
Understand the main points of short reading short emails from friends and
simple texts on a limited range of general matching different venues / place to go to
and curricular topics by using contextual each one
7.R4 clues
Resource:
worksheet: where‟s the best place to take …
writing a short e-mail to a friend suggesting
Link sentences using basic coordinating somewhere to together
7.W5 connectors with some support
40
Resource: guided writing prompts
MODULE 2. SIGHTS AND SOUNDS
Unit 4. Tastes Sounds Smells
Syllabus
7.S4 Use basic vocabulary for an increasing talking about the senses and parts of the
range of general and curricular topics 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
7.W7 Spell most familiar high- frequency listening to different sounds and writing
words accurately during guided writing down what they are and reporting: I could
activities hear
Comment:
open the window or take learners 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...
7.S3 Give an opinion at sentence level on a talking about smells that are nice, bad,
limited range of general and curricular dangerous
topics
7.UE7 Use I think / I know to express basic focusing on the I think, I know structure.
opinions on a limited range of general Passing round darkened smell jars and
and curricular topics learners 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
7.W3 Write short sentences which describe writing sentences about the pictures for
people, places and objects with support each verb.
7.R6 Recognise the difference between fact reading short dialogues about reactions to
and opinion in short, simple texts on a things [senses]
limited range general and curricular
topics
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.
7.S3 Give an opinion at sentence level on a talking about what something is by looking
limited range of general and curricular at partial pictures
topics
7.S6 Communicate meaning clearly using talking about adjective opposites
phrases and simple sentences during
pair, group and whole class exchanges
Resource:
worksheet: match words to anagram opposites: bitter / ewest hard / osft
7.UE3 Use common, simple comparative focusing on comparative forms of adjectives
adjectives to give personal information
and on a limited range of general and
curricular topics
Resource:
worksheet: completing and answering questions e.g. Do you like ____ chocolate? darker or
lighter
7.R5 Understand some specific information reading short texts and working out what
and detail in short, simple texts on an something is
41
Resource:
short texts e.g. It comes from a fruit and is a pale yellow colour. It tastes bitter without
sugar.
7.W3 writing sentences about things learners
Write short sentences which describe like/don‟t like. Learners complete grid then
people, places and objects with support write sentences
Resource:
worksheet: grid smiley face / glum face smell taste touch etc...
7.L1 listening and sequencing pictures in the
Understand a short sequence of description of a touch classroom
supported classroom instructions experiment
Resource:
worksheet: jumbled picture experiment sequence touching things with your bare foot on a
board on floor
7.UE8 Use imperative forms with direct and focusing on giving instructions
indirect object forms to give a short
sequence of instructions
7.L1 Understand a short sequence of giving instructions to a blindfolded student
supported classroom instructions to touch different objects[experiment above]
Resource:
worksheet: matching instructional verbs and prepositions to images
7.R2 Read and follow familiar instructions for reading instructions for performing a
classroom activities with some support 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
7.L3 Understand an increasing range of touch experiment, learners then perform the
unsupported basic questions on general experiment, compare results and then
and curricular topics answer teachers questions
Resource:
images / sequence e.g. write down five things that you can draw with your finger on your
partners back e.g. a number, letter etc… do not show your partner make sure one of the
things is a five-letter word
7.L3 Understand an increasing range of conducting a class „senses‟ challenge and
unsupported basic questions on general 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?
7.W4 Use joined-up handwriting in an writing a poem entitled From my window
increasing range of written work
Comment:
bring a freely bag and about 12 small objects bring a blindfold for „whose hand‟ challenge
display opportunity
Resource:
poem template From my window, I can see I can smell etc...
Unit 5. Colours and Patterns
Syllabus
7.S3 Give an opinion at sentence level on a talking about what colours there are in a
limited range of general and curricular rainbow
topics
Resource:
worksheet: images of different colours, learners tick rainbow colours
42
7.L5 Understand most specific information listening to and learning „the rainbow‟ song
and detail of short, supported talk on a
range of general and curricular topic
Resource:
worksheet above learners tick colours they hear
7.UE4 Use determiners a, the, some, any, focusing on the use of determiners in short
this, these, that, those to give personal texts on home and away team strips
information and on a limited range of
Resource:
worksheet completing rainbow song lyrics before singing the song
7.R5 Understand some specific information reading short descriptions of team strips and
and detail in short, simple texts on an 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
7.W5 Link sentences using basic writing a short description of favourite /
coordinating connectors with some school team strip and colouring image to
support match blank strip to colour
Resource:
multiple-matching task display opportunity
7.R5 Understand some specific information reading descriptions of animals and drawing
and detail in short, simple texts on an patterns / colouring them
Resource:
worksheet: outline of ladybird, bee, tiger etc...
7.UE13 Will to ask about future intention on a focusing on the use of „will‟ to express future
limited range of general and curricular intention / outcome
topics
Resource:
worksheet: short dialogue matching e.g. Make sure you‟re in the blue team / I‟ll try Don‟t
wear red / I won‟t Dress up in bright colours / I will
7.L6 Deduce meaning from context in short, listening people talking about mixing colours
supported talk on a range of general and guessing which colour they will get
Comment:
small paint sets for groups of learners to experiment with
Resource:
worksheet: put the number of the dialogue next to the colour
7.W3 Write short sentences which describe writing instructions for other learners to test a
people, places and objects with colour mix
support
Resource:
multiple matching task: colour to a dialogue
7.L6 Deduce meaning from context in short, listening to other groups instructions and
supported talk on a range of general 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
7.L7 Understand supported narratives on a listening to the first part of a story about a
range of general and curricular topics Chameleon e.g. The Crafty Chameleon
Resource:
worksheet: true / false task
7.UE1 Use nouns as direct and indirect focusing on nouns as direct and indirect
objects in describing events and objects
actions on a limited range of general
43
Resource:
worksheet: text summary completion
7.R3 Read a limited range short simple reading the second part of the story
fiction and non- fiction texts with
confidence and enjoyment, with
support
Resource:
worksheet: fact completion task
7.W3 Write short sentences which describe writing sentences to label a colour diagram of
people, places and objects with a Chameleon
support
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
7.L6 Deduce meaning from context in short, listening and colouring ice-cream scoops
supported talk on a range of general according to what they hear
Resource:
worksheet: ice-cream scoops in cones to colour e.g. I‟ll have one chocolate and two lemon.
7.S6 Communicate meaning clearly using talking about which colour shade is the odd-
phrases and simple sentences during 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
7.L3 Understand an increasing range of listening to questions in a class /team „colour
unsupported basic questions on and pattern‟ quiz
Comment:
You are eating a Strawberry and vanilla cone. What colour are the scoops?
Unit 6. Same or Different
Syllabus
reading different pairs of signs notices and
Understand the main points of short sentences and
simple texts on a limited range of deciding whether the meaning is the same or
7.R4 general and curricular topics by using different
contextual clues
Resource:
worksheet: pairs of items e.g. six fifteen, a quarter past six / when‟s your birthday / what‟s
your date of birth
Recognise the opinion of the
speaker(s) in basic, supported talk on listening to short conversations
7.L8 a limited range of general and and deciding whether the second speaker
curricular topics feels the same or different
Resource:
- worksheet: speaker 1 circle correct answer:
- same or different
Use conjunction because to give
7.UE16 reasons on a limited range of general focusing on language of reasons in explain
and curricular topics differences
Resource:
worksheet: What‟s the difference: e.g. cushion /pillow
7.UE 5 Use why to ask for explanations underlining the odd noun in each of the
44
following sets and giving reasons „why‟.
Resource:
worksheet: Why are they not the same: e.g. 11o‟clock / 23.00
Interact in short, basic exchanges on a
7.S7 limited range of general and curricular talking about which signs / objects / situations
topics are the odd-one-out and saying why
Resource:
pictures of e.g .clock / watch / compass
Use common comparative and
superlative adjectives to give personal
7.UE3 information and on a limited range of focusing on comparative forms of adjectives
communicate meaning clearly
Resource:
worksheet; sentence matching and completion tasks
Communicate meaning clearly using
phrases and simple sentences during talking about what someone will
7.S6 pair, group and whole class say in comparing things in pictures. Learners
exchanges. note down their answers
Resource:
worksheet: pairs / set of pictures e.g. thermometer showing 15 c [Sat] and 18c [Sun]
Understand most specific information listening to people talking about pictures
7.L5 and detail of short, supported talk on a above and learners decide if what was
range of general and curricular topic predicted is said
Resource:
learners use answers from previous task and tick or cross if the same
Understand some specific information
and detail in short, simple texts on an reading short texts posted around room and
increasing range of general and deciding whether something is „a bit / a lot‟
7.R5 curricular topics with support longer / taller / bigger etc…
Resource:
worksheet: compare River Amazon / River Nile [length] Australia / Canada [size]
Write longer sentences on a limited Learners write down what they find out as
7.W2 range of general and curricular topics sentences to be read out.
with support
Give an opinion at sentence level on a talking [speculating] about the world‟s
7.S3 limited range of general and curricular longest, fastest, and tallest, oldest, biggest
topics etc...
Resource:
worksheet: questions e.g.
Use common superlative adjectives to
7.UE3 give personal information and on a
limited range of general and curricular focusing on superlative forms of adjectives
topics
Resource:
Prepare questions: How old is the world‟s oldest person?
Recognise the difference between fact
7.R6 and opinion in short, simple texts on a reading short texts about world‟s oldest etc...
limited range general and curricular
topics
Comment:
guide to primary friendly sites / library section
Resource:
fact or opinion task
Find books, worksheets and other
7.R8 print materials in a class or school researching online and completing a fact-file
library according to classification with
support
Comment:
fact file to complete
Resource:
45
display opportunity
Link sentences using basic writing a short description of world‟s tallest,
7.W5 coordinating connectors with some highest, fastest etc... based on internet
support research
Resource:
record: important date next oldest / biggest etc... guided writing template
Deduce meaning from context in listening to what is said / asked and predicting
short, supported talk on a range of an emphatic response in agreement e.g. Are
7.L6 general and curricular topics. you really sure?
Comment:
pre-teach any unknown emphatic words and model one or two short dialogues
Resource:
worksheet: emphatic adjectives which learners match to what they hear e.g. Beautiful Much
better Lovely Ancient Plenty Positive Terrible Delicious
7.W1 limited range of general and curricular writing short dialogues based on above with
topics with support another set of emphatic adjectives
Communicate meaning clearly using
phrases and simple sentences during learners act out dialogues for class talking
7.S6 pair, group and whole class about where student and partner would place
exchanges themselves on a „tachometer‟
Resource:
worksheet: emphatic adjectives fine impossible fantastic, exhausting, freezing, the best,
etc...
7.S7 learners hide their „tastometer‟ and predict
Interact in short, basic exchanges on a where partner is on „tastometer‟ e.g. I like
limited range of general and curricular spicy food but I think you like spicier food
topics. than me.
Comment:
display opportunity
Resource:
Worksheet music: quiet ____ loud
food: plain ____spicy
weather: hot _____ cold, Delicious
hair short ____ long
He likes the clothes: dark _____ bright
writing a short comparative poem about your
partner e.g. John likes his food spicy
7.W3 Write short sentences which describe Spicier than me weather cold
people, places and objects with Freezing
support
Resource:
worksheet: guided writing template
MODULE 3. ALL ABOUT NATURE
Unit 7. Environment
Syllabus
7.S2 Ask questions to find out general listening and matching the words to the
information on a limited range of general pictures of nature.
Comment:
pair learners who perhaps don‟t normally sit together for this task
Resource:
worksheet of nature
Plan, write and check sentences on a writing a short description of nature: There
7.W1 limited range of general and curricular is a big desert in our province. It‟s called …
topics with support .
46
Resource:
7.S3 Give an opinion at sentence level on a talking about some earth‟s facts: earth
limited range of general and curricular surface, water
topics
Resource:
worksheet: true / false task multiple-matching task
7.R8 Find books, worksheets and other print reading about rainforests, Antarctica and
materials in a class or school library water resource “World Environment Day”
according to classification with support
Resource:
worksheet: text summary completion
Use I think... I know... to express basic focusing on the structure „I think, I know‟
opinions on a limited range of general and talking about the dangers that threaten
7.UE7 and curricular topics our planet.
Communicate meaning clearly using talking about the dangers that threaten our
7.S6 phrases and simple sentences during country
7.S5 Organize talk at sentence level using talking about kinds of pollution and causes
basic connectors on a limited range of of them
Resource:
worksheet: water, air and land pollution images
7.W3 Write short sentences which describe writing about one of the pollution
people, places and objects with support
Resource:
guided writing prompts
reading instructions for performing a
Read and follow familiar instructions for classroom activities
7.R2 classroom activities with some support
Understand most specific information listening about some environmental
7.L5 and detail of short, supported talk on a problems
Resource:
images of environmental problems
7.S3 Give an opinion at sentence level on a talking about the problems and their
limited range of general and curricular solutions
topics
focusing on modal verb „should‟ for giving
7.UE13 Use should for giving advice advice
Resource:
worksheet: completion task
7.UE9 Use simple present forms on a limited focusing on simple present forms
7.W2 learners write down some sentences on
Write longer sentences on a limited giving advice
understand with support
Resource:
guided writing prompts
7.S2 Ask questions to find out general asking and answering about environmental
information on a limited range of general problems
Resource:
worksheet: questions e.g.
Understand most specific information
7.L5 and detail of short, supported talk on a listening to the radio talk about endangered
range of general and curricular topic animals
Resource:
worksheet: images of a endangered animals
47
7.S5 Organise talk at sentence level using
basic connectors on a limited range of completing the table
general
Resource:
worksheet: fact completion task
7.UE1 Use nouns as direct and indirect objects focusing on nouns as direct and indirect
in describing events and actions on a objects
topics
7.L1 Understand a short sequence of listening to short classroom instructions
supported classroom instructions
Communicate meaning clearly using in groups, doing the project on pandas.
7.S6 phrases and simple sentences during Finding some information and writing.
Resource:
worksheet: fact file to complete:
Ask questions to find out general interviewing 4-5 of your classmates and find
information on a limited range of general someone who… . knows what a forest fire
7.S2 and curricular topics is / saw a flood or an earthquake
Resource:
worksheet: questions
limited range of general and curricular writing about some ways to save our world
7.W1 topics with support
Unit 8. Animal Kingdom
Syllabus
7.S7 Interact in short, basic exchanges on a talking about which animals live in water /
limited range of general and curricular on land and which have legs / no legs
topics
Resource:
worksheet: matching images of heads of animals to names and diagram for classification
7.UE12 Common prepositions of location, focusing on prepositions:
position and direction: at, above, below,
behind, between, in, in front of, inside,
near, next to, on, opposite, outside, to,
under
Resource:
worksheet sentence matching and completion tasks e.g. Female and male penguins sit / on
their eggs
7.L5 Understand most specific information listening to a description of a snail and
and detail of short, supported talk on a labelling its body parts.
range of general and curricular topic.
Resource:
worksheet: diagram to label with snail parts
7.S3 Give an opinion at sentence level on a answering true / false questions about a
limited range of general and curricular snail
topics
7.R4 Understand the main points of short reading a series of short paragraphs about
simple texts on a limited range of snails
contextual clues
Resource:
worksheet true / false task use for prediction before reading worksheet: complete text with
missing prepositions
7.L7 listening to the first half of a snail story e.g.
Understand supported narratives on a „It‟s Hard to Hurry When You‟re a Snail‟ or
range of general and curricular topics „The Snail and The Whale‟
48
Resource:
worksheet: completing a text summary with rhyming words from story
7.L9 focusing on demonstrative pronouns is
Identify rhyming words 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...
7.UE6 Use demonstrative pronouns to ask and Focusing on pronouns and writing
answer basic questions on personal and questions
familiar topics
7.S2 Ask questions to find out general in pairs, discussing and making predictions
information on a limited range of general what will happen to the snail and the whale
7.R5 Understand some specific information reading the second part of the story
and detail in short, simple texts on an
Resource:
worksheet: multiple- matching and correcting false statements tasks
7.UE12 Use adverbs of sequence first next then
7.S8 Relate basic stories and events on an talking about the story by putting jumbled
increasing range of general and events in order
curricular topics
Resource:
worksheet: jumbled events from the story to order
7.L3 Understand an increasing range of short answering questions about mini- beasts
supported questions on general and
curricular topics
Comment:
project images of mini-beasts and ask a question about each one
Resource:
worksheet of questions about the mini-beast
7.S2 Ask questions to find out general mingling activity in which learners ask what
information on a limited range of general someone‟s mini-beast is and then ask
and curricular topics questions to complete mini-beast grid
Resource:
worksheet grid: Example wings, legs, eat, live, ladybird, centipede
7.L1 Understand a short sequence of Listening to classroom instructions and
supported classroom instructions response them
Resource:
- worksheet with grid to fill in and space to draw mini-beast.
- prepare instructions about where to look, how not to hurt, what to write down about mini-
beasts
7.W3 Write short sentences which describe listening to instructions for a mini-beast
people, places and object with support hunt in a small outside area
Comment:
display opportunity with drawing
Resource:
guided template to complete writing and completing sentences about what they found. e.g. I
found
It was _______ and had... It moved
7.S6 Communicate meaning clearly using talking about which animal can do what
phrases and simple sentences during
Resource:
worksheet: grid which animal can jump, walk, swim
7.R4 Understand the main points of short reading and matching missing
simple texts on a limited range of
contextual clues
Resource:
49
worksheet: descriptions with missing adjectives e.g. as quiet as a ___ / mouse
7.S3 looking at images of animal skeletons with
a scale for each one using adjectives to
Give an opinion at sentence level on a descriptions of animals [adjectives we
limited range of general and curricular associate with them]
topics Learners measure, work out approximate
size and talk about what the animal is
7.UE7 Use expressions „I think / I know‟ to Completing sentences with own words „I
express basic opinions on a limited think ….. I know………‟
7.S6 Communicate meaning clearly using matching picture of skulls to rest of animal
phrases and simple sentences during skeleton
Resource:
worksheet: measurement sentences to complete
7.L5 Understand most specific information listening to short descriptions of skeletons
and detail of short, supported talk on a 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
Syllabus
Give an opinion at sentence level on a talking about what learners know about
7.S3 limited range of general and curricular „dinosaurs‟
topics
Resource:
worksheet: choose the best answer e.g. Dinosaurs had babies / laid eggs etc...
Use simple past regular and irregular
forms to describe actions and narrate
7.UE9 simple events on a limited range of focusing on simple past questions
Resource:
worksheet: did or could? ____ some dinosaurs fly? ____ some dinosaurs only eat plants
and leaves?
7.UE13 use could as a past form of can
7.R5 and detail in short, simple texts on an reading short descriptions of dinosaurs‟ and
increasing range of general and matching to images / sketches
Comment:
bring split pins scissors, felt, glue etc...
Resource:
listening how to instructions about tracing a
7.L1 Understand a short sequence of dinosaur from fossil impressions, colouring,
supported classroom instructions decorating, making moveable limbs
Comment:
Resource:
photos of complete dinosaur fossils for learners to trace
Plan, write and check sentences on a writing short „dinosaur‟ dialogues for their
limited range of general and curricular dinosaur characters.
7.W1 topics with support [Read out / use in bubbles in display
Communicate meaning clearly using talking about what people did long,
7.S6 phrases and simple sentences during long ago
50
Resource:
worksheet: A 1000 years ago
Use I think… /I know… to express basic focusing on „I think, I know „ to talk
7.UE7 opinions on a limited range of general about the past
Resource:
questions: How did people keep warm? How did people get food? How did they travel
around?
7.UE12 Use common prepositions of time on, in, focusing on time prepositions
at, after, before to state when things
happens/happened/
Resource:
worksheet: write down a word or draw a picture
7.L5 Understand most specific information listening about when inventions
and detail of short, supported talk on
a range of general and curricular
topic
Resource:
What did people do before electric lights?
7.S3 Give an opinion at sentence level on a talking about when inventions first
limited range of general and curricular appeared, looking at old photographs
topics and saying how long ago something was.
Resource:
- worksheet: sentence completion and sentence matching
- worksheet learners put inventions in order on timeline:
- worksheet: relating to images in previous task sentence completion task photos to put in
order and divide into 3 groups: mum and dad‟s time, grandparents time, before
grandparent‟s time
7.S4 Use basic vocabulary for an increasing talking about the kind of characters and
range of general and curricular topics things that you get in fairy tales
Resource:
worksheet: picture prompts witches hat, crown, trees
Use defining relative clauses to give focusing on defining relative clauses;
7.UE17 personal information who/which/where
Resource:
worksheet: name a fairy tale - which has a prince - where someone goes into a forest etc…
7.L7 listening to short scenes from fairy tales
Understand supported narratives on a and matching a scene to a story
Resource:
Use nouns as direct and indirect objects
7.UE1 in describing events and actions on a focusing on nouns as direct indirect
limited range of general and curricular objects. Learners un- jumble the fact and
topics try and name the fairy tale
Comment:
prompt learners in groups of 3 to think of facts
Resource:
worksheet: jumbled fairy tale facts. e.g. an apple a girl an old lady gave
7.W3 Write short sentences which describe writing sentences for other teams to
people, places and objects with support guess „ which fairy-tale‟
Comment:
keep team scores first group to shout out correct answer
Resource:
a prince gave a sleeping girl a kiss
listening to the first part of the story
7.L7 Understand supported narratives on a Aladdin
51
Comment:
pre-teach some key vocabulary e.g. lamp, wish genie
Resource:
worksheet: true / false task
Relate basic stories and events on an
7.S8 increasing range of general and
curricular topics matching fairy tales to the pictures
7.W8 Use full stops, commas, question
marks, and speech marks at sentence learners draw lines between characters and
level with some accuracy when writing say how they are connected in the story
independently
Resource:
worksheet: images of characters
Read a limited range short simple fiction looking at the next extract from the story
and non-fiction texts with confidence which needs to be punctuated to make it
7.R3 and enjoyment, with support clear reading the next part of the story
Resource:
worksheet; unpunctuated extract multiple-matching and sentence completion
tasks
7.L7 Understand supported narratives on a 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
Syllabus
listening to instructions to make a clock
7.L1 Understand a short sequence of face
Comment:
bring copies etc... for each student
Resource:
worksheet of pieces to cut out and / or assemble, fill in and colour
Read and follow familiar instructions
7.R2 for classroom activities with some reading instructions for putting clock hands
support 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…
7.UE 2 Use numbers 1 – 100 to count Completing a table
Ask questions to find out general asking and responding to short questions
information on a limited range of about time
7.S2 general and curricular topics
Resource:
worksheet: different time question prompts
Understand an increasing range of student asking the question puts their clock
unsupported basic questions which to a particular time and the other student
7.L2 ask for personal information responds
Resource:
Is it early / late? Is it lunch time / time for dinner?
and detail in short, simple texts on an reading different time „word‟ problems and
increasing range of general and writing down answers
7.R5 curricular topics with support
Comment:
pre-teach words it takes / lasts
52
Resource:
Is it half past / a quarter to
Ask questions to find out general talking about different times in student‟s
information on a limited range of day. Learners plot on timeline when they do
7.S2 general and curricular topics things
Resource:
worksheet: typical school day timeline / actions to match e.g. breakfast / TV/ bed /
Use when to ask when something
7.UE5 happens / happened focusing on „when questions‟. Learners ask
each other questions about their timelines
Resource:
use another copy of worksheet above to record answers
Use common prepositions of time on, focusing on common time prepositions
7.UE12 in, at to state when things happen
Resource:
worksheet: write down three things you do at the same time, before and after your partner
Write longer sentences on a limited
7.W2 range of general and curricular topics writing about the times student and their
with support partner do things
Provide basic information about Learners tell each other how long above
7.S1 themselves at sentence level on a things take them
Resource:
worksheet: How long does it take John to get ready?
Use have (got) to / have to
7.UE13 to express obligation focusing on have got to / have to
Resource:
worksheet: dialogue completion with correct form [negative and interrogative]
Recognise the opinion of the
speaker(s) in basic, supported talk on listening to things young people have [got]
7.L8 a limited range of general and to do
curricular topics
Resource:
multiple-matching task
Organise talk at sentence level using matching and practising short dialogues
7.S5 basic connectors on a limited range of relating to obligations
general
Resource:
worksheet: jumbled three turn dialogues to complete
Understand some specific information reading word problems about time/
7.R5 and detail in short, simple texts on an obligations
talking about what you‟ve got to do to
Organise talk at sentence level using improve. Learners work in pairs. One turns
7.S5 basic connectors on a limited range of over a card, the other says what „they‟ve
general and curricular topics got to‟
Comment:
bring cards and place face down
Resource:
worksheet: solving word problems e.g. It‟s four o‟clock. You‟ve got to be at the dentist‟s at a
quarter past five cards with comments / complaints on. e.g. „we‟re late‟ [I know, we‟ve got
go]„your hands are dirty‟ to[I know I‟ve got to wash them]
Understand some specific information Reading to remember time information
and detail in short, simple texts on an posted on walls around the room. Learners
7.R5 increasing range of general and go round class and try to memorise info in
curricular topics with support extracts. Repeat process three times
Comment:
place on walls TV schedules, bus timetables, opening closing times, time differences
between different cities etc…
Resource:
53
questions: what do you remember Rounds 1 2 3
7.UE14 Use common comparative and focusing on comparative adverbs to talk
superlative adverbs to describe and about how fast, early, quickly, long, slowly
compare things more quickly...best on etc...
curricular topics
7.L1 Understand a short sequence of Listening to instructions and responding
Resource:
worksheet: sentence completion / matching tasks
Understand an increasing range of listening to instructions for
unsupported basic questions on completing short races
7.L3 general and curricular topics
7.S3 Give an opinion at sentence level on a sit three learners in a line and give
limited range of general and curricular instructions for getting ready / each race
topics ask class about which of three learners 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...
7.W2 Write longer sentences on a limited writing up race results e.g.
range of general and curricular Sam put on his socks faster than Joe but
topics with support Tom did it most quickly.
Resource:
worksheet: 1st 2nd 3rd podium on which learners record result
Example of speaking test 5–7 minutes/4 parts

The speaking test is a face-to-face test with a teacher and one student. It lasts approximately
4-5 minutes.
The mark for the speaking test is based on ratings for interactive listening ability, production
of appropriate and extended responses, and pronunciation.
Part 1
The teacher asks the student to describe four differences.
Part 2
The teacher shows the student a sequence of four pictures which show a story. The teacher
tells the student the name of the story and describes the first picture in the story then asks
the student to describe the other three pictures.
Part 3
The teacher shows the student four sets of four pictures where one picture in each set is the
„odd one out‟. The teacher has to identify which picture is the odd one out in the remaining
three sets and say why.
Part 4
The teacher asks the student some personal questions on topics such as school, weekends,
friends and hobbies.
Summary of the speaking test
Parts Main skill focus Input Expected response
1 Describing two pictures by Two similar pictures Identify four differences

using short responses between pictures
2 Understanding the beginning Picture sequence Describe each picture in
of a story and then continuing turn
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it based on a series of pictures
3 Suggesting a picture which is Picture sets Identify odd one out and
different and explaining why give reason
4 Understanding and responding Open-ended questions Answer personal
to personal questions about student questions
Rubric sample for speaking
Category Excellent /10-8/ Good /7-6/ Fair /5-4/ Poor /3-below/
Fluency Speaks clearly, with Speaks with some Speaks with some Hesitates too
little hesitation that hesitation, but it does hesitation, which often when
does not interfere not usually interfere often interferes speaking, which
with with with often interferes with
communication communication communication communication
Pronuncia Pronunciation Pronunciation Pronunciation Frequent problems

tion and intonation are and intonation and intonation with pronunciation
almost always very are usually errors sometimes and intonation
clear/accurate clear/accurate with a make it difficult to
few understand
problem areas the student
Vocabular Good use of Adequate use of Weak use of Inadequate use of
y vocabulary for vocabulary for vocabulary for vocabulary for
describing scene describing scene describing scene describing scene
picture picture picture picture
Example of reading and writing test 30 minutes/40 items
There are six parts. Each part begins with one or two examples. Correct spelling is required
in all parts of the reading and writing test.
Part 1
In this task, learners match words and definitions. There are eight pictures, each with the
words that they illustrate written under them, and six definitions. Learners copy the correct
words next to the definitions.
Part 2
Learners look at a picture and six statements, some of which correctly describe the picture
and some which do not. Learners write „yes‟ or „no‟ as appropriate.
Part 3
In this task, learners read a short written dialogue, for which three different responses are
given for what the second speaker says in his/her turn. Learners choose the correct
response by circling letters.
Part 4
Learners 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 learners should not use.
Learners choose the best title for the story from a choice of three.
Part 5
Learners read a story and complete sentences using one, two or three words. The story is
divided into three sections, each with an illustration. The pictures do not provide answers to
the questions.
Part 6
In this task, learners 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
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Number
Parts Main skill focus Input Expected response of
questions
1 Reading short Labelled pictures and Copy correct words next

definitions and matching definitions to definitions 6
to words
Writing words
2 Reading sentences Picture and sentences Write „yes‟/‟no‟
about a picture 6
Writing one-word
answers
3 Reading a dialogue Short dialogue with Choose correct
Choosing the correct multiple-choice response by circling a 6
responses responses letter
4 Reading for specific Cloze text, words and Choose and copy
information and gist pictures missing words correctly. 7
Copying words Tick a box to choose the
best title for the story
5 Reading a story Story, pictures and Complete sentences 10
Completing sentences gapped sentences about story by writing
one, two or three words
Reading
6 and Reading andGapped textGapped
and 3- text and
Complete
3- Complete
text by text by 55
understandingunderstanding
a option
a multiple-choice
option multiple-selecting selecting
the correct
the correct
factual text factual text (grammaticalchoice
words)
(grammatical
words and words
copying
andthem
copying
Copying words Copying words words) in the corresponding
them in the
gaps 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.
Aim
- to develop learners communicative skills in terms of asking questions, expressing
ideas and thoughts, giving and understanding instructions and the narration of
events.
- to develop learner control of an increasing range of A2 level structure and vocabulary
- to enable learners to listen to and read texts for an increasing range of global and
detailed understanding purposes.
- to develop learner abilities to produce simple, short fiction and non-fiction texts which
communicate messages clearly to their intended audience.
- to encourage learners through the study of English to explore both curriculum content
and their own and other people‟s cultural identity
basis.

formulated/
S7 Keep interaction going in basic

8.S7 interact in basic exchanges on a growing range of
exchanges on a growing range of general
UE5 Use questions including tag
8.UE5 Use questions including tag questions to seek
questions to seek agreement, and clarify
agreement, and questions to clarify information
use questions What time/what else/next?
What time/what else/next? on a limited range of
curricular topics

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- to take into account the level of learner's knowledge and skills
When writing:
information)
- To keep notes
LEARNING OBJECTIVES
Syllabus
Learning objective
Code
Listening High A1
8.L1 Understand a sequence of supported classroom instructions
8.L2 Understand a growing range of unsupported basic questions which ask for personal
information
8.L3 Understand a growing range of unsupported basic questions on general and
curricular topics
8.L4 Understand the main points of extended talk on a range of general and curricular
topics with support
8.L5 Understand most specific information and detail of short talk on a range of familiar
topics with support
8.L6 Deduce meaning from context in short, supported talk on a growing range of general
8.L7 Understand supported narratives, including some extended talk on a range of general
8.L8 Recognize the opinion of the speaker(s) in basic, supported talk on an increasing
8.L9 Identify rhymes, and repetition
Speaking High A1
8.S1 Provide basic information about themselves and others at sentence level on an
increasing range of general topics
8.S2 Ask questions to find out general information on an increasing range of general and
curricular topics
8.S3 Give an opinion at sentence level on an increasing range of general and curricular
topics
8.S4 Respond with a limited flexibility at sentence level to unexpected comments on an
Organize talk at sentence level using connectors on an increasing range of general
8.S5 and curricular topics
Communicate meaning clearly at sentence level during pair, group and whole class
8.S6 exchanges
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8.S7 Interact in basic exchanges on a growing range of general and curricular topics
8.S8 Relate basic stories and events on a range of general and curricular topics
Reading High A1
8.R1 Recognize, identify and sound a range of language at text level with some support
8.R2 Read and follow familiar instructions for classroom activities with little support
8.R3 Read short fiction and non-fiction texts an increasing range of general and curricular
topics with confidence and enjoyment with some support
8.R4 Understand the main points of short, simple texts on an increasing range of general
and curricular topics by using contextual clues
8.R5 Understand specific information and detail in short, simple texts on a range of general
and curricular topics with little or without support
8.R6 Recognize the difference between fact and opinion in short, simple texts on an
8.R7 Recognize the attitude or opinion of the writer in short texts on an increasing range of
8.R8 Use familiar paper and digital reference resources to check meaning and extend
understanding with some support
Writing High A1
8.W1 Plan, write, edit and proofread work at text level on an increasing range of general
and curricular topics with support
8.W2 Write a sequence of short sentences in a paragraph on an increasing range of general
and curricular topics with some support
8.W3 Write factual and imaginative descriptions at text level which describe people, place
and objects with support
8.W4 Use joined-up handwriting in a range of written work across the curriculum some
speed and fluency
8.W5 Link sentences into a coherent paragraph using a variety of basic connectors on a
limited range of general and curricular topics with some support
8.W6 Use appropriate layout at text level for a limited range of written genres on familiar
general and curricular topics with some support
8.W7 Spell most high-frequency words accurately for a limited range of general and
curricular topics when writing independently
8.W8 Punctuate written work at text level on a limited range of general and curricular topics
with some accuracy when writing independently
Use of English High A1
8.UE1 Use a growing range of countable and uncountable nouns, including common noun
phrases describing times and location, on a range of general and curricular topics
8.UE2 Use a quantifiers many, much, a lot of, on an increasing range of general and
curricular topics
8.UE3 Use an increasing range of comparative and superlative adjectives [both regular and
irregular] on an increasing range of general and curricular topics
8.UE4 Use determiners including any each every on an increasing range of general and
curricular topics
8.UE5 Use questions including tag questions to seek agreement, and questions to clarify
information What time/what else/next? on a limited range of general and curricular
topics
8.UE6 Use basic personal and demonstrative pronouns and quantitative pronouns some,
any, something, nothing anything on a range of general and curricular topics
8.UE7 Use simple perfect forms of common verbs to express what has happened [indefinite
time]on a limited range of general and curricular topics
8.UE8 Use future forms will for predictions and be going to talk about already decided plans
8.UE9 Use simple present forms and simple past regular and irregular forms to describe
routines, habits, and states on a limited range of general and curricular topics
8.UE10 Use present continuous forms to talk about present activities and with future meaning
use past continuous forms for background, on a limited range of general and
curricular topics
8.UE11 Use be/look/sound/feel/taste/smell like
Use be made of
Make somebody/something + adj on a limited range of general and curricular topics.
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8.UE12 Use a limited range of prepositions to talk about time and location
Use preposition like to describe things and about to denote topic
Use preposition of direction to, into, out of, from, towards phrases on a limited range
8.UE13 Use might may could to express possibility
Use shall [for suggestions] on a limited range of general and curricular topics
8.UE14 Use a growing range of common adverbs [both regular and irregular] simple and
comparative forms and adverbs of frequency
Use adverbs of indefinite time yet ever already always
Use adverbs of definite time last week, yesterday on a range general and curricular
topics
8.UE15 Use common verbs followed by infinitive verb /verb+ ing patterns
Use infinitive of purpose on a limited range of general and curricular topics
8.UE16 Use conjunctions so, if, when, where, before, after to link parts of sentences on a
8.UE17 Use if clauses (in zero conditionals)
Use where clauses
Use before/after clauses (with past reference)
Use defining relative clauses with which who that where to give details on a limited
the stage.
- On going
English Curriculum Content
Module 1 Me and Module 2 Getting here Module 3 Different Module 4 Stuff

others Times
Unit 7 Landmarks and Unit 9. What are
- Unit 1 Family and Unit 4 Day and Night museums things made of?
- Friends Unit 5 Around Town Unit 8 Saving the Unit 10 Food around
- Unit 2 Routines - Unit 6 Going Places earth the world
- Unit 3 All in a Week
A student-centred curriculum should support learners in learning how to learn and becoming
independent, self-motivated, engaged, confident, responsible and reflective learners.
- 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,
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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
MODULE 1. ME AND OTHERS
Unit 1. Family and friends
Syllabu Learning objective Activities

s code
8.S1 Provide basic information about talking about people in your family circle
themselves and others at sentence level and circle of friends.
on an increasing range of general topics. Learners complete diagram with names of
people and then answer questions from
another student.
Comment:
pre-teach/elicit words for relatives
Resource:
diagram with widening circles me / my close family,/ my relatives / special people
8.S2 Ask questions to find out general focusing on the superlative
information on an increasing range of form of adjectives.
Resource:
worksheet: questions prompts : …. old person you know?
…. good friend you have?
8.UE3 Use an increasing range of comparative listening to young people talking
and superlative adjectives [both regular about who they are most like.
and irregular] on an increasing range of
Comment:
worksheet: multiple-choice task images of three people each speaker describes
Resource:
worksheet: rewriting sentences. e.g. My mum and I have the same voice. / She sounds…
8.L4 Understand the main points of extended focusing on verb + like structure
talk on a range of general and curricular
topics with some support
Resource:
poem template to complete
I look……just like me. I sound __________.
___just like me. Etc
8.UE11 Use be/ look/ sound/ feel/ taste/ smell like Completing a „Just like me‟
curricular topics
8.UE12 Use preposition like to describe things Writing sentences and asking questions
spell most high-frequency words „What does it look like?‟
8.W7 Spell most high-frequency words Writing an email to a friend
accurately for a limited range of general
and curricular topics when writing
independently
Comment:
guided writing sample
8.S6 Communicate meaning clearly at talking about when you send cards and
sentence level during, pair, group and messages to family and special friends.
8.R4 Understand the main points of short reading different cards and messages
simple texts on an increasing range of
contextual clues
Resource:
worksheet: Have you ever sent ….. [tick / X] Multiple-matching tasks
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8.UE6 Use basic quantitative pronouns some, focusing on use of quantitative
any, something, nothing anything on a pronouns
topics
Resource:
worksheet: completing missing pronouns in message extracts e.g. I have lots of comics. Do
you want ___?
8.S4 Respond with a limited flexibility at talking about short greetings and
sentence level to unexpected comments responses.
on an increasing range of general and
curricular topics
Resource:
worksheet: matching/finding responses to what others say
8.W6 Use appropriate layout at text level for a writing and replying to short cards
limited range of written genres on familiar messages / notes
general and curricular topics with some
support
Resource:
guided writing prompts for different scenarios...
8.L6 Deduce meaning from context in short, listening to the problems that different
supported talk on a growing range of friends are having
Resource:
multiple –matching: Which friend needs -to see a friendly face
-to rest someone to help etc...
8.UE15 Use common verbs followed by infinitive focusing on verb + infinitive and verb + ing
verb / verb + ing patterns use infinitive of patterns e.g. like, enjoy, prefer, I‟d like
purpose on a limited range of general and Completing sentences, matching
curricular topics information and making dialogue
Resource:
worksheet: completion, matching and dialogue building tasks
8.S1 Provide basic information about talking about what you enjoy doing with
themselves and others at sentence level friends
on an increasing range of general topics
Resource:
worksheet: activity Ranking enjoy ....don‟t like so much
8.S2 Ask questions to find out general asking about the best place to go
information on an increasing range of Learners mingle and exchange information.
Resource:
worksheet: name best place to go swimming / for an ice-cream to eat out etc…
8.S4 Respond with a limited flexibility at guessing what someone is doing in a game
sentence level to unexpected comments of „charades‟
on an increasing range of general and
curricular topics
Comment:
divide class into teams and keep scores
8.R5 Understand specific information and detail reading short texts about what
in short, simple texts on a range of young people are good at.
general and curricular topics with little or
without support
Resource:
multiple-matching and yes/not doesn‟t say task
8.R7 Recognise the attitude or opinion of the focusing on asking tag questions
writer in short texts on an increasing
Resource:
worksheet: matching, completing tasks
8.UE5 Use questions, including tag questions to asking about learners‟ talents
seek agreement, and questions to clarify You‟re a good musician, aren‟t you? around
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information on a limited range of general 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 etc
8.S2 Ask questions to find out general Asking and answering questions
8.W3 Write factual and imaginative descriptions writing an e-mail to a friend introducing
at text level which describe people, places another member of
and objects with support class
Comment:
bring puppet making materials display opportunity and opportunity to use puppets in future
communication tasks
Resource:
8.L1 Understand a sequence of supported listening to instructions on how to make a
classroom instructions hand puppet of themselves
8.S1 Provide basic information about sharing information about themselves in a
themselves and others at sentence level mingling activity
on an increasing range of general topics using the puppets
Resource:
worksheet: completion My full name is …. I look … I‟m good at …
Unit 2 Routines

s code
8.S1 Provide basic information about Talking about how tidy or messy you are.
themselves and others at sentence level
Resource:
worksheet: always / sometimes / never tidy my things away get food on my clothes wash
my cup up close door lose things.
8.S5 Organise talk at sentence level using Talking about the order you do things in the
connectors on an increasing range of morning
Resource:
worksheet: learners order actions get out of bed / comb hair turn on TV/ computer brush
teeth / have a drink time line [ before , then , after, first]
8.UE16 Use conjunctions when , before, after to Focusing the use of present simple in
link parts of sentences on a limited range talking about routines/ habits.
Resource:
worksheet: sentence matching / completion tasks
8.UE9 Use simple present forms to describe Listening about different routines that
routines, habits and states on a limited people have for
range of general and curricular topics „good luck‟
Learners all write down something they do
for „good luck‟ on a piece of paper.
8.L4 Understand the main points of extended Listening to talk show and answer True or
talk on a range of general and curricular False questions
topics with support
8.W7 Spell most high-frequency words Rewriting sentences so that they are true
accurately for a limited range of general about themselves
independently
Resource:
worksheet: prepare sentences
8.R4 Understand the main points of short Reading the text about Selena and answer.
simple texts on an increasing range of Is this passage about her a) hobbies, b)
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general and curricular topics by using routines or c) both
contextual clues Answering questions
Resource:
elicit / pre-teach vocabulary for routines
8.UE6 Use determiners including any no each Talking about how much / how little / how
every on a limited range of general and often you do things
curricular topics
Resource:
If „internet‟ guide to primary sites possible display [possible activity using personal puppets from
previous unit]
8.S6 Communicate meaning clearly at Reading short texts or doing internet
sentence level during, pair, group and research about average children statistics.
Resource:
worksheet: table completion chart showing averages learners put names on, below or
above the line
8.R4 Understand the main points of short Reading the text and choosing title a) Daily
simple texts on an increasing range of activities at Home b) Weekly activities at
general and curricular topics by using Home
contextual clues
8.R5 Understand specific information and detail Reading the text again and putting the
in short, simple texts on a range of activities in the order they mentioned
without support
Resource:
worksheet: table completion, pictures of activities
8.UE1 Use a growing range of common noun Focusing on time and location noun
phrases describing times and location, on phrases.
a limited range of general and curricular
topics
Resource:
worksheet: sentence matching and text completion tasks. at lunchtime at break after lunch
in the playground etc...
8.S7 Interact in basic exchanges on a growing Talking about what is the same/different in
range of general and curricular topics our school.
Resource:
- Worksheet: relating to previous listening same / different start of the day clothes /music/
lunch etc...
8.L5 Understand most specific information and Listening to pupils from another country
detail of short talk on a range of familiar describe their school routine
topics with support
Resource:
grid completion / multiple- matching tasks
8.W2 Write a sequence of short sentences in a Writing a description of school routine in an
paragraph on an increasing range of e-mail to send to pen pal in a school in
general and curricular topics with some another country.
support
Resource:
8.S3 Give an opinion at sentence level on an In groups, discussing what plans have been
increasing range of general and curricular changed
topics
8.W4 Use joined-up handwriting in a range of Talking about when your routine changes.
written work across the curriculum with Learners then discuss in pairs
some speed and fluency. another reason why the routine might
change. Then read this out and other
groups guess which routine they mean.
Resource:
worksheet: learners match routine changes to incomplete reasons e.g.
There‟s no school, /There‟s snow.
8.L4 Understand the main points of extended Listening to voicemails about changes in
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talk on a range of general and curricular plan
topics with support
Resource:
8.W8 Punctuate written work at text level on a Improving punctuation and correcting a
limited range of general and curricular poorly written.
topics with some accuracy when writing
independently
Resource:
short text to be corrected
8.W6 Use appropriate layout at text level for a Writing a short note to your teacher
limited range of written genres on familiar explaining a change.
support
Resource:
8.UE1 Use common noun phrases describing Focusing on expressions of time. Focusing
times and location, on a limited range of on and asking questions about what
general and curricular topics learners do when
Resource:
worksheet: completion and matching tasks on school days, at weekends,
8.UE5 Use questions What time/What else/next? Talking about typical school day and
On a limited range of general and weekend activity
curricular topics
Resource:
question completion tasks
8.S2 Ask questions to find out general Reading about a typical week of a child
information on an increasing range of from a different part of the world.
Resource:
- worksheet: two timelines school day / weekend learners plot different activity on them e.g.
getup / main meal / homework etc.
- fact or opinion /multiple-choice tasks
8.S3 Give an opinion at sentence level on an Talking about adjectives that describe
increasing range of general and curricular feelings.
topics
Resource:
worksheet: matching adjectives to feeling sketches/faces
8.UE11 Make somebody/something + adj on a Focusing on make s/o / sth + adjective
limited range of general and curricular structure
topics
Resource:
worksheet: Name something that... makes you sleepy etc
Unit 3. All in a Week

s code
8.W4 Use joined-up handwriting in a range of Listening to a nurse talking about staying
written work across the curriculum with healthy [how much of something per week
some speed and fluency 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…
8.R1 Recognise, identify and sound a range of Reading about children‟s stories from the
language at text level with some support around world and answering
8.R5 Understand specific information and detail Reading the paragraphs again and
in short, simple texts on a range of completing the table
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without support
8.R4 Understand the main points of short Making a good for / not good for you poster.
simple texts on an increasing range of Reading descriptions of different
general and curricular topics by using TV programmes and matching them to type
contextual clues of programme
Resource:
- Prepare a table
- questions to answer
- Poster template
8.R8 Use familiar paper and digital reference Focusing on pronouns something, nothing
resources to check meaning and extend anything.
8.UE6 Use pronouns some, any, something, Talking about your typical TV viewing week.
nothing anything on a limited range of Learners ask and answer questions about
general and curricular topics their schedules
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
8.W2 Write a sequence of short sentences in a Writing sentences using gerunds
paragraph on an increasing range of
support
8.S2 Ask questions to find out general Asking questions and playing a chain game
information on an increasing range of „What makes you ………?‟
Comment:
display opportunity
Resource:
worksheet: question completion Do you watch ___ everyday?
Is there ___ you always watch with your parents?
8.S1 Provide basic information about themselves writing down eight facts
and others at sentence level on an increasing about a programme in groups of three.
range of general topics reading these out one at a time
8.W7 Spell most high-frequency words accurately Writing out and ordering facts into a
for a limited range of general and curricular whole descriptive paragraph for display
topics when writing independently
8.W5 Link sentences into a coherent paragraph Writing a paragraph about one TV
using a variety of basic connectors on a programme
with some support
8.UE4 Use determiners including any no each every Focusing on the use of determiners any
on an increasing range of general and no each every
curricular topics
8.L5 Understand most specific information and Listening to short dialogues and making
detail of short talk on a range of familiar a list of problems mentioned
topics with support
MODULE 2. GETTING HERE
Unit 4. Day and Night

s code
8.S3 Give an opinion at sentence level on an Talking about when it gets dark
topics
Resource:
Worksheet: winter day timeline /summer day timeline
8.UE9 Use simple present forms to describe Focusing on simple present forms in
routines, habits and states on an increasing talking about earth, stars, moon etc...
66
8.R4 Understand the main points of short simple Reading the passages and giving each
texts on an increasing range of general and one a title
Comment:
you may want to project key orbit diagrams
Resource:
worksheet: questions What goes round the sun? What comes out at night?
8.R5 Understand specific information and detail Reading short texts with diagrams about
in short, simple texts on a range of general orbit of earth and moon.
and curricular topics with little or without
support
Resource:
worksheet: night/day riddles. What appears in the sky ?
8.L1 Understand a sequence of supported Listening and drawing: joining star dots to
classroom instructions make star figures shapes. [great bear /
hunter / plough / fish (carp) ]
Resource:
worksheet: four different grids every 28 days?
8.S6 Communicate meaning clearly at sentence Talking about what „lights‟ in the dark are
level during, pair, group and whole class for.
exchanges
Comment:
pre-teach some words e.g. fox trot, insomniac
Resource:
worksheet: images of torch, lighthouse, bicycle lights, candles, fireflies, runway lights, street
lights , life-vest lights, police siren lights
8.UE16 Use conjunction so …..to link parts of Focusing on the use of the infinitive of
sentences on a limited range of general and purpose / conjunction „so‟
curricular topics
Resource:
worksheet: completion and matching tasks e.g. so cars can see you
8.R6 Recognize the difference between fact and Reading about „fireflies‟
opinion in short, simple texts on an
topics
Resource:
table completion yes, no, doesn‟t say task
8.R5 Understand specific information and detail
in short, simple texts on a range of general
and curricular topics with little or without
support
8.L7 Understand supported narratives, including Listening to the song Fireflies by Owl City
some extended talk, on an increasing range
Resource:
worksheet: lyric completion e.g. earth turns stay awake fall asleep worksheet: chorus to
sing along to
8.S3 Give an opinion at sentence level on an Talking about day and night animals.
topics
Resource:
worksheet: which animals come out at night bees, rats chickens, cows, foxes bats, owls
,mice, pigeon etc
8.S6 Communicate meaning clearly at sentence Talking about which animals you hear in
level during, pair, group and whole class the night
exchanges
8.L7 Understand supported narratives, including Listening to the first part of a night-time
some extended talk, on an increasing range story: e.g. The owl who was afraid of the
of general and curricular topics dark.
Comment:
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perhaps use the abridged version
Resource:
worksheet: (pictures and etc) owls mosquitoes cockerels, wolves, ducks etc.
8.UE16 Use conjunctions so, if, when, where, Focusing on conjunctions in telling stories
before, after to link parts of sentences on a
topics
Comment:
pre-teach unfamiliar words
Resource:
worksheet: summary of so far story to complete with conjunctions.
8.W8 Punctuate written work at text level on a Writing out and putting punctuation into an
limited range of general and curricular extract of the
topics with some accuracy when writing story
independently
Resource:
worksheet: short extract including dialogue with no punctuation
8.R3 Read short fiction and non-fiction texts on Reading second part of the night-time
an increasing range of general and story.
curricular topics with confidence and
enjoyment, with some support
Resource:
multiple – matching / text summary completion tasks
8.UE5 Use questions to clarify information What Learners practice asking and answering
else/next? questions by playing a double line game
8.UE10 Use past continuous forms for background Focusing on simple past and past
actions continuous questions
8.UE9 Use regular and irregular forms of past Writing three sentences that describe
simple on an increasing range of general activities happening at the same time
Resource:
worksheet: direct comprehension questions
8.S8 Relate basic stories and events on a range Talking about things you do to get ready
of general and curricular topics for bed. Telling another
student your night time routine.
Comment:
display opportunity
Resource:
worksheet: tick the things you do : brush teeth , drink
something say good night, read something , comb your hair ,turn off the light etc
8.W1 Plan, write, edit and proofread work at text Writing a poem entitled Night Time
level on an increasing range of general and
Resource:
worksheet: prompts e.g. I can see / I can‟t see
can hear / I can smell. I feel / I know
Unit 5. Around Town
Syllabus Learning objective Activities

code
8.S3 Give an opinion at sentence level on talking about different types of houses and
an increasing range of general and why it would be good to live them
curricular topics
Resource:
worksheet: images of apartments bungalow, detached house, beach hut high-rise flats
caravan house-boat, terraced house tent, farm
8.L6 Deduce meaning from context in short, listening to descriptions of other types of
supported talk on a growing range of shelter/structure and what they are used
general and curricular topics for.
8.L1 Understand a sequence of supported listening and following instructions for
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classroom instructions 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...
8.UE9 Use simple present forms focusing on present simple
8.UE7 Use simple perfect forms of common talking about structures you‟ve been in and
verbs to express what has when and where it was. Learners tick
happened[indefinite time] on a limited places they‟ve been, tell another. Other
range of general and curricular topics student asks when / where.
Comment:
for this activity do not have previous worksheets in view
Resource:
dialogue matching and completion activities Worksheet of all types of house and structures
above
8.S2 Ask questions to find out general talking about different types of place around
information on an increasing range of town.
8.R4 Understand the main points of short reading signs from public places and
simple texts on an increasing range of working out where you would see them.
general and curricular topics by using reading incomplete signs and completing
contextual clues them.
Resource:
multiple-matching and multiple-choice tasks
8.UE13 Use might may could to express focusing on the use of modal verbs to talk
possibility on a limited range of about possibility. Learners speculate about
general and curricular topics what these things are and which place you
might see them
Resource:
worksheet: range of words to complete signs/notices
8.L6 Deduce meaning from context in short, listening to conversations and deciding
supported talk on a growing range of 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.
8.UE5 Use questions, including What focusing on questions you might ask/ be
time/What else/next? on a limited asked in public places
Resource:
8.S7 Interact in basic exchanges on a learners model short dialogues Talking
growing range of general and about where the questions might be asked
curricular topics
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.
8.R5 Understand specific information and reading different advertisements for things
detail in short, simple texts on a range on for young people in town
little or without support
Resource:
worksheet: dialogue completion/matching. a I don‟t have ___ to do b See what‟s on TV.
69
8.W6 Use appropriate layout at text level for writing: exchanging e-mails with a friend
a limited range of written genres on you are visiting for
familiar general and curricular topics
with some support
Comment:
possible display with images from previous task
Resource:
multiple- matching tasks
E-mail prompts explain no visit to water park [as planned ask what else can do] write reply to
email you receive
8.S6 Communicate meaning clearly at sentence level talking about different types of
during, pair, group and whole class exchanges vehicle
Comment:
possible display with images from previous task
Resource:
worksheet: completing vehicle words on a tally chart. ca _ , __an , lorr_ , emergenc _,
vehicl_, etc
8.UE8 Use future forms will for predictions focus on making predictions
Resource:
worksheet: complete with your predictions : We won‟t _____ There will be more
pedestrians._____
8.S3 Give an opinion at sentence level on an conducting a traffic survey from
increasing range of general and curricular topics a window/ playground etc...
8.S6 Communicate meaning clearly at sentence level talking about whether their
during pair, group and whole class exchanges predictions were correct and
using data to make a bar chart
about number of vehicles that go
past school per hour.
8.W5 Link sentences into a coherent paragraph using a writing a paragraph on results
variety of basic connectors on a limited range of Bar chart to complete.
Comment:
Resource:
- Guided writing template
- learners use a tally chart from first activity to note traffic observations for about 20 minutes
Unit 6. Going Places

s code
8.S3 Give an opinion at sentence level on an talking about different types of transport
topics
Comment:
Activity 1
Resource:
worksheet: completing and sorting words into land, sea, air.
8.L6 Deduce meaning from context in short, listening and working out which transport
supported talk on a growing range of situation people are in.
Comment:
Activity 2
Resource:
multiple-matching and multiple-choice tasks
8.L8 Recognise the opinion of the speaker(s) in reading transport signs and notices and
basic, supported talk on an increasing saying where you would see them
Comment:
Activity 3
70
Resource:
multiple-matching tasks e.g. fasten your seatbelts/plane
8.R4 Understand the main points of short writing signs and notices for a school bus
contextual clues
Comment:
activity 4 display opportunity
8.W6 Use appropriate layout at text level for a Writing descriptions for signs
limited range of written genres on familiar
support
Comment:
provide frames for signs and notices to be written in
Resource:
writing prompts: getting on / off / sitting down / keeping clean / bags etc...
8.S6 Communicate meaning clearly at talking about the best way to go places.
sentence level during pair, group and
Comment:
activity 5
Resource:
worksheet: What‟s the best way … go to shops go to the countryside
8.UE3 Use an increasing range of comparative focusing on comparison of adjectives.
and superlative adjectives [both regular Completing sentences and a story using
and irregular] on an increasing range of comparative and superlative adjectives
Comment:
pre-teach: on foot by bike etc...
Resource:
worksheet: completion task : It‟s easier It‟s quicker … Activity 6
8.R5 Understand specific information and detail reading a short city transport guide.
in short, simple texts on a range of
without support
Comment:
activity 7
Resource:
worksheet: matching… more comfortable than...
8.R6 Recognise the difference between fact asking for and following directions on the
and opinion in short, simple texts on an London Tube map.
topics
Comment:
activity 8
8.L3 Understand a growing range of Listening to dialogues and matching the
unsupported basic questions on general situations
Resource:
worksheet: completing ways of asking for directions map of London Tube information gap
cards e.g. You are at Leicester Square You want to the Olympic Stadium
8.UE1 Use common noun phrases describing focusing on phrases to talk about time and
times and location, on a limited range of location.
Comment:
activity 9
Resource:
worksheet: rewriting There are two buses an hour. There‟s a bus every half hour. on the
bus. by bus etc.
8.L5 Understand most specific information and listening to automated recording of different
detail of short talk on a range of familiar bus routes and times.
71
topics with support
Comment:
activity 10
Resource:
map of town places and bus routes
8.W2 Write a sequence of short sentences in a writing a short description of a bus or train
paragraph on an increasing range of journey learners regularly do /have been
general and curricular topics with some on.
support
Comment:
activity 11
Resource: multiple-matching different people‟s needs
8.S2 Ask questions to find out general asking about the things you might need on
information on an increasing range of a school trip.
Comment:
activity 12
Resource:
guided writing: prompts on and off ticket stops other people etc... Worksheet: images of
different items [tick/ x]
8.R4 Understand the main points of short reading a short itinerary / information sheet
simple texts on an increasing range of for a school trip
contextual clues
Comment:
activity 13
Resource:
worksheet: matching headings to sections of info sheet
8.UE8 Use future forms „be going to‟ to talk focusing on future form „going to‟ Focusing
about already decided plans on a limited on infinitive of purpose
Comment:
activity 14
Resource:
worksheet: „going to‟ questions? about information in above reading.
8.UE15 Use infinitive of purpose on a limited guessing why other learners are going to
range of general and curricular topics take things.
Comment:
activity 15
8.S4 Respond with a limited flexibility at on front of blank card learners write: e.g.
sentence level to unexpected comments I‟m going to take a box on back they write
on an increasing range of general and [for others to guess] e.g. to put my lunch in
curricular topics
Comment: Activity 16
Resource:
worksheet: Why questions Why do you need to bring money? Blank cards for learners to
write Where are we going to meet?/How much money are you going to need?
8.R5 Understand specific information and detail researching a more unusual vehicle/means
in short, simple texts on a range of of transport online
without support
Comment:
activity 17
Resource:
cards with transport: world‟s largest guide to primary friendly sites
cruise ship cable car gondola etc.
8.S5 Organise talk at sentence level using presenting a short talk to class about
connectors on an increasing range of means of transport
general and curricular topics talking about which one is the„ transport‟
odd-one-out and
Comment:
72
activity 18 project images of vehicles
Resource:
worksheet: questions to answer
8.S7 Interact in basic exchanges on a growing Asking three learners questions and
range of general and curricular topics completing the table.
What type of transport do you prefer? Why?
Other student says why
Resource:
worksheet set of images e.g. car seat / plane seat / bike saddle dingy
8.S6 Communicate meaning clearly at asking about the points of the compass and
sentence level during, pair, group 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.
8.R3 Read short fiction and non-fiction texts an reading the story of Hansel and Gretel
increasing range of general and curricular (class reader)l [or another story about
topics with confidence and enjoyment, getting lost]
with some support
Resource:
worksheet: sentence matching tasks
MODULE 3. DIFFERENT TIMES
Unit 7. Landmarks and Museums

code
8.S3 Give an opinion at sentence level on talking about different national landmarks.
curricular topics
Resource:
- worksheet: name a …
- famous castle / palace
- river/ mountain
- building/stadium etc…
8.UE17 Use defining relative clauses with focusing on relative clauses in talking about
which who that where to give details national landmarks
curricular topics
Resource:
worksheet: completion / matching tasks is the place where ... Is the mountain which ….
8.L6 Deduce meaning from context in listening to people talking about world
short, supported talk on a growing famous landmarks
Resource:
multiple-matching sketch/ image task
8.W5 Link sentences into a coherent writing an e-mail to a pen pal abroad telling
paragraph using a variety of basic them about a national landmark.
connectors on a limited range of
general and curricular topics with
some support
Resource:
8.L1 Understand a sequence of supported listening and following instructions for
classroom instructions copying and pasting a photo into an e-mail
Resource:
prepare a simple set of ICT instructions, learners will need to use a computer alone or in
groups
8.R5 Understand specific information and reading short texts about local landmarks [not
73
detail in short, simple texts on a named] and matching them to numbers of the
range of general and curricular topics map.
with little or without support
Resource:
multiple-matching task Worksheet: local landmarks on a map. [numbered]
8.W5 Link sentences into a coherent Ordering a short jumbled text about a local
paragraph using a variety of basic place of interest. Rewriting the jumbled text
connectors on a limited range of by adding information to it.
some support
Resource:
worksheet: jumbled text with conjunctions highlighted Worksheet ; information to add e.g.
information that can be added in the form of relative clauses
8.S6 Communicate meaning clearly at talking about the kind of things you find in
sentence level during, pair, group museums.
and whole class exchanges
Resource:
worksheet: which things might you see?
8.R4 Understand the main points of short reading about the Vikings and their way of life
simple texts on an increasing range talking and speculating about what museum
of general and curricular topics by exhibits [Viking] could be and what they‟re
using contextual clues made from
Resource:
weapons /coins / clothes/toys yes, no, doesn‟t say task.
8.S4 Respond with a limited flexibility at focusing on the use of modal forms
sentence level to unexpected [possibility].
comments on an increasing range of
Resource:
possibly project images of exhibits in PowerPoint
8.UE13 Use might / may, could to express Completing the sentences
possibility
Resource:
worksheet: images of exhibits Worksheet: Exhibit 1 It might be I think it‟s made of
8.R4 Understand the main points of short reading in which learners match museum
simple texts on an increasing range exhibits from their culture to exhibit
of general and curricular topics by descriptions
using contextual clues
Resource:
8.R3 Read short fiction and non- fiction researching an exhibit from learners‟ culture
texts on an increasing range of using the internet.
confidence and enjoyment, with
some support
Comment:
guide to primary friendly sites
Resource:
cards with different ancient objects on.
8.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.
- guided writing template
8.W3 Write factual and imaginative telling the rest of the class about your exhibit.
descriptions at text level which But including one false fact.
describe people, places and objects
with support
8.S8 Relate basic stories and events on a [other learners guess the false fact]
8.UE3 Use an increasing range of team quiz on world landmarks
comparative and superlative
74
adjectives [both regular and irregular]
on an increasing range of general
Comment:
- possibly project images of exhibits in PowerPoint
- prepare quiz in
Resource:
quiz visuals and Worksheet: Exhibit 1 It might be I think it‟s made of
Unit 8. Saving the earth
Syllabu Learning objectives Activities

s code
8.S2 Ask questions to find out general Discussing the following question
information on an increasing range of Which problem do you have in your
general and curricular topics country?
8.S3 Give an opinion at sentence level on an Working in groups and talking about the
increasing range of general and curricular following questions
topics Which problem is the most serious one in
your country?
What can you do to solve this problems?
8.S7 Interact in basic exchanges on a growing Reporting solutions to the class
Resource:
worksheet: prepare questions
8.L6 Deduce meaning from context in short, Listening to talks and completing the table
supported talk on a growing range of
Resource:
prepare a table
8.W4 Use joined-up handwriting in a range of Choosing one problem of the earth and
written work across the curriculum with writing a paragraph. Use a table in exercise
some speed and fluency 4b /a list of problems and solutions/
Resource:
8.R4 Understand the main points of short reading the text and finding an appropriate
simple texts on an increasing range of picture for the text
contextual clues
8.R5 Understand specific information and detail Reading the text again and completing the
in short, simple texts on a range of spider gram
without support
Comment:
pre-teach words for the text
Resource:
Worksheet: prepare questions
8.UE2 Use quantifiers many , much , a lot of ,a focusing on quantifiers and completing
few on an increasing of range general and sentences
curricular topics
Resource:
multiple-answer sheets
8.UE6 Use quantitative pronouns some, any, Focusing on quantitative pronouns and
something, nothing, anything completing sentences
Resource:
sentence completion tasks
8.L4 Understand the main points of extended listening to conversation and answering
talk on a range of general and curricular questions
topics with support
8.UE13 Use „might may could‟ to express building / completing short dialogues and
possibility use shall [for suggestions] on a acting these out
75
topics
Resource:
worksheet: matching statements / questions to responses
8.S7 Interact in basic exchanges on a growing talking about what learners can do to keep
range of general and curricular topics their town clean and reporting the results of
their discussion to the class
Resource:
give learners some new vocabularies and expressions for their discussion
8.L4 Understand the main points of extended listening to the radio programme and
talk on a range of general and curricular answering question „What are they talking
topics with support about?‟
8.L5 Understand most specific information and Listening to the radio programme and
detail of short talk on a range of familiar completing the chart
topics with support
Resource:
completion task
8.R4 Understand the main points of short reading the text and choosing the best title
contextual clues
8.W1 Plan, write, edit and proofread work at text Working in groups, planning the campaign
level on an increasing range of general by using the table and reporting the plan
and curricular topics with support
Resource:
completion table
8.S2 Ask questions to find out general Asking and answering where the animals
information on an increasing range of live
8.L5 Understand most specific information and Listening to talk about animals and
detail of short talk on a range of familiar answering True or False questions
topics with support
8.S3 Give an opinion at sentence level on an Doing the class survey, asking and
increasing range of general and curricular answering
topics
8.R5 Understand specific information and detail Reading the magazine article and
in short, simple texts on a range of answering the questions
without support
Resource:
worksheet: question sheets
8.UE7 Use simple present perfect forms of focusing on present perfect forms and
common verbs to express what has completing, rewriting sentences
happened
8.UE14 Use adverbs of indefinite time yet ever
already always
8.R4 Understand the main points of short Reading the leaflet and answering question
contextual clues
8.W6 Use appropriate layout at text level for a Making own leaflet
limited range of written genres on familiar
support
Comment:
display opportunity
Resource:
description prompts / template
76
MODULE 4. STUFF
Unit 9. What are things made of?

s code
8.S3 Give an opinion at sentence level on an talking about what things are made of.
topics
Comment:
prepare a list of common class objects to ask questions on
Resource:
worksheet: materials word as anagrams.
8.UE11 Use be made of on a limited range of focusing on the is made/are made of...
general and curricular topics structure.
talking about materials around the school.
Learners 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
8.S6 Communicate meaning clearly at Choosing 3 things in the classroom and
sentence level during, pair, group and talking what they are made of
Comment:
if context permits get learners to go round school investigating
Resource:
worksheet: materials / object grid to complete
8.R5 Understand specific information and detail reading about where rubber comes from
in short, simple texts on a range of and what is made from it.
without support
Comment:
bring small objects to put in feely bag
Resource:
multiple-matching and true/false tasks
8.S3 Give an opinion at sentence level on an feeling things in a bag and saying what it is
increasing range of general and curricular made of.
topics
8.S6 Communicate meaning clearly at talking about the properties of materials
sentence level during, pair, group and Focusing on comparative adjectives
Comment:
pre-teach properties words
Resource:
worksheet grid: waterproof / flexible / transparent / strong /glass/ wood
8.UE3 Use an increasing range of comparative reading a materials word search. Circling
and superlative adjectives [both regular correctly spelt words they find.
and irregular] on an increasing range of
Resource:
worksheet: Which is better for a sun hat plastic or cloth.
Why……..
8.R1 Recognise, identify and sound a range of talking about why the following are a good /
language at text level with some support bad idea
8.S4 Respond with a limited flexibility at Talking why the following things are good or
sentence level to unexpected comments bad ideas
on an increasing range of general and A metal window
curricular topics A plastic knife
A paper bucket
A rubber shoes
77
Resource:
worksheet: Word search sheet
rubber shoes plastic cups glass doors etc.
8.S3 Give an opinion at sentence level on an talking about protective clothing
topics
Resource:
worksheet: matching clothing items to different materials to form different
8.L5 Understand most specific information and listening about different things that different
detail of short talk on a range of familiar people [ doctors, firemen, divers, ballerinas
topics with support etc] wear
Resource:
- compounds e.g. plastic helmet rubber gloves
- multiple-matching / sentence completion tasks
8.UE10 Use present continuous forms to talk focusing on the present continuous
about present activities on a limited range [describing what someone is doing]
Resource:
worksheet: learners match/complete sentence beginnings to images and sentence endings
e.g. The diver is wearing a rubber suit / to keep warm
8.UE15 Use infinitive of purpose on a limited focus on infinite of purpose to explain
range of general and curricular topics actions
8.L5 Understand most specific information and listening and identifying people in a picture
detail of short talk on a range of familiar from the clothes, items they have with
topics with support them.
Resource:
worksheet: matching names to character in a street scene
8.S6 Communicate meaning clearly at talking about which materials absorb water
sentence level during, pair, group and Listening to different sounds of materials
whole class exchanges reacting with water.
Comment:
bring class about 8 different types of paper/material cut into squares plastic tray and a
thimble for water
Resource:
worksheet: grid completion yes / no / sometimes
8.W4 Use joined-up handwriting in a range of learners write down what it sounds like
written work across the curriculum with
some speed and fluency
Resource:
worksheet [optional]: jumbled images to prompt. e.g. rain on an umbrella / sea on the
beach.
8.W5 Link sentences into a coherent paragraph completing an experiment observation.
using a variety of basic connectors on a
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

code
8.S3 Give an opinion at sentence level on an talking about food that grows in hot places
increasing range of general and and food that grows in colder places
curricular topics
Resource:
worksheet: Venn diagram and foods to assign to categories e.g potatoes, pineapples
8.S1 Provide basic information about talking about food you like to eat in
themselves and others at sentence level hotter/colder months
78
Resource:
worksheet: season timeline learners place foods on it when they eat them
8.L5 Understand most specific information listening about foods that originally come
and detail of short talk on a range of from the world‟s rainforests
familiar topics with support
8.UE9 Use simple present forms and simple focusing on do you / did you questions.
past regular and irregular on an Learners act out model dialogues Do you
increasing range of general and eat / like / drink … etc
curricular topics
Resource:
multiple-matching task: places shaded and numbered on a map / foods to match e.g.
coffee/ Ethiopia
8.S7 Interact in basic exchanges on a I do Did you know it comes from … Really,
growing range of general and curricular that‟s
topics
Resource:
worksheet: dialogue completion Cards indicating a food from previous listening.
th
8.R3 Read short fiction and non-fiction texts reading [Part 1] about the 17 century spice
on an increasing range of general and island wars e.g. Banda Islands
Comment:
pre-teach: words colony, trade, spices e.g. cloves
Resource:
correcting false statements task.
8.L7 Understand supported narratives, listening to a dramatic episode from the
including some extended talk, on an story.
curricular topics
Resource:
true/ false task
8.R4 Understand the main points of short reading [Part 2] about the resolution of the
simple texts on an increasing range of Spice Island Wars [ New Amsterdam / New
general and curricular topics by using York]
contextual clues
Resource:
8.UE16 Use conjunctions so , if, when , where, focusing on conjunctions to link parts of
before, after to link parts of sentences sentences in a jigsaw summary of the spice
on a limited range of general and island story.
curricular topics
Resource:
jumbled half lines of story with conjunctions in bold.
8.W5 Link sentences into a coherent writing a paragraph: How New York got its
paragraph using a variety of basic name
connectors on a limited range of general
and curricular topics with some support
Comment:
Resource:
8.S6 Communicate meaning clearly at talking about food [dishes] from around the
sentence level during, pair, group and world.
Comment:
possibly show foods on slides
Resource:
matching dishes to flags[country of origin] /
8.L6 Deduce meaning from context in short, listening to general descriptions of different
supported talk on a growing range of types of food eaten in different countries.
79
Resource:
guessing where they are from Multiple matching task above
8.UE7 Use simple perfect forms of common focusing on use of perfect forms. Have you
verbs to express what has happened ever eaten/tried/ made
[indefinite time] on an increasing range
Resource:
worksheet: prompts such as food by nation – Mexican etc.
8.S1 Provide basic information about talking about local/traditional and
themselves and others at sentence level international food.
Resource:
food by colour [ red soup, pink fish] food by cooking [fried boiled etc...] Worksheet: learners
list food they eat in each category
8.S2 Ask questions to find out general Asking about ingredients in food. Reading:
information on an increasing range of matching descriptions of cooking actions to
general and curricular topics images.
Resource:
worksheet: sort ingredients into what you need to make, cake, soup, salad dressing, pizza
etc.
8.L1 Understand a sequence of supported watching how to make dips. Give
classroom instructions instructions and get learners in turn to
make.
Resource:
ingredients for making three to five simple
8.UE11 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 opportunity
Resource:
common dips e.g. Mexican guacamole, Greek tzadziki, Turkish spiced cheese., Indian raita,
etc.
8.W7 Spell most high-frequency words learners look, smell and taste and write
accurately for a limited range of general down responses.
independently
8.W3 Write factual and imaginative writing a description of how to make their
descriptions at text level which describe favourite dip.
people, places and objects with support
8.R4 Understand the main points of short reading : sorting jumbled recipes
contextual clues
Comment:
prepare recipes as texts for learners to alter on computer
Resource:
two or three very different recipes e.g. sweet and savoury cut up and jumbled
8.W1 Plan, write, edit and proofread work at rewriting a recipe and changing six details
text level on an increasing range of
support
8.R8 Use familiar paper and digital reference encourage learners to use digital reference
resources to check meaning and extend resource to help them.
Resource:
give pairs of learners different recipe computer text to alter and print out
8.R3 Read short fiction and non- fiction texts reading altered recipes to spot details that
an increasing range of general and may have been changed
80
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 learners regularly and often. While standardized tests measure
learners at a particular point in the year, ongoing assessments provide continual snapshots
of where learners are throughout the school year. By using informal assessments, teachers
can target learners' 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.
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)
class activities.
Example of listening test Approximately 25 minutes/25 items
There are five parts. Each part begins with one example. All recordings will be played twice.
Part 1
In this task, learners look at a picture which shows people doing different things. Above and
below are people‟s names. Learners 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 learners 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
Learners 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. Learners
listen to five separate dialogues in which the speakers are clearly differentiated by age or
gender. Learners 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. Learners listen to the dialogue
and follow the instructions
Summary of the Listening test
Number
81
Parts Main skill focus Input Expected response of
question
s
1 Listening for names and Picture, names and Draw lines to match names
descriptions dialogue to people in a picture 5
2 Listening for names, Form or page of a Write words or numbers in

spellings and other notepad with missing gaps 5
information words and dialogue
3 Listening for words, Picture sets and list Match pictures with
names and detailed of illustrated words or illustrated word or name by 5
information names and dialogue writing letter in box
4 Listening for specific 3-option multiple- Tick boxes under correct
information of various choice pictures and pictures 5
kinds dialogues
5 Listening for words, Picture and dialogue Carry out instructions to
colours and specific colour, draw and write
information (Range of colours is: black, 5
blue, brown, green, grey,
orange, pink, purple, red,
yellow)
Example of speaking test 7–9 minutes/4 parts

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

and responding with Oral statements about candidate‟s picture from
differences picture statements about examiner‟s
picture
2 Responding to questions One set of facts and one Answer and ask questions about
with short answers set of question cues two people, objects or situations
Forming questions to elicit
information
3 Understanding the Picture sequence Describe each picture in turn
beginning of a story and
then continuing it based
on a series of pictures
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4 Understanding and Open-ended questions Answer personal questions
responding to personal about candidate
questions
Sample rubric for speaking
Category Excellent /10-8/ Good /7-6/ Fair /5-4/ Poor /3-below/
Fluency Speaks clearly, Speaks with some Speaks with some Hesitates too
with little hesitation, but it does hesitation, which often when
hesitation that not usually interfere often interferes speaking, which
does not interfere with with often interferes
with communication communication with
communication communication
Production of almost always usually clear Pronunciation Frequent
appropriate clear pronunciation with a errors sometimes problems with
and extended pronunciation, few problem areas, make it difficult to pronunciation
responses uses appropriate uses some understand, uses and uses no
and extended appropriate and few extended extended
responses extended responses responses responses
Grammar and Good use of Adequate use of Weak use of Inadequate use
Vocabulary vocabulary and vocabulary and vocabulary and of vocabulary
correct grammar grammar for correct grammar and correct
for describing describing scene for describing grammar for
scene picture picture scene picture describing
scene picture
Reading: Peer-assessment
Name:
Date:
- Perform this activity with a classmate.
- Exchange sheets with your classmate.
- Ask the questions on this sheet to your classmate.
- Write your classmate‟s responses in the right column.
1. Do you like to read in English?

Why? Why not?
2. What do you like to read (books,
newspapers, magazines, comics, etc.)?
3. How often do you read in English?
4. How often do you read in Mongolian?
5. How long do you read in English (a
few minutes, half an hour, an hour,
etc.)?
6. When do you read in English
(morning, afternoon, evening, night)?
7. Where do you read in English (home, school,
library, etc.)?
8. What are you reading in English
these days?
9. Can you describe what makes a good reader?
10. How can you become a better
reader?
Example of reading and writing test 40 minutes/50 items
There are seven parts. Each part begins with one or two examples. Correct spelling is
required in all parts of the reading and writing test.
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Part 1
In this task there are 15 words and 10 definitions. The words are not illustrated. Learners
match words to the corresponding definition by writing the correct words.
Part 2
Learners look at a picture and seven statements, some of which correctly describe the
picture and some which do not. Learners write „yes‟ or „no‟ as appropriate.
Part 3
Learners 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. Learners 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
Learners 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.
Learners choose the best title for the story from a choice of three.
Part 5
Learners 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 learners read a factual text which contains 10 gaps. They choose the correct
word from a choice of three and copy the correct words in the gaps. This task has a
grammatical focus.
Part 7
Learners read a gapped text often in the form of a diary or a letter. Learners write one word
in each of the five gaps. There is no list of words for learners to choose from. Both lexis and
grammar are tested in this task.
Summary of reading and writing test
Number of
Parts Main skill focus Input Expected response questions
1 Reading definitions and Nouns and Copy the correct words 10
matching to words definitions next to the definitions
Copying words
2 Reading sentences Picture and Write „yes‟/„no‟ 7
about a picture sentences
Writing one-word
answers
3 Reading and completing Half a dialogue with Select correct response 5
a continuous dialogue responses in a box and write A–H in gap
Writing letters
4 Reading for specific Cloze text with words Choose and copy 6
information and gist in a box missing words correctly.
Copying words Tick a box to choose the
best title for the story
5 Reading a story Story, picture and Complete sentences 7
Completing sentences gapped sentences about story by writing
one, two, three or four
words
6 Reading and Gapped text and 3- Complete text by 10
understanding a factual option multiple- selecting the correct
text choice (grammatical words and copying them
Copying words words) in the corresponding
gaps
7 Reading and Gapped text Write words in gaps 5
understanding a short No answer options given
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text (e.g. page from
diary or letter)
Providing words
Example of reading self-assessment I can do
Low A1/Mid A1
- I can understand the general idea of simple informational texts and short simple
descriptions, especially if they contain pictures which help to explain the text.
- I can understand very short, simple texts, putting together familiar names, words
And basic phrases, by for example rereading parts of the text.
- I can follow short, simple written instructions, especially if they contain pictures.
- I can follow short, simple written instructions, especially if they contain pictures.
- I can understand short, simple messages, e.g. on postcards.
High A1/Mid A1
- I can understand short, simple texts containing the most common words, including some
shared international words.
- I can understand short, simple texts written in common everyday language.
- I can understand short simple personal letters.
- I can find specific information in simple everyday material such as advertisements,
brochures, menus and timetables.
- I can identify specific information in simple written material such as letters, brochures and
short newspaper articles describing events.
- I can understand simple instructions on equipment encountered in everyday life--‐ such as
a public telephone.
- I can understand everyday signs and notices in public places, such as streets,
restaurants, railway stations and in workplaces.
Reading rubric for assessing story-reading skills
CATEGORY Proficient Developing Beginning Emerging

Can retell the Re-tells the story Re-tells the story Re-tells the story Re-tells the
story orally in proper in proper orally, may have story, has
sequence using a sequence and 1 or two several
lot of detail. uses some mistakes with mistakes in the
detail the sequence. sequencing.
Uses some Uses few
details details.
Can write a Writes 5 Writes 3 or 4 Writes 2 or 3 details Writes few
summary of important details important details about the story. relevant details
the story about relevant about relevant May not relevant about the story
parts of the story parts of the parts of the story
story
Can relate the Can relate Can relate a few Can relate 1 Is unable to
story to several events or events or event or make any
personal characters in the characters in the character in the connections
experiences story to personal story to personal story to with the events
experiences experiences personal or characters in
experience the story
Can formulate Can ask several Can ask a few Can ask 1 or 2 Is unable to
questions meaningful and meaningful questions about the formulate any
from the story well formulated questions story. Lack questions
questions referring to the detail referring to the
referring to the story story
story
Can Can define and can define and can define 1 or Is unable to
understand use several new use a few new 2 new vocabulary define new
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and use vocabulary words vocabulary words from the vocabulary
vocabulary from the story words from the story words from the
from the story story story
Writer's name:
Reader's name:
Date: Type of writing:
This type of writing is…

The part I like best is…
This piece can be improved by…
When you are editing someone's writing look for these things:
Punctuation
 Periods and commas
 Question marks
 Capital letters(proper names, beginning of sentences)
 Quotation mark ("…")
Spelling
 S-V-O/S-V-C formation
 Word/verb agreement
 Conjunctions (and, but, then)
 Prepositions (on, in, into, under etc)
Articles (a, an, the)
Spelling
 Correct spelling
Other
 Neat writing
Overall writing (paragraphs)
 Main idea
 Well organized (introduction, body, conclusion)
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INTRODUCTION
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.
Note. The learning outcomes are taught in regular student learning and language practice
activities in learning objectives. The improvement of some learning objectives is in
accordance to the cognitive levels of Bloom's taxonomy to assess and evaluate the student's
knowledge and abilities. We show the following learning objectives:

formulated/
UE11 Begin to use simple forms of

9.UE11 Use simple forms of reported speech to report
reported speech to report statements and
statements and commands on a range of general and
commands on a range of general and
curricular topics.
curricular topics.
UE14 Use a growing range of
prepositions preceding nouns and 9.UE14 Use a growing range of prepositions preceding
adjectives in prepositional phrases. Begin nouns and adjectives in prepositional phrases. Use
to use dependent prepositions following dependent prepositions following adjectives on a range
adjectives on a range of general and of general and curricular topics
curricular topics
UE15 Use the pattern verb + object +
9.UE15 Use the pattern verb + object + infinitive
infinitive give/take/send/bring/show +
give/take/send/bring/show + direct/ indirect object. Use
direct/ indirect object. Begin to use some
some common prepositional verbs on a range of
common prepositional verbs on a range of

- to take into account the level of learner's knowledge and skills
87
When writing:
- To provide some new vocabularies when writing a paragraph or a description
information)
- To keep notes
LEARNING OBJECTIVES
Syllabus
Learning objective
Code
Listening Low A2
9.L1 Understand longer sequences of classroom instructions with little or without support
9.L2 Understand more complex unsupported questions which ask for personal information
9.L3 Understand more complex questions on a range of general and curricular topics with
9.L4 Understand the main points in both short and extended talk on a range of general and
curricular topics with little or without support
9.L5 Understand specific information and detail in both short and extended talk on a range of
general and curricular topics with little or without support
9.L6 Deduce meaning from context in both short and extended talk on a range of general and
curricular topics with little or without support
9.L7 Understand both short and extended narratives on a range of general and curricular
topics with little or without support
9.L8 Recognize 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 without support
9.L9 Identify rhymes, onomatopoeia and rhythm
Speaking Low A2
9.S1 Provide detailed information about themselves and others at discourse level on a range
of general topics
9.S2 Ask questions to clarify meaning on a range of general and curricular topics
9.S3 Give an opinion at discourse level on a range of general and curricular topics
9.S4 Respond with an increasing flexibility at both sentence and discourse level to
unexpected comments on a range of general and curricular topics
9.S5 Summarise what others have said on a limited range of general and curricular topics
Link comments to what others say at sentence and discourse level in pair, group and
9.S6 whole class exchanges
9.S7 Interact in longer exchanges on a wide range of general and curricular topics
9.S8 Relate extended stories and events on a growing range of on general and curricular
topics
Reading Low A2
9.R1 Recognise, identify and sound a growing range of language at text level independently
9.R2 Read and follow familiar instructions for classroom activities independently
9.R3 Read short simple fiction and non-fiction texts on a range of general and curricular
topics with confidence and enjoyment independently
9.R4 Understand the main points of short, simple texts on a growing range of general and
9.R5 Understand specific information and detail in short, simple texts on a growing range of
88
general and curricular topics independently
9.R6 Recognise the difference between fact and opinion in short, simple texts on a range of
9.R7 Recognise the attitude or opinion of the writer in short texts on a range of general and
curricular topics
9.R8 Use familiar paper and digital reference resources to check meaning and extend
understanding independently
Writing Low A2
9.W1 Plan, write, edit and proofread work at text level with some support on a range of
9.W2 Write about factual and imaginary past events, activities and experiences on a range of
9.W3 Write about personal feelings and opinions on a limited range of general and curricular
9.W4 Use joined-up handwriting in all written work across the curriculum with appropriate
speed and fluency
9.W5 Link sentences into coherent text using a variety of basic connectors on an increasing
range of general and curricular topics when writing independently
9.W6 Use appropriate layout at text level for an increasing range of written genres on familiar
general and curricular topics independently
9.W7 Spell most high-frequency vocabulary accurately for an increasing range of familiar
general and curricular topics when writing independently
9.W8 Punctuate written work at text level for an increasing range of general and curricular
topics with some accuracy when writing independently
Use of English Low A2
9.UE1 Use a limited range of abstract nouns and compound nouns
Use double genitive structures „a friend of theirs‟ on an increasing range of general and
curricular topics
9.UE2 Use a range of quantifiers and cardinal, ordinal numbers and fractions on a range of
9.UE3 Use a 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
9.UE4 Use a range of determiners including either, neither, both on an increasing range of
9.UE5 Use a range of questions including how far , how many times, what + noun on a range
9.UE6 Use a range of pronouns including relative pronouns who which that whom whose on a
9.UE7 Use simple perfect forms to express [ recent, indefinite and unfinished past ] on a range
9.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
9.UE9 Use an increasing range of active and passive simple present and past forms and use
used to/didn‟t use to for past habits/states on a range of general and curricular topics
9.UE10 Use present continuous forms with present and future meaning. Use past continuous
forms for background, parallel and interrupted past actions on an increasing range of
9.UE11 Use simple forms of reported speech to report statements and commands on a range of
general and curricular topics.
9.UE12 Use a growing range of prepositions preceding nouns and adjectives in prepositional
phrases
Use dependent prepositions following adjectives on a range of general and curricular
topics
9.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
9.UE14 Use a range of adverbs [simple and comparative forms] including adverbs of manner.
Use pre-verbal, post-verbal and end-position adverbs on a range general and curricular
topics
9.UE15 Use the pattern verb + object + infinitive give/take/send/bring/show + direct/ indirect
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object
Use some common prepositional verbs on a range of general and curricular topics
9.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
9.UE17 Use if /unless in zero and first conditional clauses
Use a range of defining and non-defining relative clauses with which who that whose
whom on a range of general and curricular topics
the stage.
- On going
English curriculum content
Module 1. My Module 2. Past and Module 3. Different Module 4. Making

world Present People Decisions
Unit 1. All about Unit 4. Clothes Unit 7.Survivor‟s tales Unit 9. Calculating
me Unit 5. Time and Special Unit 8.People and Unit10. Making plans
Unit 2. At school Days Jobs
Unit 3. Sports and Unit 6 Inventions
Fitness
A student-centred curriculum should support learners in learning how to learn and becoming
independent, self-motivated, engaged, confident, responsible and reflective learners.
- modeling language to allow learners see how different areas of language are related,
and thus helping them to assimilate and accommodate new language and to produce
language chunks
- providing opportunities for learners to interact in pairs, groups, and plenary discussion,
helping learners to reach shared meanings and understandings
- continuing to develop learners ability to evaluate and refine their work and participate in
the sharing of the work with others
- using classroom talk to create interest in a task, to break complex tasks into smaller
steps, to focus learners on the aim of a task and to show learners who are unable to do a
task alternative ways of approaching it
- continuing through ICT to expose opportunities for finding, creating and manipulating
information, collaborating in communicating this information to others
Notes:
- The current model of eight modules per stage is recommended – two per term. Fewer
would give too large a group of objectives to address in one unit. More would be too
fragmented to give coherence to the overall scheme.
- Terminology can vary although consistency is recommended within a school. An audit of
the learning objectives for the whole stage is recommended to ensure coverage. 1
- Each objective may be revisited in different ways in different units to continue to develop
90
new skills in different contexts.
- Some learning objectives will be on going throughout the stage – a grid to show this is
recommended
MODULE 1. MY WORLD
Unit 1. All about me

Codes
talking about yourself / preferences / habits.
Provide detailed information about Learners mingle and ask / answer. Asking
9.S1 themselves and others at discourse each student to report one interesting thing
level on a range of general topics they found out
Comment:
prepare a sequence of instructions e.g. take your partner‟s hand and look into their eyes …
Resource:
worksheet: completing statements about yourself e.g. first thing you do in the morning /
something you find annoying / how you like to relax / my favourite place is
Understand longer sequences of listening to a sequence of class „bonding‟
9.L1 classroom instructions with little or instructions then ask learners to report
without support anything they found out
Comment:
compare the length of your fingers
Resource:
worksheet: questions to complete question.
9.UE5 Use a range of questions including how
far, how many times, what + noun on a focusing on questions you can ask someone
range of general and curricular topics about themselves
9.S1 Provide detailed information about learners then ask and answer questions
themselves and others at discourse level
on a range of general topics
Resource:
beginnings to match to endings e.g. How tall …What colour… What shoe…
Understand more complex unsupported
9.L2 questions which ask for personal
information Listening to talks and answering
Provide detailed information about
9.S1 themselves and others at discourse level talking about relatives and completing the
on a range of general topics names of relatives in a family tree
Comment:
pre-teach: relative vocabulary
Resource:
worksheet: names of relatives, years of birth to complete worksheet: questions to
9.S2 Ask questions to clarify meaning on a
range of general and curricular topics Asking and answering questions
Comment:
ask about family members: oldest / youngest etc...
Understand the main points of short,
9.R4 simple texts on a range of general and reading about names in different cultures
curricular topics by using contextual
clues
Resource:
multiple-matching / yes /no / doesn‟t say tasks
Understand the main points in both short
and extended talk on a range of general
9.L4 and curricular topics with little or without listening to different people explaining how
support they got their name
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Resource:
multiple – matching and summary completion tasks.
Link sentences into coherent text
using a variety of basic connectors on writing a paragraph about different names in
9.W5 an increasing range of general and your country.
curricular topics when writing
independently
Resource:
9.UE3 Use a growing range of adjectives in the focusing on adjectives for describing people
correct order in front of nouns on a range and their appearance
Resource:
worksheet: sorting adjectives into opposite pairs e.g. long / short wavy / straight
Understand specific information and
detail in both short and extended talk on listening to different descriptions
a range of general and curricular topics of people
9.L5 with little or without support
Comment:
display opportunity
Resource:
- worksheet: ordering adjectives in descriptions
- multiple-matching tasks
- worksheet: table
9.S1 Provide detailed information about talking about and describing yourself and your
themselves and others at discourse level partner
Resource:
completion of different features
Link sentences into coherent text using a
variety of basic connectors on an writing a description of your hero /idol for a
9.W5 increasing range of general and young person‟s magazine
curricular topics when writing
independently
Resource:
guided writing template. Meet … If you don‟t know her / him check her / him out
Use simple perfect forms to express focusing on things you have done before now
9.UE7 [recent, indefinite and unfinished past] on learners ask and answer questions
a range of general and curricular topics
Resource:
worksheet: sorting jumbled questions highest been building in what you walk longest ever
Deduce meaning from context in both
9.L6 short and extended talk on a range of
general and curricular topics with little or listening to conversations where people
without support experience things for the first-time.
Resource:
worksheet: matching question beginnings and endings? Have you ever been … completion
task: it‟s the first time she‟s received ___ worksheet sentence completion
9.S1 Provide detailed information about
themselves and others at discourse level talking about things you‟ve done / haven‟t
on a range of general topics done
9.S6 Link comments to what others say at learners then relate statements their partner
sentence and discourse level in pair, makes to themselves
Resource:
I‟ve never _____a lot I‟ve only ever _____.
9.R5 detail in short, simple texts on a growing
range of general and curricular topics reading a short text about the life of young
independently Mozart
9.R6 Recognise the difference between fact reading about the things Mozart could do / did
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and opinion in short, simple texts on a at different ages all about me „dictation‟ poem.
Comment:
display opportunity
Resource:
worksheet: fact or opinion task
Dictating to learners 10 to 12 pieces of
9.W1 Plan, write, edit and proofread work at information about themselves to include in a
text level on a range of general and poem e.g. your shoe size, something about
curricular topics with some support your name, etc...…
Resource:
poem template: I can‟t play like Mozart but…
Recognise, identify and sound a growing
range of language at text level
9.R1 independently learners read out poems
Resource:
learners arrange different information about themselves into a poem
Unit 2. At school
Syllabus
9.S2 Ask questions to clarify meaning on a talking about the names of different places
range of general and curricular topics 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 learners label the diagram
Working in groups,
Telling each other:
- how you get to school
9.S1 Provide detailed information about - how many classes you have a day
themselves and others at discourse - what your favourite classes are
level on a range of general topics - where and what you have lunch
Resources:
learners tick / cross the things in the diagram they have in their school
detail in short, simple texts on a
9.R5 growing range of general and curricular
topics independently reading about a day in the life of a US school
Resources:
multiple-choice / table completion tasks multiple-choice / table
Understand specific information and listening about a day in the life of a rural school
9.L5 detail in both short and extended in a developing country
general and curricular topics with talk
on a range of little or without support
Resources:
completion tasks worksheet: sentence
Use a range of adverbs [simple and
comparative forms] including adverbs focusing on comparative adjectives and
9.UE14 of manner adverbs
Resources:
completion / matching tasks comparing their school to too above
9.R4 simple texts on a range of general and
curricular topics by using contextual reading school signs and notices
clues
Resources:
completion task with jumbled adjectives matching signs to where you‟d see them – use
above visual
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Use some common prepositional verbs focusing on common prepositional
on a range of general and curricular verbs
9.UE12 topics
Comment:
prepare instruction sequences e.g. face towards the board
Resource:
worksheet: matching and completion tasks with common verbs sit up, face towards etc...
Understand longer sequences of listening and following different sequences of
9.L1 classroom instructions with little or classroom instructions
without support
Link comments to what others say at completing from memory with another student
sentence and discourse level in pair, weekly class timetable. Learners fill in
9.S6 group and whole class exchanges timetabled lessons and activities
Comment:
pre-teach subjects / names of school activities
Resource:
template of weekly class timetable for learners to fill in worksheet: tick activities you‟d like
e.g. drama, cooking classes, judo, Put on your timetable above and tell another student
themselves and others at discourse talking about other lessons, activities, clubs
9.S1 level on a range of general topics they would like in or after school.
Use a growing range of modal forms
including would [polite requests] could focusing on modals in the context of what you
[polite requests] needn‟t [lack of might write in emails / letters
9.UE13 necessity] should, ought to [obligation]
Resources:
- worksheet matching and completion tasks
Use appropriate layout at text level
for an increasing range of written writing an e-mail to the headmaster about a
genres on familiar general and class / extra lesson you‟d like
9.W6 curricular topics independently
Comment:
Resources:
Deduce meaning from context in
both short and extended talk on a listening about schools in the past and what
range of general and curricular teachers / children used to do
9.L6 topics with little or without support
Resources:
labelling task images of: ink well, cane, dunce‟s cap, slate, lines book etc...
Summarise what others have said on a
limited range of general and curricular learners tell each other what they heard about
9.S5 topics the objects
Resources:
- worksheet: sentence completion relating to images above. e.g. Before pens…
Use used to / didn‟t use to for past
habits / states on a range of general focusing on language for talking about habits /
9.UE9 and curricular topics states in the past
Resources:
worksheet: text summary completion task
simple texts on a range of general and
curricular topics by using contextual reading about Victorian children at work and the
9.R4 clues jobs the used to do
Write about factual and imaginary past
events, activities and experiences on a
9.W2 with some support writing a diary entry as a Victorian working child
Resources:
multiple-choice / yes no doesn‟t say tasks guided writing template
94
Understand the main points in both
short and extended talk on a range of
general and curricular topics with little
listening to learners talking about different
9.L4 or without support problems at school
Resources:
Link comments to what others say at
sentence and discourse level in pair, talking about what kind of behaviour causes
9.S6 group and whole class exchanges problems at school
Resources:
worksheet: matching problems to causes.
Use if / unless in zero and first focusing on conditional forms in talking about
9.UE17 conditional clauses behaviour and rules
Comment:
encourage display opportunity
Resources:
worksheet: completion task if / unless
Spell most high-frequency vocabulary
accurately for an increasing range of
9.W7 when writing independently making a poster A Happy School Do‟s / Don‟ts
Resources:
worksheet: matching sentence halves learners to recycle language from previous tasks e.g
Don‟t touch someone‟s things unless you ask
Unit 3. Sports and Fitness
Syllabus
Use a limited range of abstract nouns focusing on compound nouns sports equipment
9.UE1 and compound nouns / places you play…
Comment:
pre-teach some vocabulary
Resource:
worksheet: matching compounds tennis racquet, running track worksheet: images of
different sports / arranged in squares
themselves and others at discourse level talking about the sports you play /things you
9.S1 on a range of general topics own
Resource:
worksheet: matching sports / activities to play / do / go
detail in both short and extended talk on
a range of general and curricular topics listening to a sportsperson talking about their
9.L5 with little or without support daily regime / things they use do
talking about using sports equipment: : learners
Recognise the attitude or opinion of the ask questions to find out what their partner
speaker(s) in both short and extended uses pieces of equipment for: Are these
talk on a range of general and curricular running shoes? Do you use the gloves for
9.L8 topics with little or without support windsurfing?
Comment:
- prepare / cut out sports equipment cards for different groups of learners
- 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
Understand more complex unsupported
questions which ask for personal Listening to a talk and choosing the correct
9.L2 information answer
9.S2 Ask questions to clarify meaning on a Taking turns asking and answering the
95
range of general and curricular topics questions
9.UE5 Use a range of questions including how
far , how many times, what + noun on a

detail in short, simple texts on a growing
range of general and curricular topics reading about the life and great moments of an
9.R5 independently athlete / sports star
Resource:
multiple –choice, yes no doesn‟t say tasks
writing: Learners plan and write a series of
Recognise the attitude or opinion of the questions to ask this or another famous sports
writer in short texts on a range of general star for a radio interview … which learners then
9.R7 and curricular topics act out for class
Plan, write, edit and proofread work at
9.W1 text level on a range of general and
curricular topics with some support Making a list of sports equipment to do project
9.UE11 Use simple forms of reported speech to
report statements and commands on a focusing on reporting simple statements and
range of general and curricular topics commands
Resource:
worksheet: learners change direct to reported down simple statements / commands about
sports
9.S5 Summarise what others have said on a reporting what others say to you /tell you to do
limited range of general and curricular in a memory game
topics
Resource:
learners write provide context: opening line
Link sentences into coherent text using a
variety of basic connectors on an
9.W5 increasing range of general and writing: Learners summarise previous sports
curricular topics when writing star interview into a paragraph.. to be read out
independently as if live post-interview on camera
9.R4 curricular topics by using contextual Reading the article and matching paragraphs to
clues the titles
9.S1 Provide detailed information about talking about the different types of exercise
themselves and others at discourse level learners get
Resource:
worksheet: learners tick and talk about the activities they do
9.S3 Give an opinion at discourse level on a talking about what‟s good for what
Resource:
worksheet: labelling image the body / organs
9.R6 Recognise the difference between fact reading about the benefits of doing exercise
and opinion in short, simple texts on a
Comment:
display opportunity
Resource:
matching activities to what they help with yes / no / doesn‟t say and tasks sentence
completions
9.R5 Understand specific information and learners write a personal ten-point fitness
detail in short, simple texts on a growing action plan[resolutions]
independently
Comment:
provide a template /visuals
96
Use joined-up handwriting in all written
9.W4 work across the curriculum with Working in groups and writing a fitness action
appropriate speed and fluency plan
Comment:
pre teach key verbs: stretch place etc...
Resource:
worksheet: on key exercise verbs
9.R2 Read and follow familiar instructions for reading instructions on how to conduct a pulse
classroom activities independently rate experiment
Resource:
- picture sequencing tasks
- test completion grid
9.S4 Respond with an increasing flexibility at completing a pulse rate experiment and
both sentence and discourse level to reporting results to whole class
unexpected comments on a range of
Resource:
worksheet: sentence completion of what test proves
MODULE 2. PAST AND PRESENT
Unit 4. Clothes
Syllabus
Give an opinion at discourse level on a Talking about what different clothes and
9.S3 range of general and curricular topics accessories can be made of
Resource:
worksheet: matching tasks clothes / accessories to material
9.UE3 Use a growing range of adjectives in the
correct order in front of nouns on a range Focusing on the order of adjectives before
general and curricular topics nouns
Resource:
worksheet: sorting jumbled adjectives e.g. Black nice leather Italian belt
Use an increasing range of active and Focusing on simple passive forms is made of,
9.UE9 passive simple present and forms can be made from
Read short simple fiction and non- fiction
texts on a range of general and curricular
topics with confidence and enjoyment Reading about this year‟s must have fashion
9.R3 independently accessories for boys and girls
Resource:
worksheet: matching and completion tasks necklaces can be made from...
Telling another student [ranking] your
Give an opinion at discourse level on a preferences for the accessories. Your partner
9.S3 range of general and curricular topics then
9.S5 topics Relating your fashion tastes to rest of class
Comment:
Resource:
multiple-matching guided writing template
Use independently appropriate layout at
text level for an increasing range of
written genres on familiar general and
9.W6 curricular topics Writing a lost property notice.
Interact in longer exchanges on a wide
9.S7 range of general and curricular topics Talking about fashion through the ages
Resource:
worksheet images - matching styles to dates.
9.R5 Understand specific information and Reading about clothing and fashion in different
97
detail in short, simple texts on a growing historical times
independently
Resource:
diagram labelling and fact or opinion tasks
Recognise the difference between fact
and opinion in short, simple texts on a Ticking fact or opinion and explaining the
9.R6 range of general and curricular topics choice
curricular topics by using contextual Reading short advertisements for different
9.R4 clues clothing and items of uniform
Resource:
Use an increasing range of active and
passive simple past forms on a range of Focusing on language [passive second-hand
9.UE9 general and curricular topics advertisements] in
Comment:
Resource:
worksheet: conversion into full sentences; never worn, unwanted present, hardly used, much
loved, by last owner
Use appropriate layout at text level for an
increasing range of written genres on
9.W6 independently Writing an advertisement for an item to sell
Resource:
Unit 5. Time and Special days
Syllabus
Understand both short and extended
narratives on a range of general and
9.L7 curricular topics with little or without
support listening about the Roman calendar
Resource:
true / false tasks
range of general and curricular topics reading and problem-solving tasks around a
9.R5 independently calendar
Resource:
worksheet: questions for student‟s to work out about this year‟s calendar.
Understand longer sequences of
classroom instructions with little or listening: noting down events dates on the
9.L1 without support calendar above to
Resource:
complete as listening guide e.g. Circle the second Monday in April
Use a range of quantifiers and cardinal,
ordinal numbers on a range of general talking about special calendar days and
9.UE2 and curricular topics focusing on ordinal numbers to 31st
Resource:
worksheet: birthdays , national holidays, anniversaries, term dates, How many can you mark
on the calendar
9.R5 detail in short, simple texts on a growing reading simple „clock / time‟ problems relating
range of general and curricular topics to digital / analogue am / pm etc… and working
independently out answers
Comments:
98
pre-teach time „word; vocabulary lasts, spends takes, is delayed fortnight, fast / slow etc...
Resource:
worksheet: with problems to work out
Use a growing range of prepositions focusing on prepositional time phrases with in /
9.UE12 preceding nouns and adjectives in at / on and looking at how early / late are used
prepositional phrases with such phrases
Resource:
worksheet: text completion / time questions student complete then answer. e.g.__ what time
does the metro start?
9.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
9.L5 detail in both short and extended talk on
a range of general and curricular topics listening about wedding days in two different
with little or without support countries
Comments:
pre-teach: wedding vocabulary ceremony, bride, groom, reception
Resource:
multiple-matching / sentence completion tasks
Understand more complex unsupported talking about weddings. Learners ask each
9.L2 questions which ask for personal other about weddings they have been to / heard
information of and what happened
Resource:
worksheet: timeline before ceremony after words for learners to place on the timeline
9.R5 range of general and curricular topics
independently reading about a summer fair from history
Resource:
yes / no doesn‟t / say task
Recognise the attitude or opinion of the Reading the short stories about school summer
9.R7 writer in short texts on a range of general fair and writing the things you can see at the
and curricular topics summer fair
Resource:
worksheet images tick the things you could see at a summer fair magician, horses etc…
9.UE9 passive simple past forms and used to / focusing on narrating past events
didn‟t use to for past habits / states
Use past continuous forms for
9.UE10 background, parallel and interrupted
past actions Completing story
Resource:
worksheet: sorting jumbled stories
Use conjunctions while, until, as soon as Focusing on conjunctions and completing
9.UE16 in relating narratives sentences
Resource:
worksheet: completing stories putting verbs into correct form
Write about factual and imaginary past
events, activities and experiences on a writing a paragraph about a special day.
9.W2 range of general and curricular topics Learners write about something they did / that
with some support happened to them that was special
Resource:
write: closing line on board it was a very special day
Unit 6. Inventions
Syllabus
99
Give an opinion at discourse level on a
th
9.S3 range of general and curricular topics talking about 20 century inventions
Comment:
possibly bring in sets of image cards for learners to sequence
Resource:
worksheet timeline activities [ordering]
passive simple past forms on a range of focusing on passive forms and by+ agent in
9.UE9 general and curricular topics talking about inventions and inventors
Resource:
- worksheet: sentence completion
- worksheet: famous names/ brands matching
Recognise the attitude or opinion of the
speaker(s) in both short and extended talking about what people used to do / use
talk on a range of general and curricular before something was invented
th
9.L8 topics with little or without support listening Great Inventions in the20 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 /
talking about and internet researching what
Give an opinion at discourse level on a communications devices existed before the
9.S3 range of general and curricular topics phone
Resource:
multiple choice tasks worksheet: images of early telecommunication machines
Use familiar paper and digital reference
9.R8 resources to check meaning and extend
understanding independently reading about the invention of the telephone
Comment:
Resource:
yes / no / doesn‟t say / multiple-choice task
9.R5 detail in short, simple texts on a growing
independently Reading the text and choosing the correct form
writing an imaginary dialogue of Bell‟s first
Write about factual and imaginary past phone conversation and acting this out in front
9.W2 events, activities and experiences on a of class writing an imaginary telegram from Bell
range of general and curricular topics to a friend about successful first phone
with some support conversation.
Resource:
guided telegram template
Link comments to what others say at talking about gadgets / technology that
9.S6 sentence and discourse level in pair, learners important. use everyday learners
group and whole class exchanges make a list of 8 things they use and rank as
most Learners compare lists
9.UE5 Use a range of questions on a range of focusing on questions you might want to
general and curricular topics answer in researching the history of a product
Resource:
worksheet questions to complete Who …Which company
Read short simple fiction and non- fiction
texts on a range of general and curricular researching in groups a gadget / invention on
9.R3 topics with confidence and enjoyment the internet and in order to answer these
independently questions
Comment:
 guide to primary friendly sites
Resource:
When … What … look like? learners use questions as research guide
9.R8 Use familiar paper and digital reference
resources to check meaning and extend learners prepare a short presentation around 3
understanding events on a growing images they find relating to their search
100
independently
Comment:
ICT link help learners save images for subsequent projection display opportunity
Use a range of adverbs [simple and
9.UE14 comparative forms] including adverbs of focusing on comparative adverbs and order of
manner adjectives in describing products and their uses
Resource:
worksheet: completing short ads with adjectives and adverbs
Use a range of participle adjectives and a talking about new gadgets / products and what
growing range of adjectives in the correct they are used for
9.UE3 order in front of nouns on a range writing an advertisement for an imaginary
general and curricular topics product e.g. fold-away bike
Resource:
worksheet: images of gadgets learners speculate about what it is/ does worksheet: new
gadget names e.g. the suitcase seat
9.L6 short and extended talk on a range of
general and curricular topics with little or listening to descriptions of inventions that didn‟t
without support work, didn‟t catch on
Resource:
worksheet: matching descriptions to images / sketches of inventions.
Respond with an increasing flexibility at
9.S4 both sentence and discourse level to
unexpected comments on a range of talking about how useful / silly gadgets are
general and curricular topics learners discuss different pairs of gadgets
Resource:
worksheet: which one‟s best?
MODULE 3. DIFFERENT PEOPLE
Unit 7. Survivor’s tales

Codes
9.S6 Link comment to what others say at Talking about different things you have for
sentence and discourse level in pair, safety in different situations
group and whole class exchange
Comments
pre-teach some survival item vocabulary
Resources
worksheet: matching safety items to activities ... torch, life vest sailing, compass, climbing
rope
9.L5 Understand specific information and Listening to the instruction of an airplane
detail in both short and extended talk safely announcer
on a range of general and curricular
Resources
worksheet: learners tick one of two images that corresponds to each instruction
9.S3 Give an opinion at discourse level on Talking about when something would be of
a range of general and curricular no use to you in an emergency / survival
topics situation
Resources
worksheet clause matching and completion tasks
9.S4 Respond with an increasing flexibility Making sentences using the words
at both sentence and discourse level
to unexpected comments on a range
Resources
worksheet with images of compass mobile phone matches dingy radio etc...
101
e.g. if matches are wet, they don‟t work
9.R7 Recognise the attitude or opinion of Reading about a mountain survival situation
the writer in short texts on a range of and rescue
Resources
yes / no / doesn‟t say task fact or opinion task
9.R6 Recognise the difference between Reading the story and giving the opinion
fact and opinion in short, simple texts
on a wide range of general and
curricular topics
9.UE15 Use the pattern verb + object + Focusing on object patterns in talking about
infinitive give / take / send / bring / the events in story
show + direct / indirect object
Resources
worksheet : correcting a summary of the story
9.W8 Punctuate written work at text level Punctuating an unpunctuated extract from
for an increasing range of general the story
and curricular topics with some
accuracy when writing independently
Resources
worksheet: stream of text to punctuate
9.S2 Ask questions to clarify meaning on a Talking about natural disasters and asking
range of general and curricular topics another student what they think happens with
each one
Comment:
pre-teach natural disaster vocabulary
Resources
worksheet: learners match natural disasters to parts of the world [on map] where they are
common
9.R4 Understand the main points of short, Reading about natural disasters in headed
simple texts on a range of general section: flood avalanche etc...
and curricular topics by using
contextual clues
Resources
multiple matching / completion task learners match missing lines to each section
9.S6 Link comments to what others say at Talking about what people should do in
sentence and discourse level in pair, different disaster situation.
group and whole class exchange
9.L6 Deduce meaning from context in both Listening to an interview in which a survivor
short and extended talk on a range of recounts her tale of survival
Resources
fact or opinion / multiple choice tasks
9.L4 Understand the main points in both Listening to the survivor‟s stories and filling in
short and extended talk on a range of the chart
Resources
worksheet: sentence matching to make true statements about the story
9.S5 Summarise what others have said on Listening to stories again and giving
curricular topics
9.UE11 Use simple forms of reported speech Focusing on reported speech and
to report statements and commands remembering what was said
on a range of general and curricular Rewriting direct speech from the story as
topics indirect speech
9.W8 Punctuate written work at text level Writing a passage of dramatic dialogue from
for an increasing range of general the story
accuracy when writing independently
102
Resources
9.S7 Interact in longer exchanges on a Talking about [ranking] what you should do
wide range of general and curricular first in a survival situation on a desert island
topics
Resources
worksheet: ranking tasks hunt animals build fire find shelter look for food find somewhere
to swim etc...
9.UE7 Use simple perfect forms to express Using simple perfect form to write a short
[recent, indefinite and unfinished dairy entry
past] on a range of general and
curricular topics
Resources
- worksheet completion
- worksheet [for or since]
9.W2 Write about factual and imaginary Writing a short desert island diary entry.
past events, activities and Learners take a sentence from one of
experiences on a range of general previous tasks as their opening line
support
Comment:
display opportunity
Resources
Worksheet completion [yet already just never before
Unit 8. People and Jobs
Syllabus
9.S3 Give an opinion at discourse level on a talking about whose job it is to… listening:
range of general and curricular topics „What‟s my line
Comments:
pre-teach some words focusing on–er –ess –or endings
Resources:
worksheet: matching tasks ..help you in a shop… to a compound noun …learners make
from jumbled words shop assistant
Use a limited range of compound
9.UE1 nouns on a range of general and listening to people describing their job / what
curricular topics they do each day and working out their job‟
9.L6 short and extended talk on a range of talking about different things that policemen
general and curricular topics with little and policewomen do / don‟t do
or without support
Resources:
multiple matching tasks
Use double genitive structures „a friend
of theirs‟ on a range of general and reading about people who love what they do
9.UE1 curricular topics
Resources:
- worksheet: match words to give activity e.g. control crowds and explain where worksheet: a
list of activities tick if police do say who does if police don‟t e.g. put out fires
9.UE11 Use simple forms of reported speech to focusing on use of double genitive structures
report statements and commands on a talking about what you heard / what was said
range of general and curricular topics asking 5 / 6 learners to read out one line: a
cousin of mine is a nurse. Nominating student
to report as many as they can remember. e.g.
Tania said a cousin of hers is
Comment:
keep team scores
Resources:
103
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... learners
complete with people they know
Understand the main points in both
short and extended talk on a range of
9.L4 general and curricular topics with little listening to people describing the qualities they
or without support need to do their jobs
Resources:
Use dependent prepositions following
9.UE12 adjectives on a range of general and focusing on prepositions used after adjectives:
curricular topics good at, keen on good with, kind / polite to
Resources:
worksheet: completion and matching tasks
Use joined-up handwriting in all written writing down a list of qualities for a job learners
9.W4 work across the curriculum with read out their descriptions other learners write
appropriate speed and fluency down what job it is
Comment:
possible ICT / display opportunity writing with photo shop
Resource:
template: I‟m keen on … I‟m good at. I‟m not bad with / at..etc.... ..so I should be a..?
Write about personal feelings and
9.W3 opinions on a limited range of general writing a paragraph about yourself and what
and curricular topics with some support you‟d like to be
9.S1 themselves and others at discourse talking about household jobs / chores learners
level on a range of general topics do / can do
Resources
worksheet: putting chores on a venn diagram: jobs you can do inside / outside house [both
detail in both short and extended talk
on a range of general and curricular Listening to the people‟s talk and filling in the
9.L5 topics with little or without support chart
9.R2 Read and follow familiar instructions for reading instructions about conducting a class
classroom activities independently survey on who does what household chores..
Resource:
tally chart template for learners to write questions on
Use joined-up handwriting in all written
9.W4 work across the curriculum with writing questions [in groups] for and conducting
appropriate speed and fluency a class survey using tally charts.
Resource:
different graph templates for showing results
9.S5 limited range of general and curricular presenting result of survey to class by
topics explaining graph
Use if /unless in zero and first
conditional clauses
Matching sentences using first conditional
Use a range of defining and non-
9.UE17 defining relative clauses with which focusing on relative clauses to talk about jobs
who that whose whom and people who do them
Resource:
worksheet: complete with correct relative pronoun
Use a range of pronouns including
9.UE6 relative pronouns who which that whom
whose on a range of general and punctuating a piece of writing[with no
curricular topics punctuation] in which
Resource:
worksheet: learners complete sentences about people they know My uncle, who _____,
works…..
9.L2 Understand more complex unsupported Listening to the short conversations and
104
questions which ask for personal completing the questions and sentences
information
Resource:
worksheet: completion task
9.S2 Ask questions to clarify meaning on a Making short dialogues
Resource:
worksheet: prepare sentences which express the situation
9.W8 Punctuate written work at text level for someone describes their job learners prepare
an increasing range of general and defining relative clause quiz questions for class
curricular topics with some accuracy e.g. think of someone who works up . ladder
when writing independently think of someone with whom a doctor works
think of someone whose job is on the beach
listening to and answering questions in a class
„jobs‟ quiz. First student to shout out answer
questioner has written on card wins a point
Comment:
keep team scores
Resource:
- worksheet: put commas in relative clause sentences where needed
- worksheet: unpunctuated piece of writing
MODULE 4. MAKING DECISIONS
Unit 9. Calculating
Syllabus
Give an opinion at discourse level
9.S3 on a range of general and curricular talking about numbers and the things
topics [operations] you do with them
Comments
cut out cards
Resources
cards: operations symbol and vocabulary matching[= x - + ] etc…
Read and follow familiar instructions reading to calculate the answers to „money‟
9.R2 for classroom activities word problems
independently
Resource
worksheet: with „money‟ calculation word problems
Understand more complex
questions on a range of general and listening: „I think of a number‟ doing mental
9.L3 curricular topics with little or without maths calculations and writing problems for
support other
9.UE17 Use if / in zero and first conditional learners which will then be read out for them
clauses to solve [Totals / How much change etc…
9.UE2 Use a range of quantifiers and focusing on fractions and percentages
cardinal, ordinal numbers and
fractions on a range of general and
curricular topic
Resources
worksheet: calculating fractions in word problems worksheet: calculating percentage
discounts in shops
9.UE5 Use a range of questions including listening to How many / What percentage
how far, how many times, what + questions and giving best estimate as a
noun on a range of general and fraction / percentage
curricular topics
Resources
prepare questions on statistics learners might be able to guess
9.R3 Read short simple fiction and non- reading simple logic problems and
fiction texts on a range of general discussing with other learners how to solve
105
and curricular topics with confidence them e.g. chicken, grain and fox
and enjoyment independently
Resources
worksheet: logic problems for learners to read and solve
9.L4 Understand the main points in both listening: Line up accordingly, learners listen
short and extended talk on a range to instructions about how to line up and race
of general and curricular topics with with other groups to organize themselves
little or without support accordingly
Resources
worksheet: instructions line up according to shoe size / height / month of birth etc…
Read short simple fiction and non- reading about palindromes [words numbers
9.R3 fiction texts on a range of general and that are the same read backwards] and
curricular topics with confidence and various word and number palindromes for
enjoyment independently learners to work out and solve
Resources
- prepare questions e.g. Both parents; what‟s the palindrome
th
- worksheet: palindrome problems e.g. what was the last year in the 20 century that was
a palindrome
9.L3 Understand more complex listening to a quick thinking palindrome quiz
questions on a range of general and
curricular topics with little or without
support
9.UE14 Use a range of adverbs [simple and focusing on comparative adverbs[regular
comparative forms] including and irregular]
adverbs of manner
Resources
worksheet: completion and matching tasks on comparative adverbs
9.R5 Understand specific information and reading maths problems with adverb
detail in short, simple texts on a questions; who travels more quickly, which
growing range of general and one swims faster gets home earlier etc…
curricular topics independently
Resources
- worksheet: problems and questions
- worksheet: Who…… walks further …
- …… eats faster …
- ….. laughs louder …
9.S6 Link comments to what others say at discussing personal comparisons with other
sentence and discourse level in pair, learners
9.R4 Understand the main points of short, reading and researching in small groups
simple texts on a range of general ideas for a school fair[money-raising stall
and curricular topics by using ideas]
contextual clues
Resources
worksheet: guide to primary friendly sites instructions / websites where to find ideas for
primary school fair worksheet: guide to primary friendly sites instructions / websites where
to find ideas for primary school fair
9.S3 Give an opinion at discourse level on discussing in groups and calculating how
a range of general and curricular much money they could make from their
topics stall
Comment
Resources
discussion prompts worksheet price per person, costs, profit, equipment
9.W3 Write about personal feelings and writing an e-mail to teacher explaining their
opinions on a limited range of general stall and calculations
support
Resources
106
Unit 10. Making Plans
Syllabus
9.S1 Provide detailed information about talking about the kinds of things you use for
themselves and others at discourse planning
level on a range of general topics
Resources
worksheet: images of things that we use of planning: lists, diary, calendar, post-it notes,
note-book, I-phone, I-pod
9.L6 Deduce meaning from context in listening to different people talking about how
both short and extended talk on a they plan things
Resources
multiple-matching images in previous worksheet
Understand the main points of short, reading about different ideas for school
9.R4 simple texts on a range of general charity fund-raising projects
and curricular topics by using learners choose an idea they think will work
contextual clues for the school in groups and make a plan
Resources
- multiple-matching tasks yes no doesn‟t say tasks
- guided writing template
Write about personal feelings and giving learners a budget each group
9.W3 opinions on a limited range of presents their idea to the class for learners
general and curricular topics with to vote on best.
some support
Comment
possible display or lead-in to actual fund - raising
Relate extended stories and
9.S8 events on a growing range of Thinking and talking about fundraising ideas at
general and curricular topics school
9.R4 Understand the main points of reading extracts, reviews, plot synopses of
short, simple texts on a range of different story class readers and deciding
general and curricular topics by which ones you are going to read over the
using contextual clues summer. Learners 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 tally
Read short simple fiction and non-
fiction texts on a range of general
9.R3 and curricular topics with confidence
and enjoyment independently Reading the holiday plans and punctuating
Comment
possibly show film clips related to stories
9.S4 Respond with an increasing talking about your choices mingling with
flexibility at both sentence and other student. Learners find other learners
discourse level to unexpected that they can arrange to swap / send
comments on a range of general readers to
9.UE8 Use a growing range of future focusing on „be going to‟ to talk about
forms including be going to decisions [already decided] / resolutions.
[predictions based on present „will‟ deciding as you speak
evidence] and will for predictions
on a range of general and
curricular topics
9.S8 Relate extended stories and events talking about resolutions, plans and
on a growing range of on general predictions for the summer
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Resources
worksheet: list of title
Plan, write, edit and proofread work
at text level on a range of general
9.W1 and curricular topics with some writing an e-mail to your teacher about
support holiday plans / resolutions
Resources
worksheet: completing dialogues with correct verb form.
Punctuate written work at text level
for an increasing range of general
9.W8 and curricular topics with some
accuracy when writing
independently Making a summer holiday plan and punctuating
Resources
- worksheet: activities tick if already decided / determined to do / possibility guided
template:
- readers plan
- English plan
- holiday plans
9.S7 Interact in longer exchanges on a planning in a small group an internet
wide range of general and curricular research challenge
topics
Resources
worksheet: huge collage of similar and different information to find.
Give an opinion at discourse level
9.S3 on a range of general and curricular deciding who will find what and how.
topics Deciding which search words [maximum 3]
to type in reading different internet sources
Resources
Today‟s temperature in Rome / name‟s of …‟s children etc...
Use familiar paper and digital
reference resources to check
9.R8 meaning and extend understanding locating information in class research
independently challenge
Resources
worksheet above
9.R5 Understand specific information and using plan and worksheet above to find as
detail in short, simple texts on a much information as they can in given time
growing range of general and limit
curricular topics independently
9.W7 Spell most high-frequency reporting back results. Learners write out
vocabulary accurately for an each piece of information found on a piece
increasing range of familiar general of paper
independently
Comment
keep scores
9.S5 Summarize what others have said
on a limited range of general and Presenting a plan and giving opinion to other‟s
curricular topics talk
9.L8 Recognize the attitude or opinion of listening to radio slot about events that are
the speaker(s) in both short and on in the area this weekend
extended talk on a range of general
and curricular topics with little or
without support
Resources
- worksheet: true / false
- worksheet: table completion
9.L5 Understand specific information focusing on use of simple present and
and detail in both short and present continuous in talking about
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extended talk on a range of arrangements, timetables and schedules
Resources
worksheet: text completion tasks
Use an increasing range of active
9.UE9 and passive simple present forms reading weekend TV evening schedules
Use present continuous forms with
present and future meaning on a writing an e-mail exchange to a friend
9.UE10 range of general and curricular suggesting plans for a weekend stay with
topics him / her
Understand the main points of
9.R4 short, simple texts on a range of
general and curricular topics by Reading an email exchange and choosing
using contextual clues the best title
Resources
multiple-matching / multiple – choice tasks
Understand specific information
9.R5 and detail in short, simple texts on
a growing range of general and Reading the bus schedule and answering
curricular topics independently True or False questions
Comment
Resources
guided writing template integrating content from listening and reading above
Write about personal feelings and
opinions on a limited range of
9.W3 general and curricular topics with
some support Writing an e-mail
Speaking assessment
At the grade 9 learners will be able to produce fluent speaking to express their opinion and
interactive listening and speaking ability by participating in whole class or group work.
Teacher can use the following types of formative assessment. Either of self-assessment or
peer-assessment can be done.
Oral presentation: A short oral presentation can be used for formative assessment. As with
first drafts of an essay, there should be a specific focus for formative oral presentations. The
focus may be on content, fluency, organization, pronunciation, etc. The final version of the
oral presentation is generally summative. Peer evaluation is often used in both formative
and summative stages. Peer evaluation works best with a checklist or rubric. Example:
Create a new (imaginary) product and try to sell it to the audience.
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 learners. 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
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demonstration can be quite simple or quite elaborate so works with all levels and ages of
learners.
Examples:
Demonstrate how to make your favourite recipe, describing what you are doing in English.
Total Physical Response: Touch your head. Raise your left hand. Close your eyes.
Presentation peer assessment sheet
Name_____
1 2 Date:
3 4
Title of presentation____________________________
1=poor 2=not very good 3=OK 4=Good 5= excellent
The presentation 1 2 3 4 5
was well-prepared.
began on time
was enjoyable to watch
was well-organized
used interesting materials
Spoke for 2 mins or more
used relevant vocabulary
spoke clearly and
confidently (delivery).
Total
Rubric sample of writing a letter
Excellent Good Fair Poor

This letter Either element This letter does Correct formatting
uses correct from the not follow some is not used in this
A format format. categories is not elements clearly. letter.
clearly defined.
This letter is This letter mostly One of the The content of
Form and clear and is clear. paragraphs is this letter does
content concise. missing. not make sense
to the reader.
There are no There are minimal There are some There are
spelling errors grammar and grammar and multiple grammar
Language and spelling errors. spelling errors. and spelling
grammatically errors.
correct.
Length The letter is 10 The letter is 8-9 The letter is 5-7 The letter is less
or more sentences. sentences. than 5 sentences.
sentences.
Punctuation Writer makes Writer makes 1-2 Writer makes 3-4 Writer makes
no errors in errors in errors in more than 4
capitalization capitalization and capitalization and errors in
and punctuation. punctuation. capitalization and
punctuation. punctuation.
Overall:
Sample rubric for group work: How learners are involved in group work?
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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 fulfils individual role within the group.
 Consistently and actively contributes knowledge, opinions, and skills.
 Values the knowledge, opinion and skills of all group members and encourages their
contribution.
 Helps group identify necessary changes and encourages group action for change.
3 - Good Understanding
 Works toward group goals without prompting.
 Accepts and fulfils individual role within the group.
 Contributes knowledge, opinions, and skills without prompting.
 Shows sensitivity to the feelings of others.
 Willingly participates in needed changes.
2 - Satisfactory Understanding
 Works toward group goals with occasional prompting.
 Contributes to the group with occasional prompting.
 Shows sensitivity to the feelings of others.
 Participates in needed changes, with occasional prompting.
1 - Needs Improvement
 Works toward group goals only when prompted.
 Contributes to the group only when prompted.
 Needs occasional reminders to be sensitive to the feelings of others.
 Participates in needed changes when prompted and encouraged.
 No respect to others.
Marking grid for writing
LEVEL 2 Me Partner
I have made my writing suit the task and
kept on task for at least 100 words.
I have included detail to interest the
reader such as descriptive words
(sometimes).
I have spelt simple words correctly and
sounded them out appropriately.
I have used capital letters and full stops
correctly some of the time.
I have used clear and neat handwriting
(most of the time).
I have written in the correct tense (past,
present or future) some of the time.
I have tried to use different punctuation
such as exclamation marks and
question marks.
I have tried to break my writing up into
sections.
I think I have done all of them.
LEVEL 3
I have organised my work clearly (a
clear beginning, middle and end).
I have used capitals, full stops,
exclamation marks, question marks
correctly.
I have used lots of different connectives
to link sentences and ideas (next, then
etc.)
I have used some technical words which
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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.
LEVEL 4
I have written in the correct style and
have thought about the audience.
I have used both time connectives and
cause and effect connectives
throughout.
I have used brackets to give extra
information or explain a technical term.
I have used paragraphs correctly with a
topic sentence each time.
I have a clear structure to my writing
with a beginning that introduces the
writing and a summary which sums
everything up at the end.
My spellings are mostly correct and I
have confidently used commas.
I have used adventurous language
(adjectives, verbs and adverbs).
LEVEL 5
I have used varied sentence openers
which are extended.
My spellings are nearly all correct and I
have use varied grammar correctly
(!‟?”:;-())
I have made my writing lively and
interesting and thought about the
reader.
I have used varied and interesting
vocabulary throughout in noun phrases
and adverbials.
I have confidently used different types of
sentence (compound, complex and
simple).
I have used quotes (speech) and
punctuated it correctly and introduced it
correctly.
I have used alliteration, play on words
and other features suited to the task.
I think I have done all of them
My writing is well suited to the task set.
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
112
evaluate and grade your learners. These assessment tools can help document your ELLs'
growth over a period of time.
When using performance-based assessments, it is important to establish clear and fair
criteria from the beginning. It might be helpful to develop these criteria in conjunction with
other teachers or specialists at your school. Performance-based assessments promote a
wide range of responses and do not typically produce one single, correct answer. Therefore,
evaluation of student performances and products must be based on teacher judgment, using
the criteria specified for each task.
You can also develop assessment (and instructional) activities that are aimed to your ELLs'
current level of English proficiency. Performance-based assessment activities can
concentrate on oral communication and/or reading. Here are examples of commonly-used
activity types designed for assessing speaking or reading:
- Reading with partners

- Retelling stories
- Role playing
- Giving descriptions or instructions using visual or written prompts
- Oral reporting to the whole class
- Telling a story by using a sequence of three or more pictures
- Completing dialogue or conversation through written prompts
- Debating, either one-on-one or taking turns in small groups
- Brainstorming
- Completing incomplete stories
- Playing games
class activities.
Example of 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.
1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong

1. The student determines exactly what he or she needs to know. 12345
2. The student pays careful attention to relevant verbal information. 12345
3. The student asks effective questions to clarify verbal information. 12345
4. The student encourages others to present information and opinions. 12345
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APPENDIX
(Learning objectives for 6-9 grades)
As grade grows, content expansion is shown in the following tables.
Listening
th th th
6 grade Low A1 7th grade Mid A1 8 grade High A1 9 grade Low A2
L1 Understand an Understand a Understand longer
increasing range of Understand a short sequence of sequences of
short, basic, sequence of supported supported classroom
supported classroom classroom instructions classroom instructions with little
instructions instructions or without support
L2 Understand a limited Understand an Understand a Understand more
range of unsupported increasing range of growing range of complex
basic questions which unsupported questions unsupported basic unsupported
ask for personal which ask for personal questions which questions which ask
information information ask for personal for personal
information information
L3 Understand a limited Understand an Understand a Understand more
range of unsupported increasing range of growing range of complex questions
basic questions on short unsupported unsupported basic on a range of general
general and curricular questions on general questions on and curricular topics
topics and curricular topics general and with little or without
curricular topics support
L4 Understand the main
Understand the main Understand the
Understand the main points in both short
points of short, main points of
points of short, and extended talk on
supported talk on an extended talk on a
supported talk on a a range of general
increasing range of range of general
range of general and and curricular topics
general and curricular and curricular
curricular topics with little or without
topics topics with support
support
L5 Understand some Understand most Understand most Understand specific
specific information specific information specific information information and
and detail of short, and detail of short, and detail of short detail in both short
supported talk on an supported talk on a talk on a range of and extended talk on
increasing range of range of general and familiar topics with a range of general
general and curricular curricular topic support and curricular topics
topics with little or without
support
L6 Use contextual clues Deduce meaning from Deduce meaning Deduce meaning
to predict content and context in short, from context in from context in both
meaning in short, supported talk on a short, supported short and extended
supported talk on an range of general and talk on a growing talk on a range of
increasing range of curricular topics range of general general and
general and curricular and curricular curricular topics with
topics topics little or without
support
L7 Understand short, Understand supported Understand Understand both
supported narratives narratives on a range supported short and extended
on an increasing of general and narratives, narratives on a range
range of general and curricular topics including some of general and
curricular topics extended talk, on a curricular topics with
range of general little or without
and curricular support
topics
L8 Recognize words that Recognize the opinion Recognize the Recognize the
are spelled out on a of the speaker(s) in opinion of the attitude or opinion of
limited range of basic, supported talk speaker(s) in basic, the speaker(s) in
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general and curricular on a limited range of supported talk on both short and
topics general and curricular an increasing range extended talk on a
topics of general and range of general and
curricular topics curricular topics with
little or without
support
L9 Understand short Identify rhyming words Identify rhymes, Identify rhymes,
songs and rhythms and repetition onomatopoeia and
rhythm
Speaking
6th grade Low A1 7th grade Mid A1 8th grade High A1 9th grade Low A2
S1 Provide basic
Make basic Provide basic information about Provide detailed
statements which information about themselves and information about
provide personal themselves at others at sentence themselves and
information on a sentence level on a level on an others at discourse
limited range of limited range of increasing range of level on a range of
general topics general topics general topics general topics
S2 Ask questions to find Ask questions to find Ask questions to Ask questions to
out personal out general information find out general clarify meaning on a
information on an on a limited range of information on an range of general and
increasing range of general and curricular increasing range of curricular topics
general and curricular topics general and
topics curricular topics
S3 Describe basic Give an opinion at Give an opinion at Give an opinion at
present and past sentence level on a sentence level on discourse level on a
actions on a limited limited range of an increasing range range of general and
range of general and general and curricular of general and curricular topics
curricular topics topics curricular topics
S4 Respond with a Respond with an
limited flexibility at increasing flexibility
sentence level to at both sentence and
unexpected discourse level to
Use basic vocabulary Use basic vocabulary comments on an unexpected
for a limited range of for an increasing range increasing range of comments on a
general and curricular of general and general and range of general and
topics curricular topics curricular topics curricular topics
Organize talk at
S5 Organize talk at sentence level
sentence level using using connectors Summarize what
Give short, basic basic connectors on a on an increasing others have said on
descriptions of limited range of range of general a limited range of
people and objects at general and curricular and curricular general and
sentence level topics topics curricular topics
S6 Use an increasing Link comments to
range of suitable Communicate Communicate what others say at
words, phrases, and meaning clearly using meaning clearly at sentence and
sentences during phrases and simple sentence level discourse level in
short pair, group and sentences during pair, during pair, group pair, group and
whole class group and whole class and whole class whole class
exchanges exchanges exchanges exchanges
S7 Take turns when Interact in basic
speaking with others Interact in short, basic exchanges on a Interact in longer
in a growing range of exchanges on a limited growing range of exchanges on a wide
short, basic range of general and general and range of general and
exchanges curricular topics curricular topics curricular topics
S8 Relate very short, Relate basic stories Relate basic stories Relate extended
basic stories and and events on an and events on a stories and events on
events on a limited increasing range of range of general a growing range of
range of general and general and curricular and curricular on general and
115
curricular topics topics topics curricular topics
Reading
R1 Recognize, identify Recognize, identify Recognize, identify Recognize, identify
and sound a limited and sound an and sound a range and sound a growing
range of language at increasing range of of language at text range of language at
text level with language at text level level with some text level
support. Recognize with support support independently
the English alphabet
in print
R2 Read and follow Read and follow Read and follow Read and follow
familiar instructions familiar instructions for familiar instructions familiar instructions
for classroom classroom activities for classroom for classroom
activities with with some support activities with little activities
support support independently
R3 Begin to read very Read short simple Read short fiction Read short fiction
short, simple, fiction fiction and non-fiction and non-fiction and non-fiction texts
and non-fiction texts texts on a limited texts on an on a range of general
with confidence and range of general and increasing range of and curricular topics
enjoyment, with curricular topics with general and with confidence and
support confidence and curricular topics enjoyment,
enjoyment, with with confidence and independently
support enjoyment, with
some support
R4 Understand the main Understand the main Understand the Understand the main
points of very short, points of short simple main points of points of short,
simple texts on a texts on a limited short, simple texts simple texts on a
limited range of range of general and on an increasing range of general and
general and curricular topics by range of general curricular topics by
curricular topics by using contextual clues and curricular using contextual
using contextual topics by using clues
clues contextual clues
R5 Understand some Understand some Understand specific Understand specific
specific information specific information information and information and
and detail in very and detail in short, detail in short, detail in short, simple
short, simple texts on simple texts on an simple texts on a texts on a growing
a limited range of increasing range of range of general range of general and
general and general and curricular and curricular curricular topics
curricular topics with topics with support topics with little or independently
support without support
R6 Understand the Recognize the Recognize the Recognize the
meaning of very difference between difference between difference between
short, simple texts on fact and opinion in fact and opinion in fact and opinion in
familiar general and short, simple texts on short, simple texts short, simple texts on
curricular topics by a limited range general on an increasing a range of general
rereading them and curricular topics range of general and curricular topics
and curricular
topics
R7 Understand the Recognize the attitude Recognize the Recognize the
meaning of simple or opinion of the writer attitude or opinion attitude or opinion of
short sentences on in short texts on a of the writer in short the writer in short
familiar general and limited range of texts on an texts on a range of
curricular topics general and curricular increasing range of general and
topics general and curricular topics
curricular topics
R8 Use a simple picture Find books, Use familiar paper Use familiar paper
dictionary with more worksheets and other and digital and digital reference
infrequent support print materials in a reference resources to check
class or school library resources to check meaning and extend
according to meaning and understanding
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classification with extend independently
support understanding with
some support
Writing
W1 Plan, write, edit and
Plan, write and check
proofread work at Plan, write, edit and
short sentences on a
Plan, write and check text level on an proofread work at
limited range of
sentences on an increasing range of text level on a range
general and
increasing range of general and of general and
curricular topics with
general and curricular curricular topics curricular topics with
support
topics with support with support some support
W2 Write a sequence Write about factual
Write short of short sentences and imaginary past
sentences which give in a paragraph on events, activities and
basic personal Write longer sentences an increasing range experiences on a
information with on a limited range of of general and range of general and
support general and curricular curricular topics curricular topics with
topics with support with some support some support
W3 Write factual and
imaginative Write about personal
Write short familiar descriptions at text feelings and opinions
instructions for their Write short sentences level which on a limited range of
peers with support which describe people, describe people, general and
places and objects place and objects curricular topics with
with support with support some support
W4 Use joined-up Use joined-up
Use joined-up handwriting in a handwriting in all
handwriting in a Use joined-up range of written written work across
limited range of handwriting in an work across the the curriculum with
written work increasing range of curriculum some appropriate speed
written work speed and fluency and fluency
W5 Link sentences into Link sentences into
a coherent coherent text using a
Link words or paragraph using a variety of basic
phrases using basic variety of basic connectors on an
coordinating connectors on a increasing range of
connectors with Link sentences using limited range of general and
support basic coordinating general and curricular topics
connectors with some curricular topics when writing
support with some support independently
W6 Use upper and lower
Use appropriate
case letters Use appropriate
layout at text level
accurately when Use upper and lower layout at text level for
for a limited range
writing names, case letters accurately an increasing range
of written genres on
places and short when writing names, of written genres on
familiar general and
sentences during places and short familiar general and
curricular topics
guided writing sentences curricular topics
with some support
activities independently independently
W7 Spell most high- Spell most high-
Spell a growing frequency words frequency vocabulary
number of familiar accurately for a accurately for an
high-frequency Spell most familiar limited range of increasing range of
words accurately high-frequency words general and familiar general and
during guided writing accurately during curricular topics curricular topics
activities guided writing when writing when writing
activities independently independently
W8 Use a full stop and Use full stops, Punctuate written Punctuate written
question mark, commas, question work at text level on work at text level for
comma during marks, and speech a limited range of an increasing range
117
guided writing of marks at sentence general and of general and
short, familiar level with some curricular topics curricular topics with
sentences accuracy when writing with some accuracy some accuracy when
independently when writing writing independently
independently
Use of English
th th th
6 grade Low A1 7th grade Mid A1 8 grade High A1 9 grade Low A2
UE1 Use singular
Use an increasing
nouns, plural Use a limited range
range of countable
nouns – including of abstract and
and uncountable
some common compound nouns.
nouns, including
irregular plural Use nouns as direct Use double genitive
common noun
forms – and and indirect objects in structures „a friend
phrases describing
uncountable describing events and of theirs‟ on an
times and location,
nouns, genitive „s/ actions on a limited increasing range of
on a range of general
s‟ to name and range of general and general and
label things curricular topics curricular topics
UE2 Use numbers 1 – 100 Use a range of
Use an increasing
to count, use basic quantifiers and
range of quantifiers
quantifiers many, cardinal, ordinal
Use numbers 1 – many, much, a lot of
much, not many, a lot numbers and
100 to count on an increasing
of on a limited range of fractions on a range
range of general and
general and curricular of general and
curricular topics
UE3 Use adjectives,
including
possessive Use an increasing
adjectives, on range of comparative Use a range of
familiar topics to Use common and superlative participle adjectives
give personal comparative and adjectives [both and a growing
information and to superlative adjectives regular and irregular] range of adjectives
describe things. to give personal on an increasing in the correct order
Use a limited range information and on an range of general and in front of nouns on
of comparative and increasing range of curricular topics a range general
superlative general and curricular and curricular
adjectives topics topics
UE4 Use determiners a,
the, some, any , this, Use a range of
Use determiners a, Use determiners
these, that , those to determiners
the, some, any , including any each
give personal including either,
this, these, that to every on a limited
information and on a neither, both on an
refer to familiar range of general and
limited range of increasing range of
objects curricular topics
general and curricular general and
UE5 Use who what where
how many how much
Use questions
to ask questions on a
including tag
Use who what and limited range of
questions to seek
where, how many general and curricular
agreement, and
to ask questions on topics. Use why to ask
questions to clarify
familiar topics for explanations. Use Use a range of
information What
Impersonal you in when to ask when questions including
time/what else/next?
the question How something how far , how many
on a limited range of
do you spell that? happens/happened. times, what + noun
general and
Use What is/was the on a range of
curricular topics
weather like? Use general and
What's the matter? curricular topics
UE6 Use demonstrative Use demonstrative Use basic personal Use a range of
pronouns this, pronouns to ask and and demonstrative pronouns including
these, that, those answer basic pronouns, relative pronouns
118
and object pronoun questions on personal quantitative who which that
one in short and familiar topics pronouns some, any, whom whose on a
statements and something, nothing range of general
responses anything on a range and curricular
of general and topics
curricular topics
UE7 Use I think... I know...
to express basic
opinions on a limited Use simple perfect
Use there is / are to
range of general and forms of common
make short
curricular topics. Use a verbs to express
statements and
limited range of simple what has happened Use simple perfect
descriptions Use
perfect forms…[regular [indefinite time] on a forms to express [
Have you..
and irregular ] to talk limited range of recent, indefinite
ever…been? to talk
about experiences on general and and unfinished past
about experiences
a limited range of curricular topics ] on a range of
general and curricular general and
UE8 Use a growing
range of future
Use future forms will
forms including be
for predictions and
going to
Use imperative be going to talk
[predictions based
forms [positive and about already
on present
negative] to give decided plans on a
Use imperative forms evidence] and will
short instructions limited range of
with direct and indirect for predictions on a
general and
object forms to give a range of general
curricular topics
short sequence of and curricular
instructions topics
UE9 Use common
simple present
forms, including
short answer forms
and contractions, to Use simple present
give personal forms and simple
information Use past regular and
common past irregular forms to Use an increasing
simple forms Use simple present describe routines, range of active and
[regular and forms. Use simple past habits, and states on passive simple
irregular] to regular and irregular an increasing range present and past
describe actions forms to describe of general and forms. Use used
and to narrate actions and to narrate curricular topics to/didn‟t use to for
simple events simple events on a past habits/states
including short limited range of on a range of
answer forms and general and curricular general and
contractions topics curricular topics
UE10 Use common
present continuous
forms, including Use present Use present
short answers and continuous forms to continuous forms
contractions, to talk Use present talk about present with present and
about what is continuous forms to activities and with future meaning and
happening now on describe events and future meaning. Use past continuous
personal and talk about what is past continuous forms for
familiar topics. Use happening now. Use forms for background,
-ing forms present continuous background, on a parallel and
Swimming, forms to talk about limited range of interrupted past
Spelling…as nouns future arrangements general and actions on an
to describe familiar on a limited range of curricular topics increasing range of
and classroom general and curricular general and
activities topics curricular topics
UE11 Use personal Use direct and indirect Use Use simple forms of
119
subject and object object personal be/look/sound/feel/ta reported speech to
pronouns, including pronouns in ste/smell like. Use be report statements
possessive descriptions of events made of. Make and commands on
pronouns mine, and actions on a somebody/something a range of general
yours to give basic limited range of +adj on a limited and curricular
personal general and curricular range of general and topics.
information and topics curricular topics.
describe things
UE12 Use common

prepositions of time
on, in, at, after, before
Use a limited range
Use prepositions of to state when things
of prepositions to talk
location, position happen. Common
about time and
and direction: at, prepositions of
location. Use
behind, between, location, position and Use a growing
preposition like to
in, in front of, near, direction: at, above, range of
describe things and
next to, on, to. Use below, behind, prepositions
about to denote
prepositions of time between, in, in front of, preceding nouns
topic. Use
on in at to talk inside, near, next to, and adjectives in
preposition of
about days and on, opposite, outside, prepositional
direction to, into, out
times. Use with to to, under. Use from phrases. Use
of, from, towards
indicate recipient [origin] with / without dependent
phrases on a limited
on personal and [inclusion]. Use be prepositions
range of general and
familiar topics good at + n. Use go for following adjectives
curricular topics
+ n on a limited range on a range of
of general and general and
curricular topics curricular topics
UE13 Use can to make
requests and ask
permission and use
appropriate
responses here you Use a growing
are OK. Use must Use might may could range of modal
to express to express possibility. forms including
obligation. Use Use could as a past Use shall [for would [polite
have + object + form of can. Use have suggestions] on a requests] could
infinitive to talk (got) to/had to express limited range of [polite requests]
about obligations. obligation. Use shall general and needn‟t [lack of
Use will to talk [interrogative] to make curricular topics necessity] should,
about future offers and will to ask ought to [
intention. Use about future intention obligation] on a
What/How about + on a limited range of range of general
noun /-ing to make general and curricular and curricular
suggestions topics topics
UE14 Use common adverbs Use an increasing
of frequency never, a range of common
Use adverbs of
lot. Use adverbs of adverbs [both regular
time and place now
sequence first next and irregular] simple Use a range of
today over there to
then and direction left and comparative adverbs [simple
indicate when and
right. Use common forms and adverbs of and comparative
where. Use
comparative and frequency. Use forms] including
common -ly
superlative adverbs to adverbs of indefinite adverbs of manner.
adverbs to describe
describe and compare time yet ever already Use pre-verbal,
actions. Use the
things…more always. Use adverbs post-verbal and
adverb too to add
quickly…best on a of definite time last end-position
information
limited range of week, yesterday on a adverbs on a range
general and curricular range general and general and
topics curricular topics curricular topics
UE15 Use „Would you Use common verbs Use common verbs Use the pattern
like‟, „Would you followed by infinitive followed by infinitive verb + object +
like to‟ for inviting verb / verb + ing verb /verb+ ing infinitive
120
and using patterns. Begin to use patterns. Use give/take/send/brin
appropriate infinitive of purpose. infinitive of purpose g/show + direct/
responses yes Use want/ask on a limited range of indirect object. Use
please , no thanks. someone to do general and some common
Use declarative something. Use be curricular topics prepositional verbs
what [a/an] + called + n on a limited on a range of
adjective + noun to range of general and general and
show feelings curricular topics curricular topics
UE16 Use conjunctions
while, until, as soon
Use conjunctions so,
as in relating
if, when, where,
narratives and if
Use conjunctions before, after to link
/unless in
and or but to link parts of sentences
Use conjunction conditional
words and phrases on a limited range of
because to give sentences on a
general and
reasons on a limited range of general
curricular topics
range of general and and curricular
curricular topics topics
UE17 Use if clauses (in
zero conditionals).
Use where clauses. Use if /unless in
Use when clauses Use before/after zero and first
to describe simple clauses (with past conditional clauses.
present and past reference). Use Use a range of
actions on personal defining relative defining and non-
and familiar topics. clauses with which defining relative
Use „So do I‟ to who that where to clauses with which
give short answers Use defining relative give details on a who that whose
clauses with which limited range of whom on a range of
who where to give general and general and
personal information curricular topics curricular topics
121
ҮНДСЭН НЭР ТОМЪЁОНЫ ОРЧУУЛГА /Англи-монгол/
1 a content агуулга
2 curriculum framework агуулгын хүрээ
3 methodology арга зүй
4 methods and approaches арга, хандлага
5 techniques арга, техник
6 class work анги нийтийн ажил
7 problem solving асуудал шийдвэрлэх
8 group work багийн ажил
9 teaching багшлахуй
10 a teacher's guide багшийн гарын авлага
11 teacher's continuous development багшийн тасралтгүй хөгжил
12 teacher's activity багшийн үйл ажилагаа
13 teacher-learners' communication багш, суралцагчийн харилцаа
14 guided writing багшийн зааварчлагын дагуу бичих
15 fiction/non-fiction text баримтын ба баримтын бус эх
16 self-studying бие даалт
17 a module бүлэг сэдэв
18 a portfolio бүтээлийн сан
19 creative work бүтээлч ажил
20 creative thinking бүтээлч сэтгэлгээ
21 individual work ганцаарчилсан ажил
22 performance гүйцэтгэл
23 a practice lesson дадлага хичээл
24 a sequence дараалал
25 a supported question дөхүүлэх асуулт
26 an extended talk дэлгэрүүлсэн яриа
27 general information ерөнхий мэдээлэл
28 instructions зааварчилгаа
29 an aim, a goal зорилго
30 an objective зорилт
31 reccomendations зөвлөмж
32 knowledge мэдлэг
33 knowledge construction мэдлэг бүтээх
34 a socio-cultural competence нийгэм-соѐлын чадамж
35 a thematic unit нэгж хичээл
36 a unit plan нэгж хичээлийн хөтөлбөр
37 an increasing range тодорхой сэдэв
38 multiple intelligences олон талт оюун ухааны чадамж
39 self-assesment, self-evaluation өөрийн үнэлгээ
40 psichomotor өөрийгөө удирдах
41 a wide range танил бус сэдэв
42 a growing range танил ба танил бус сэдэв
43 student-centered teaching суралцагч төвтэй сургалт
44 student's behaviour суралцагчийн зан байдал
45 a student's activity суралцагчийн үйл ажиллагаа
46 learners' motivation суралцагчдын сэдэл тэмүүлэл
47 learner development суралцагчийн хөгжил
48 learners' communication суралцагчдийн харилцаа
122
49 learners' needs and interests суралцагчдын хэрэгцээ, сонирхол
50 differentiation суралцагчдын ялгаатай байдал
51 learning суралцахуй
52 learning objectives суралцахуйн зорилт
53 a learning experience суралцахуйн туршага
54 a scheme of work суралцахуйн удирдамж
55 learning strategies сурах арга барил
56 learning styles сурах хэв шинж
57 teaching / learning enviroment сургалтын орчин
58 teaching / learning materials сургалтын хэрэглэгдхүүн
59 teaching / learning tools, equipment сургалтын хэрэгсэл
60 learning achievements сурлагын амжилт
61 low secondary education суурь боловсрол
62 a theme, a topic сэдэв
63 affective сэтгэл хөдлөлийн
64 cognitive танин мэдэхүйн
65 specific information тодорхой мэдээлэл
66 project work төсөлт ажил
67 an activity үйл ажиллагаа
68 action research үйлийн судалгаа
69 an assessment үнэлгээ
70 assessment tasks үнэлгээний жишиг даалгавар
71 an assessment criteria үнэлгээний шалгуур
72 values үнэт зүйл
73 cooperative work хамтын ажил
74 a context хам сэдэв
75 a contextual clue хам сэдвийн дохио
76 a lesson хичээл
77 stages of the lesson хичээлийн үе шат
78 classroom management хичээлийн зохион байгуулалт
79 procedure of the lesson хичээлийн үйл явц
80 classroom research хичээлийн судалгаа
81 cross-curricular links хичээл хоорондын залгамж холбоо
82 quality of the lesson хичээлийн чанар
83 a curriculum, a syllabus хөтөлбөр
84 curriculum devolepment хөтөлбөр боловсруулах
85 evalution of the curriculum хөтөлбөрийн үнэлгээ
86 curriculum framework хөтөлбөрийн хүрээ
87 joined-up handwriting үсэг холбож бичих
88 personal characteristics хувь хүний шинж чанар
89 specific learning outcomes хүлээгдэж буй тодорхой үр дүн
90 general learning outcomes хүлээгдэж буй ерөнхий үр дүн
91 a range ерөнхий сэдвийн хүрээ
92 child development хүүхдийн хөгжил, төлөвшил
93 a discourse level хэл ярианы түвшин
94 a discussion хэлэлцүүлэг
95 an application, use of хэрэглээ
96 limited хязгаарлагдмал
97 a core curriculum цөм хөтөлбөр
98 unsupported questions шууд асуулт
123
99 critical thinking шүүмжлэлт сэтгэлгээ
100 skills чадвар
101 summative assessment / assessment of learning эцсийн үнэлгээ
102 evaluation of the lesson ээлжит хичээлийн үнэлгээ
103 a lesson plan ээлжит хичээлийн хөтөлбөр
104 inquiry эрэл хайгуул
105 inquire эрэл хайгуул хийх
106 formative assessment / assessment for learning явцын үнэлгээ
124

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ЕРӨНХИЙ БОЛОВСРОЛЫН СУРГУУЛИЙН АНГЛИ

N.Mira, Ph.D, English Language Teachers‟ Association of Mongolia

B.Batchimeg, Mongolian Institute for Educational Research

Scheme of work adaptation development team: (2019)

N.Mira, Ph.D, English Language Teachers‟ Association of Mongolia

Oyuntsetseg Nookoo, PhD, vice professor, Mongolian Institute for Educational

ENGLISH CURRICULUM CONTENT …………………………………………....….….…...… 8

APPROACH TO TEACHING AND LEARNING ………………………….……..….…….…… 8

MODULE 1. ENGLISH TIME ………………………………………………………………....... 9

MODULE2. ME AND MINE................................................................................................. 14

MODULE3. EVERYDAY LIFE............................................................................................. 18

MODULE 4. NATURE PROTECTION................................................................................. 22

RECOMMENDATION FOR ASSESSMENT....................................................................... 26

ENGLISH CURRICULUM CONTENT …………………………………………....….….…...… 33

MODULE 1. WHAT IT IS LIKE ………………………………………………………….…....... 33

MODULE2. SIGHTS AND SONGS...................................................................................... 39

MODULE3. ALL ABOUT NATURE...................................................................................... 44

MODULE 4. WHAT AND WHEN.......................................................................................... 48

RECOMMENDATION FOR ASSESSMENT........................................................................ 52

ENGLISH CURRICULUM CONTENT …………………………………………....….….…...… 58

APPROACH TO TEACHING AND LEARNING ………………………….……..….…..….…… 58

MODULE 1. ME AND OTHERS ……………………………………………………………....... 59

MODULE2. DIFFERENT TIMES........................................................................................... 64

MODULE3. GETTING HERE................................................................................................ 71

RECOMMENDATION FOR ASSESSMENT.......................................................................... 79

ENGLISH CURRICULUM CONTENT ……………………………………….……….….…... 88

APPROACH TO TEACHING AND LEARNING ………………………….……...…….….… 88

MODULE 1. MY WORLD ……………………………………………………………………..... 89

MODULE2. PAST AND PRESENT...................................................................................... 95

MODULE3. DIFFERENT PEOPLE...................................................................................... 99

MODULE 4. MAKING DECISIONS...................................................................................... 103

RECOMMENDATION FOR ASSESSMENT........................................................................ 107

KEY WORDS……………………………………………………………………………………… 120

SCHEME OF WORK FOR GRADE 6

The emphasis in Grade 6 is on speaking and listening, helping learners to develop

Learning objectives /previously

S6 Contribute a growing range of suitable

To achieve learning objectives, learners will be able to develop their language

English Curriculum Content

Module 1. English Module 2.Me and Module 3. Everyday Module 4. Nature

Approach to teaching and learning

A student-centered curriculum should support learners in learning how to learn and in

Unit 1. Back to English

Sylla Learning Objectives Activities

Syllabus Learning Objectives Activities

Unit 3. Let’s count

Syllabu Learning Objectives Activities

MODULE 2. ME AND MINE

Unit 4. That’s mine

Syllabus Learning Objectives Activities

Syllabus Learning Objectives Activities

Syllabus Learning Objectives Activities

MODULE 3. EVERYDAY LIFE

Syllabus Learning Objective Activities

Unit 8. What’s cooking?

Learning Objectives Activities

MODULE 4. NATURE PROTECTION

Unit 9. Weather and Seasons

Learning Objective Activities

Unit 10. English environment

Syllabus Learning Objective Activities

Assessments can be formative or summative. Assessment of learners‟ language knowledge