Cambridge Primary

Scheme of Work – English as a Second Language Stage 4

Overview
This scheme of work is based on a 12 week term, with each module being covered in 4 weeks. Each unit should, therefore, be covered in 2 weeks based on the
provision of 5–6 hours of classroom English per week.

TERM 1 TERM 2 TERM 3

Module 1A: Me and Others Module 2A: Public Places Module 3A: Far Away
 Unit 1 Family and Friends  Unit 7 Around Town  Unit 13 Food around the World
 Unit 2 Routines  Unit 8 Landmarks and Museums  Unit 14 Australia
Module 1B: For Fun Module 2B: Getting There Module 3B: Physical World
 Unit 3 Cartoons and Comics  Unit 9 Going Places  Unit 15 Body and Movement
 Unit 4 Only a Game  Unit 10 Finding your Way  Unit 16 All about Animals
Module 1C: Different Times Module 2C: Stuff Module 3C: Another Year
 Unit 5 All in a Week  Unit 11 At the Shops  Unit 17 In or Out
 Unit 6 Day and Night  Unit 12 What are Things Made Of?  Unit 18 End of Our Year

V2 8Y02 English as a Second Language Stage 4 1

Module 1A: Me and Others
Unit 1: Family and Friends
Framework Learning Objective
Code
4S1 Provide basic information about
themselves and others at sentence
level on an increasing range of
general topics
4S2 Ask questions to find out general
information on an increasing range
of general and curricular topics
4Ug2 Use a growing range of superlative
adjectives [both regular and
irregular] on a limited range of
general and curricular topics
4Lm1 Understand the main points of
supported extended talk on a range
of general and curricular topics.
4Ug3 Use be/look/sound/feel/taste/smell
like on a limited range of general
and curricular topics
4Ug8 Use preposition like to describe
things
4Ug10 Spell most high-frequency words
accurately for a limited range of
general and curricular topics when
V2 8Y02
Activities
Talking about people in your family
circle and circle of friends.
Learners complete diagram with
names of people and then answer
questions from another learner.
Focusing on the superlative
form of adjectives
Listening to young people talking
about who they are most like
Focusing on verb + like structure
Completing a ‘Just like me’
poem
English as a Second Language Stage 4
Resources Comments Time
Diagram with widening Pre-teach/elicit 80-100
circles me /my close words for relatives Minutes
family /my relatives/special
people
Worksheet: question
prompts: old person you
know? Good friend you
have? Are you like? Lives
far distance from you?
Worksheet:
multiple-choice task
images of three people
each speaker describes
Worksheet: rewriting
sentences. E.g.
My mum and I have the
same voice./She sounds… Display opportunity
[possibly with
Poem template to complete photos]
I look ___________.
_________ just like me.
I sound __________.
_________ just like me.
Etc.
2
 writing independently
4S6 Communicate meaning clearly at
sentence level during, pair, group
and whole class exchanges
4Rm1 Understand the main points of an
increasing range of short simple
texts on general and curricular
topics by using contextual clues
4Ut5 Use basic quantitative pronouns
some, any, something, nothing
anything on a limited range of
general and curricular topics
4S4 Respond with limited flexibility at
sentence level to unexpected
comments on an increasing range
of general and curricular topics
4Wo3 Use with some support appropriate
layout at text level for a limited
range of written genres on familiar
general and curricular topics
4Ld2 Deduce meaning from context in
short, supported talk on an
increasing range of general and
curricular topics
4Ut6 Use common verbs followed by
infinitive verb/verb + ing patterns
use infinitive of purpose on a
limited range of general and
curricular topics
4S1 Provide basic information about
themselves and others at sentence
level on an increasing range of
general topics
V2 8Y02
Talking about when you send cards Worksheet: Have you ever 100–120
and messages to family and special sent ….. [tick/X] minutes
friends.
Reading different cards and Multiple-matching tasks
messages
Worksheet: completing
Focusing on use of quantitative missing pronouns in
pronouns message extracts e.g.
I have lots of comics. Do
you want ___ ?
Talking about short greetings and Worksheet:
responses. matching/finding responses
to what others say
Guided writing prompts for
Writing and replying to short cards different scenarios
messages/notes
Listening to the problems that Multiple –matching 100 -120
different friends are having. Which friend needs minutes
- to see a friendly face
- to rest
- someone to help etc.
Focusing on verb + infinitive and
verb + ing patterns e.g. like, enjoy, Worksheet completion,
prefer, I’d like matching and dialogue
building tasks
Talking about what you enjoy doing Worksheet: activity ranking
with friends enjoy ....don’t like so much
English as a Second Language Stage 4 3
4S2 Ask questions to find out general
information on an increasing range
of general and curricular topics
4S4 Respond with limited flexibility at
sentence level to unexpected
comments on an increasing range
of general and curricular topics
4Rd2 Understand with little or no support
specific information and detail in
short, simple texts
R4g3 Recognise the attitude or opinion of
the writer in short texts on an
increasing range of general and
curricular topics
4Ut3 Use questions, including tag
questions to seek agreement, and
clarify on a limited range of general
and curricular topics
4S2 Ask questions to find out general
information on an increasing range
of general and curricular topics
4Wc1 Write with support factual and
imaginative descriptions at text
level which describe people, places
and objects
4Ld4 Understand a sequence of
supported classroom instructions
4S1 Provide basic information about
themselves and others at sentence
level on an increasing range of
general topics
V2 8Y02
Asking about the best place to go – Worksheet: name best
learners mingle and exchange place to go swimming/for
information. an ice-cream to eat out etc.
Guessing what someone is doing in Individual learner charade Divide class into
a game of ‘charades’ cards: e.g. skateboarding in teams and keep
the park, eating in a fast scores
food restaurant
Reading short texts about what 100-120
young people are good at Multiple-matching and yes/ minutes
no/doesn’t say task
Focusing on asking tag questions
Asking about learners’ talents Worksheet: matching,
You’re a good musician, aren’t you? completing tasks
around the class.
Worksheet: put the name of
the person in the class who
you think can break dance/
is a good skateboarder/
is a musician etc.
Writing an e-mail to a friend
introducing another member of
class Guided writing template
Listening to instructions on how to Bring puppet 40–60
make a hand puppet of themselves making materials minutes
display opportunity
Sharing information about and opportunity to
themselves in a mingling activity Worksheet completion: use puppets in
using the puppets My full name is … future
I look … communication
I’m good at … tasks
English as a Second Language Stage 4 4
V2 8Y02 English as a Second Language Stage 4 5
Module 1A: Me and Others
Unit 2: Routines

Framework Learning Objective Activities Resources Comments Time

Code

4S1 Provide basic information about Talking about how tidy or messy Worksheet: always/ 100–120
themselves and others at sentence you are sometimes/never minutes
level on an increasing range of tidy my things away
general topics get food on my clothes Elicit/pre-teach
wash my cup up vocabulary for
4S5 Organise talk at sentence level Talking about the order you do close doors household/ morning
using connectors on an increasing things in the morning lose things activities
range of general and curricular
topics Worksheet: learners order
actions
4Ut8 Use conjunctions when, before, get out of bed/ comb hair
after to link parts of sentences on turn on TV/computer
a limited range of general and brush teeth/ have a drink
curricular topics
Time line
4Uf5 Use simple present forms regular Focusing the use of present simple [ before, then, after, first ]
and irregular forms to describe in talking about routines/habits
routines, habits and states on a
limited range of general and Worksheet: sentence
curricular topics matching/completion tasks
4Lm1 Understand the main points of Listening about different routines Rewriting sentences so
supported extended talk on a range that people have for ‘good luck’ they are true about
of general and curricular topics themselves
4Ug10 Spell most high-frequency words Learners all write down something Mix up and read out
accurately for a limited range of they do for ‘good luck’ on a piece of Multiple matching tasks
general and curricular topics when paper.
writing independently Learners guess who does what.
4Rd2 Understand with little or no support Reading about the routines of two Multiple-matching/fact or 100-120
specific information and detail in well-known people opinion tasks minutes
short, simple texts

V2 8Y02 English as a Second Language Stage 4 6

4Rd1 Recognise the difference between
fact and opinion in short, simple
texts on an increasing range of
general and curricular topics
4Uf1 Use quantifiers many much , a lot
of ,a few use determiners
including any no each every on a
limited range of general and
curricular topics
4S6 Communicate meaning clearly at
sentence level during, pair, group
and whole class exchanges
4Rd2 Understand with little or no support
specific information and detail in
short, simple texts
4Ug2 Use a growing range of common
noun phrases describing times and
location, on a limited range of
general and curricular topics
4Ld1 Understand most specific
information and detail of short,
supported talk on a wide range of
familiar topics
4S7 Keep interaction going in basic
exchanges on a growing range of
general and curricular topics
4Wa2 Write with support a sequence of
short sentences in a paragraph on
a limited range of general and
curricular topics
V2 8Y02
Focusing on determiners and Worksheet: multiple-
quantifiers in talking about routine choice/text completion
activity tasks
Talking about how much/how Worksheet :
little/how often you do things I have fizzy drinks _____ If ‘internet’ guide to
I watch TV ____ primary sites
Reading short texts or doing internet Worksheet : table Possible display
research about average children completion [possible activity
statistics using personal
Chart showing averages puppets from
learners put names on, previous unit]
below or above the line
Focusing on time and location Worksheet: sentence 100–120
noun phrases matching and text minutes
completion tasks.
at lunchtime at break after
lunch in the playground
Listening to pupils from another etc.
country describe their school
routine Grid completion/multiple-
matching tasks
Talking about what is the Worksheet relating to
same/different in our school previous listening
same/different
start of the day
Writing a description of school clothes/music/lunch etc.
routine in an e-mail to send to pen
pal in a school in another country Guided writing template
English as a Second Language Stage 4 7
4S3 Give an opinion at sentence level Talking about when your routine Worksheet: learners match 100–120
on an increasing range of general changes routine changes to minutes
and curricular topics incomplete reasons e.g.
Learners then discuss in pairs There’s no school –
4Wa3 Use joined-up handwriting in a another reason why the routine There’s snow
range of written work across the might change. Then read this out There’s no TV –
curriculum with some speed and and other groups guess which It’s broken
fluency routine they mean

4Lm1 Understand the main points of Listening to voicemails about Multiple-matching tasks
supported extended talk on a range changes in plan
of general and curricular topics

4Wo2 Punctuate written work at text level Improving punctuation and Short text to be corrected
on a limited range of general and correcting a poorly written
curricular topics with some
accuracy when writing
independently
Guided writing template
4Wo3 Use with some support appropriate Writing a short note to your teacher
layout at text level for a limited explaining a change
range of written genres on familiar
general and curricular topics

Module Review
Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and Use a range of multiple-matching, Use tasks to assess core 90–120
Writing tasks on a range and blend of topics and multiple-choice, true/false, sentence and module learning objectives and hours
themes relating to family members, friends and daily text completion and guided speaking and monitor progress
and school routines and a range of module learning writing tasks
objectives

V2 8Y02 English as a Second Language Stage 4 8

Module 1B: For Fun
Unit 3: Cartoons and Comics
Framework Code Learning Objective
4Rg3 Recognise the attitude or
opinion of the writer in short
texts on an increasing range of
general and curricular topics
4S8 Relate basic stories and
events on a range of general
and curricular topics
4S3 Give an opinion at sentence
level on an increasing range of
general and curricular topics
4Ut3 Use questions, including tag
questions to seek agreement,
and clarify
4Ld5 Understand an increasing
range of unsupported basic
questions on general and
curricular topics
4S2 Ask questions to find out
general information on an
increasing range of general
and curricular topics
4Lo1 Recognise the opinion of the
speaker(s) in basic, supported
talk on an increasing range of
general and curricular topics
V2 8Y02
Activities
Reading and completing a
comic cartoon strip
Talking about character
qualities. Learners then
justify answers by giving an
example of what the character
does.
Talking about what different
superheroes can do
Focusing on tag questions
Listening to speakers and
matching tag question endings
to what they say
Asking and answering tag
questions while keeping a
straight-face
The class have five questions
to make nominated learner
laugh. Nominated learner has
to answer [ I do, I can etc.]
keeping a straight face.
Listening to narrated events in
a comic strip
English as a Second Language Stage 4
Resources Comments Time
Matching and completion 100–120
tasks minutes
Worksheet: matching
comic characters to
adjectives.
good, evil, naughty, kind
Worksheet: What can
they do?
Grid completion
Fly, swim under water
Worksheet: Batman Hulk
Catwoman
You’re Batman, ____
Spiderman can’t fly ____
That’s Cinderella’s shoe
___ Each learner stands up
in turn. You nominate
Answer cards: them as a superhero.
e.g. Batman and give
I am, I can, I do etc. them an answer
‘I do’
Typical question :
You wear black pants,
don’t you?
Comic strip with speech 100–120
bubbles missing. minutes
Learners match speech to
bubbles in line with events
9

4Lg1 Understand supported
narratives, including some
extended talk, on an
increasing range of general
and curricular topics
4Uf8 Use past continuous forms for
background actions on a
limited range of general and
curricular topics
Read with some support an
4Rg2 increasing range of short
fiction and non-fiction texts
with confidence read with and
enjoyment
4Wo3 Use with some support
appropriate layout at text level
for a limited range of written
genres on familiar general and
curricular topics
4Lg1 Understand supported
narratives, including some
extended talk, on an
increasing range of general
and curricular topics
4S8
Relate basic stories and
events on a range of general
and curricular topics
4Ut11
Use defining relative clauses
with which who that where to
give details on a limited range
of general and curricular topics
V2 8Y02
Listening and ordering a comic
strip sequence
Focusing on past continuous
forms to talk about background
actions
Reading and ordering a
jumbled comic story opening
sequence
Writing a short section of a
comic strip story
Listening to the openings of
well-known fairytales and
matching them to the stories
Telling other learners who do
not know them the stories
Focusing on relative clauses
Writing down relative sentences
in a fairytale quiz
English as a Second Language Stage 4
they hear.
A jumbled comic strip
sequence
Individual comic strip
pictures. What were the
other people doing ?
Worksheet: completing
and matching tasks. [main
events /background
actions]
Worksheet :jumbled lines
to order
possible display
opportunity
Each group of learners
gets one or two
subsequent images to
describe from story in
previous activity
Guided writing : question
prompts
Worksheet: 100–120
Hansel and Gretel/Ali minutes
Baba
Goldilocks and the Three
Bears /Snow White etc.
Worksheet: prompt with
book covers
Project various iconic
Matching and completion items from the stories.
tasks. e.g. half-eaten apple
That’s the house where mirror
10

4Wa3 Use joined-up handwriting in a
range of written work across
the curriculum with some
speed and fluency
4Lg2 Identify rhymes and repetition
4Rg1 Recognise, identify and sound
with some support a range of
language at text level
4S8 Relate basic stories and
events on a range of general
and curricular topics
4Uf2 Use simple perfect forms of
common verbs to express what
has happened [indefinite time]
Use joined-up handwriting in a
4Wa3 range of written work across
the curriculum with some
speed and fluency
V2 8Y02
In teams learners write down
answers to projected prompts.
e.g. Those are the jars where
the thieves hid.
Listening to and talking about
words that rhyme
Reading a rhyming Reader
story e.g. Peter Pan or the
Wizard of Oz and learning to
recite certain sections
Show animated clips from film
and have groups of learners
recite memorised passages
over them
Talking about which characters
are from which story
Focusing on the Perfect form to
talk about what’s just happened
Writing down what’s just
happened in a story
e.g. The Prince has just arrived.
English as a Second Language Stage 4
the dwarves lived. large jars
broken chair etc.
Worksheet: Find a word 80–100
that rhymes with : minutes
cat/mouse/dog etc.
Worksheet: Find a word
that rhymes with hair
that ends -ear Project/reveal lines
one at a time
Worksheet or projection of
lines to remember,
complete, rhyme
anagrams to solve
Worksheet: jumbled 40–60
images of characters from minutes
five or six well known
stories
Worksheet: images
characters from above
stories e.g. Pinnochio,
[nose grown] Project descriptions
Cinderella [hopping] e.g. Oh look there’s a
Pinnochio has just ____ royal coach outside.
Cinderella has just ___ [Cinderella]
etc.
play in teams/keep
scores
11
Module 1B: For Fun
Unit 4: Only a Game
Framework Code Learning Objective
4S3 Give an opinion at sentence
level on an increasing range of
general and curricular topics
4Ld1 Understand most specific
information and detail of short,
supported talk on a wide range
of familiar topics
4Uf1 Use quantifiers many, much,
a lot of, a few on a limited
range of general and curricular
topics
4Ld3 Understand an increasing
range of unsupported basic
questions which ask for
personal information
4S1 Provide basic information
about themselves and others
at sentence level on an
increasing range of general
topics
4Rf1 Read and follow with limited
support familiar instructions for
classroom activities
4Ld1 Understand most specific
information and detail of short,
V2 8Y02
Activities Resources Comments Time
Talking about opposites in Worksheet completing 100–120
games opposites e.g. minutes
win, lose, draw
home team a ___ team
Listening about when a referee cheat play f ___
gives a penalty in football
Possibly project
Multiple-matching different scenarios
penalty/not penalty
Focusing on quantifiers scenarios
Worksheet: completion
tasks e.g.
I only understand __
Asking about your favourite rules.
games. Learners complete I play/don’t play __
worksheet and ask each other sports.
questions
Worksheet: question
completion. e.g.
__ times a week do you
play?
__ do you play board-
games with?
Reading instructions for an Set of instructions and Bring dice/counters etc. 100–120
unfamiliar board game [e.g. board game to class minutes
snakes and ladders] and
learning how to play
Listening and plotting on a Snakes and ladders board
English as a Second Language Stage 4 12
 supported talk on a wide range
of familiar topics
4Uf11 Use if clauses (in zero
conditionals
4S7 Keep interaction going in basic
exchanges on a growing range
of general and curricular topics
4Rm1 Understand the main points of
an increasing range of short
simple texts on general and
curricular topics by using
contextual clues
4Lg2 Identify rhymes and repetition
4Wo2 Punctuate written work at text
level on a limited range of
general and curricular topics
with some accuracy when
writing independently
4S8 Relate basic stories and
events on a range of general
and curricular topics
4Wa2 Write with support a sequence
of short sentences in a
paragraph on a limited range
of general and curricular topics
4Rf1 Read and follow with limited
support familiar instructions for
classroom activities
V2 8Y02
game of snakes and ladders
where players end up
Focusing on the use of zero
conditional to talk about rules
Talking about how to play the
game Pontoon while playing
Reading short texts about
playground games in different
countries.
Listening and completing
different skipping rhymes
Punctuating unpunctuated
skipping rhymes
Chanting skipping rhymes while
the classmates skip
Writing an e-mail to friend
telling them about a new game
you have learnt.
Reading and following
instructions for how to begin a
game of marbles
[Ringer]
English as a Second Language Stage 4
Worksheet: completion Pre-teach the names of
task rules of card game cards Ace, Queen,
21/pontoon Jack etc.
If you have an ACE, it Bring sets of cards to
counts as 11. class
If your total is more than
21, you lose. Pre-teach words
twist/stick/bust
Multiple-matching, yes no 140–160
doesn’t say tasks minutes
Text completion tasks
Bring rope for skipping
e.g. Tarzan’s underwear,
Peas with honey
Guided writing template
Display opportunity
[perhaps part of larger
games display]
String, tape and marbles Bring string, tape and 100–120
to arrange marbles to class minutes
Images of how playing
13
4Ut8 Use conjunctions so, if,
when , where, before, after to
link parts of sentences on a
limited range of general and
curricular topics
4S6 Communicate meaning clearly
at sentence level during, pair,
group and whole class
exchanges
4S4 Respond with limited flexibility
at sentence level to
unexpected comments on an
increasing range of general
and curricular topics
Module Review
Learning Objective
Listening, Reading, Use of English, Speaking and
Writing tasks on a range and blend of topics and
themes relating to cartoon and comic stories and
characters, games and rules of play and a range of
module learning objectives
V2 8Y02
area should look to
Focusing on conjunctions Worksheet : complete project
summary of basic rules of
game with conjunctions
Talking about the language of Worksheet: matching
games language that means the
same thing e.g.
I didn’t win/I lost.
Whose turn is it?/Who
Playing ‘ringer’ and talking goes next?
about turns and rules
Activities Assessment Time
Use a range of multiple-matching, Use tasks to assess core 90–120
multiple-choice, true/false, sentence and module learning objectives and hours
text completion and guided speaking and monitor progress
writing tasks
English as a Second Language Stage 4 14
Module 1C: Different Times
Unit 5: All in a Week

Framework Learning Objective Activities Resources Comments Time

Code

4Ug1 Use common noun phrases
describing times and location, on a
limited range of general and
curricular topics
4Ut1 Use questions What time/What
else/next? on a limited range of
general and curricular topics
Focusing on expressions of time Worksheet: completion and 100–120
matching tasks minutes
on school days/
at weekends/every
morning/ in the evening etc.
Focusing on and asking questions
about what learners do when Question completion tasks

4S2 Ask questions to find out general
information on an increasing range
of general and curricular topics
4Rd1 Recognise the difference between
fact and opinion
Talking about typical school day and
weekend activity
Reading about a typical week of a
child from a different part of the
world
Worksheet: two timelines
school day/weekend
learners plot different
activity on them e.g. get
up/main meal/homework
etc.

4Rg3 Recognise the attitude or opinion of Fact or opinion /multiple-

the writer in short, simple texts on choice tasks
an increasing range of general and
curricular topics
4S3 Give an opinion at sentence level Talking about adjectives that Worksheet: matching 100–120
on an increasing range of general describe feelings adjectives to feeling minutes
and curricular topics sketc.hes/faces

4Ug5 Use make somebody/something + Focusing on make Worksheet: Name

adjective on a limited range of somebody/something + adjective something that makes you
general and curricular topics structure sleepy etc.

4S1 Provide basic information about

themselves and others at sentence

V2 8Y02 English as a Second Language Stage 4 15

 level on an increasing range of
general topics
4Ld1 Understand most specific
information and detail of short,
supported talk on a wide range of
familiar topics
4Rd3 Use with some support familiar
paper and digital reference
resources to check meaning and
extend understanding
4Rd2 Understand with little or no support
specific information and detail in
short, simple texts
4Wa3 Use joined-up handwriting in a
range of written work across the
curriculum with some speed and
fluency
4Rm1 Understand the main points of an
increasing range of short simple
texts on general and curricular
topics by using contextual clues
4Rd3 Use with some support familiar
paper and digital reference
resources to check meaning and
extend understanding
4Ut5 Use pronouns some, any,
something, nothing anything on a
limited range of general and
curricular topics
4S2 Ask questions to find out general
information on an increasing range
of general and curricular topics
4S1 Provide basic information about
themselves and others at sentence
V2 8Y02
Listening to a nurse talking about
staying healthy [how much of
something per week
is good/OK]
Researching on-line how much
of something you need
Making a good for/not good for you
poster
Reading descriptions of different TV
programmes and matching them to
type of programme
Focusing on pronouns something,
nothing, anything
Talking about your typical TV
viewing week. Learners ask and
answer questions about their
schedules.
English as a Second Language Stage 4
Worksheet: multiple-choice
image task.
circle the amount/number
that’s good for you
e.g. fizzy drinks/
vegetables/sweets etc.
Research cards for different
groups e.g. sleep, salt,
water etc. with specific
questions to answer
Poster template
Multiple-matching and 110–130
check the meaning of the minutes
highlighted words tasks
Worksheet: question
completion
Do you watch ___ every
day?
Is there ___ you always
watch with your parents?
A TV week grid/ schedule
to complete.
16
 level on an increasing range of
general topics
4Ug10 Spell most high-frequency words
accurately for a limited range of
general and curricular topics when
writing independently
4Rg1 Recognise, identify and sound with
some support a range of language
at text level
4Wo1 Link with some support sentences
into a coherent paragraph using a
variety of basic connectors on a
limited range of general and
curricular topics
4Ut2 Use determiners including any, no,
each, every on a limited range of
general and curricular topics
4Ld1 Understand most specific
information and detail of short,
supported talk on a wide range of
familiar topics
V2 8Y02
Writing a description of a well-
known TV programme. Keep scores
Learners write down eight facts winning points for
about a programme in groups of correct guesses
three. They read these out one /losing them for
at a time. incorrect ones
Encourage learners to use
reading texts above as a
guide
Writing out and ordering facts into a
whole descriptive paragraph for Display opportunity
display
Focusing on the use of determiners Worksheet: completion 100–120
any, no, each, every tasks minutes
John watches three hours Learners note down
of TV ___ night. How much mental arithmetic
Listening and working out ‘weekly’ does he watch ___ week? answers
problems
English as a Second Language Stage 4 17
Module 1C: Different Times
Unit 6: Day and Night
Framework Learning Objective
Code
4S3 Give an opinion at sentence level
on an increasing range of general
and curricular topics
4Uf5 Use simple present forms to
describe routines, habits and states
on a limited range of general and
curricular topics
4Rm1 Understand the main points
4Rd2 Understand with little or no support
specific information and detail in
short, simple texts on an increasing
range of general and curricular
topics
4Ld4 Understand a sequence of
supported classroom instructions
4S6 Communicate meaning clearly at
sentence level during, pair, group
and whole class exchanges
4Ut7 Use infinitive of purpose
4Ut8 Use conjunction so…. to link parts
of sentences on a limited range of
V2 8Y02
Activities Resources Comments Time
Talking about when it gets dark Worksheet: winter day 100–120
timeline/summer day minutes
timeline
Focusing on simple present forms in
talking about earth, stars, moon etc.
Worksheet: questions
What goes round the sun?
What comes out at night?
Reading short texts with diagrams
about orbit of earth and moon Worksheet: night/day You may want to
riddles project key orbit
What appears in the sky diagrams
every 28 days?
Multiple matching/grid and
Listening and drawing: joining star diagram completion tasks
dots to make star figures shapes.
[great bear/hunter/plough/fish
(carp)] Worksheet: four different
grids
Talking about what ‘lights’ in the Worksheet: images of 100–120
dark are for torch, lighthouse, bicycle minutes
lights, candles, fireflies,
runway lights, street lights
life-vest lights, police siren
lights
Focusing on the use of the infinitive
of purpose/conjunction ‘so’ Worksheet: completion and
English as a Second Language Stage 4 18
 general and curricular topics
4Rd1 Recognise the difference between
fact and opinion
4Rd2 Understand with little or no support
specific information and detail in
short, simple texts on an increasing
range of general and curricular
topics
4Lg1 Understand supported narratives,
including some extended talk, on
an increasing range of general and
curricular topics
4S3 Give an opinion at sentence level
on an increasing range of general
and curricular topics
4S6 Communicate meaning clearly at
sentence level during, pair, group
and whole class exchanges
4Lg1 Understand supported narratives,
including some extended talk, on
an increasing range of general and
curricular topics
4Ut8 Use conjunctions so , if, when ,
where, before, after to link parts of
sentences on a limited range of
general and curricular topics
4Wo2 Punctuate written work at text level
on a limited range of general and
curricular topics with some
accuracy when writing
independently
V2 8Y02
matching tasks
e.g. so cars can see you
Reading about ‘fireflies’
table completion
yes, no, doesn’t say task
Listening to the song Fireflies Worksheet: lyric completion Pre-teach some
by Owl City e.g. earth turns stay words e.g. fox trot,
awake fall asleep insomniac
Worksheet: chorus to sing
along to.
Talking about day and night animals Worksheet: Which animals 100–120
come out at night? minutes
Bees, rats, chickens,
cows, foxes, bats, owls,
Talking about which animals you mice, pigeons etc.
hear in the night
Worksheet: owls,
mosquitoes, cockerels Perhaps use the
Listening to the first part of a night- wolves, ducks etc. . abridged version
time story: e.g. The owl who was
afraid of the dark
Focusing on conjunctions in telling
stories Worksheet: summary of so
far story to complete with
conjunctions
Writing out and putting punctuation
into an extract of the story Worksheet: short extract
including dialogue with no
punctuation
English as a Second Language Stage 4 19
4Rg2 Read with some support a an
increasing range of short fiction
and non-fiction texts with
confidence and enjoyment
4Ut1
Use questions What else/next?
4Uf8 Use past continuous forms for
background actions
4Uf5 Use simple past regular and
irregular forms on a limited range
of general and curricular topics
4S8 Relate basic stories and events on
a range of general and curricular
topics
4Wa1 Plan, write, edit and proofread work
at text level with support on a
limited range of general and
curricular topics
Module Review
Learning Objective
Listening, Reading, Use of English, Speaking and
Writing tasks on a range and blend of topics and
themes relating to times of day and week and
different daily and weekly activities and a range of
module learning objectives
V2 8Y02
Pre-teach 80–100
Reading second part of the night- unfamiliar words minutes
time story Multiple – matching/text
summary completion tasks
Focusing on simple past and past Worksheet: direct
continuous questions comprehension questions
Talking about things you do to get Worksheet: tick the things 40–60
ready for bed. Telling another you do: minutes
learner your night time routine. brush teeth , drink Display opportunity
something
Writing a poem entitled say good night, read
Night Time something , comb your hair,
turn off the light etc.
Worksheet : prompts e.g.
I can see/I can’t see
I can hear/I can smell
I feel/I know etc.
Activities Assessment Time
Use a range of multiple-matching, Use tasks to assess core 90–120
multiple-choice, true/false, sentence and module learning objectives and hours
text completion and guided speaking and monitor progress
writing tasks
English as a Second Language Stage 4 20
Module 2A: Public Places
Unit 7: Around Town
Framework Code Learning Objective
4S3 Give an opinion at sentence
level on an increasing range of
general and curricular topics
4Ld2 Deduce meaning from context
in short, supported talk on an
increasing range of general
and curricular topics
4Ld4 Understand a sequence of
supported classroom
instructions
4Uf5 Use simple present and simple
past regular and irregular
forms
4Uf2 Use simple perfect forms of
common verbs to express what
has happened [indefinite time]
on a limited range of general
and curricular topics
4Uf6 Use adverbs of definite time :
last week, yesterday
4S2 Ask questions to find out
general information on an
increasing range of general
and curricular topics
V2 8Y02
Activities
Talking about different types of
houses and why it would be good
to live them
Listening to descriptions of other
types of shelter/structure and
what they are used for
Listening and following
instructions for drawing different
structures e.g. draw a tent, only
use five lines.
Draw a caravan, use eight lines
and two and a half circles
Focusing on the perfect
[indefinite time] simple
past [definite time]
Talking about structures you’ve
been in and when and where it
was.
Learners tick places they’ve
been, tell another. Other learners
ask when?/where?
English as a Second Language Stage 4
Resources Comments Time
Worksheet: images of 100–120
Apartments, bungalow, minutes
detached house, beach
hut, high-rise flats,
caravan, house-boat,
terraced house,
tent, farm
Worksheet matching For this activity do
images to descriptions: not have previous
bus shelter, greenhouse, worksheets in view
marquee, tent, pier,
kennel, multi-storey car
park, barn etc.
Dialogue matching and
completion activities
Worksheet of all types of
house and structures
above
21
4Rm1 Understand the main points of
an increasing range of short
simple texts on general and
curricular topics by using
contextual clues
4Uf9 Use might may could to
express possibility on a limited
range of general and curricular
topics
4Ld2 Deduce meaning from context
in short, supported talk on an
increasing range of general
and curricular topics
4Ut1 Use questions, including What
time?/What else?/next? on a
limited range of general and
curricular topics
4S7 Keep interaction going in basic
exchanges on a growing range
of general and curricular topics
4Ut5 Use of quantitative pronouns
some, any, something, nothing
anything on a limited range of
general and curricular topics
4Rd2 Understand with little or no
support specific information
and detail in short, simple texts
V2 8Y02
Reading signs from public places Multiple-matching and 100–120
and working out where you multiple-choice tasks minutes
would see them
Reading incomplete signs Worksheet: range of
and completing them words to complete
signs/notices
Talking about different types of
place around town Worksheet: matching
collocations
post mall
Focusing on the use of modal car centre
verbs to talk about possibility. town park
Learners speculate about what leisure hall
these things are and which place shopping office etc.
you might see them.
Worksheet: dialogue
Listening to conversations and completion.
deciding where around town the
people are Sketc.hes of things such Recycle images of
as bottle bank, flag pole, places from
ticket barrier etc. previous tasks
Multiple-matching tasks
Focusing on questions you might Worksheet: If the answer 100–120 minutes
ask/ be asked in public places. is ___, what’s the
Learners model short dialogues question?
a _______ ?
b No that’s all thanks.
Talking about where the a _______ ?
questions might be asked b No not very, about
two kilometres.
Focusing on the use of pronouns
some, any, anything etc. Worksheet: dialogue
completion/matching
a I don’t have ___ to do.
b See what’s on TV.
Reading different advertisements
for things on for young people in Multiple-matching tasks
town
English as a Second Language Stage 4 22
 on an increasing range of
general and curricular topics
4Wo3 Use with some support
appropriate layout at text level
for a limited range of written
genres on familiar general and
curricular topics
4S6 Communicate meaning clearly
at sentence level during, pair,
group and whole class
exchanges
4Uf4 Use future forms will for
predictions
4S3 Give an opinion at sentence
level on an increasing range of
general and curricular topics
communicate meaning clearly
at sentence level during, pair,
4S6 group and whole class
exchanges
4Wo1 Link with some support
sentences into a coherent
paragraph using a variety of
basic connectors on a limited
range of general and curricular
topics
V2 8Y02
Writing: exchanging e-mails with
a friend you are visiting for the
weekend
Talking about different types of
vehicle
Focus on making predictions
Conducting a traffic survey
from a window/playground etc.
Talking about whether their
predictions were correct
and using data to make a bar
chart about number of vehicles
that go past school per hour.
Learners write a paragraph on
results
English as a Second Language Stage 4
Possible display
E-mail prompts: with images from
explain no visit to water previous task
park [as planned]
ask what else can do
Write reply to email you
receive
Worksheet : completing 120–140 minutes
vehicle words on
a tally chart.
ca _ , __an , lorr_ ,
emergenc _ vehicl_ etc.
Worksheet: complete
with your predictions :
We won’t _____
There will be more ___
pedestrians.
The buses ______ full.
Learners use tally chart
from first activity to note
traffic observations for
about 20 minutes Possible display
opportunity
Bar chart to complete.
Guided writing template
23
Module 2A: Public Places
Unit 8: Landmarks and Museums

Framework Learning Objective Activities Resources Comments Time

Code

4S3 Give an opinion at sentence level
on an increasing range of general
and curricular topics
4Ut11 Use defining relative clauses with
which who that where to give
details on a limited range of
general and curricular topics
4Ld2 Deduce meaning from context in
short, supported talk on an
increasing range of general and
curricular topics
Talking about different national
landmarks
Focusing on relative clauses
in talking about national landmarks
Listening to people talking about
world famous landmarks
Worksheet: name a … 100–120
- famous castle/palace minutes
- river/ mountain
- building/stadium etc.
Worksheet:
completion/matching tasks
Is the place where ….? Is
the mountain which ….?
Multiple-matching sketc.h/
image task

4Wo1 Link with some support sentences Writing an e-mail to a pen pal
into a coherent paragraph using a abroad telling them about a national Prepare a simple
variety of basic connectors on a landmark Guided writing template set of ICT
limited range of general and instructions
curricular topics
Learners will need
4Ld4 Understand a sequence of Listening and following instructions to use a computer
supported classroom instructions for copying and pasting a photo into alone or in groups
an e-mail
4Rd2 Understand with little or no support Reading short texts about local Multiple-matching task 60–90
specific information and detail in landmarks [not named] and minutes
short, simple texts on an increasing matching them to numbers of the Worksheet: local
range of general and curricular map landmarks on a map
topics [numbered]
Ordering a short jumbled text about
a local place of interest
Worksheet: jumbled text

V2 8Y02 English as a Second Language Stage 4 24

4Wo1 Link with some support sentences
into a coherent paragraph using a
variety of basic connectors on a
limited range of general and
curricular topics
4S6 Communicate meaning clearly at
sentence level during, pair, group
and whole class exchanges
4Rm1 Understand the main points of an
increasing range of short simple
texts on general and curricular
topics by using contextual clues
4Rd1 Recognise the difference between
fact and opinion in short, simple
texts on an increasing range of
general and curricular topics
4S4 Respond with limited flexibility at
sentence level to unexpected
comments on an increasing range
of general and curricular topics
4Uf9 Use might may could to express
possibility
4Rm1 Understand the main points of an
increasing range of short simple
texts on general and curricular
topics by using contextual clues
4Rg2 Read with some support an
increasing range of short fiction
and non-fiction texts with
confidence read with and
enjoyment
4Ug4
use be made of
V2 8Y02
Rewriting the jumbled text by adding with conjunctions
information to it highlighted
Worksheet: information to
add e.g. information that
can be added in the form of
relative clauses
Talking about the kind of things you Worksheet: Which things 80–100
find in museums might you see? minutes
weapons/coins/clothes/toys
Reading about the Vikings and their
way of life
Yes/no/doesn’t say task
Fact or opinion task
Worksheet: images of
exhibits
Possibly project
images of exhibits
Talking and speculating about what
museum exhibits [Viking] could be Worksheet :
and what they’re made from Exhibit 1
It might be …
I think it’s made of …
Focusing on the use of modal forms
[possibility].
Reading in which learners match 100–120
museum exhibits from their culture Multiple-matching tasks minutes
to exhibit descriptions
Researching an exhibit from Guide to primary
learners’ culture using the internet Cards with different ancient friendly sites
objects on.
Worksheet :
When was it made?
What was it made from?
English as a Second Language Stage 4 25
 Who used it? etc.
4Uf3 Use adverbs of definite time :on a Possible display
limited range of general and opportunity
curricular topics Guided writing template

4Wc1 Write with support factual and Writing a short description of the
imaginative descriptions at text exhibit
level which describe people, places Possibly project
and objects images of exhibits

4S8 Relate basic stories and events on
a range of general and curricular
topics
4Ld5 Understand an increasing range of
unsupported basic questions on
general and curricular topics
Telling the rest of the class about
your exhibit. But including one false
fact.
[other learners guess the false fact]
Team quiz on world landmarks Quiz visuals and questions Prepare quiz in 40–60
[Where is it?/What’s it called? etc.] different rounds minutes
[mainly visual]

Module Review
Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and Use a range of multiple-matching, Use tasks to assess core 90–120
Writing tasks on a range and blend of topics and multiple-choice, true/false, sentence and module learning objectives and hours
themes relating to places to go around town and text completion and guided speaking and monitor progress
buildings landmarks and museums in cities and a writing tasks
range of module learning objectives

V2 8Y02 English as a Second Language Stage 4 26

Module 2B: Getting There
Unit 9: Going Places

Framework Learning Objective Activities Resources Comments Time

Code

4S3 Give an opinion at sentence level
on an increasing range of general
and curricular topics
4Ld2 Deduce meaning from context in
short, supported talk
4Lo1 Recognise the opinion of the
speaker(s) in basic, supported talk
on an increasing range of general
and curricular topics
4Rm1 Understand the main points of an
increasing range of short simple
texts on general and curricular
topics by using contextual clues
4Wo3 Use with some support appropriate
layout at text level for a limited
range of written genres on familiar
general and curricular topics
4S6 Communicate meaning clearly at
sentence level during, pair, group
and whole class exchanges
Talking about different types of
transport
Listening and working out which
transport situation people are in
Reading transport signs and notices
and saying where you would see
them
Writing signs and notices for a
school bus
Talking about the best way to go
places
Worksheet: completing and 80–100
sorting words into land, minutes
sea, air.
Multiple-matching and
multiple-choice tasks
Multiple-matching tasks
e.g.
fasten your seatbelts /plane
Writing prompts: getting Display opportunity
on/off/sitting down/keeping
clean/bags etc. Provide frames for
signs and notices to
be written in
Worksheet: What’s the Pre-teach: on foot 100–120
best way …..go to shops? by bike etc. minutes
go to the countryside?

4Ug2 Use a growing range of adjectives Focusing on comparison of

and comparative and superlative
adjectives [both regular and
irregular] on a limited range of
general and curricular topics
4Rd2 Understand with little or no support
adjectives.
Reading a short city transport guide
Worksheet: completion
task: It’s easier It’s quicker
…
Worksheet: matching
… more comfortable than..

V2 8Y02 English as a Second Language Stage 4 27

 specific information and detail in
short, simple texts on an increasing
range of general and curricular
topics
4Rd1 Recognise the difference between
fact and opinion in short, simple
texts on an increasing range of
general and curricular topics
4Ld5 Understand an increasing range of
unsupported basic questions on
general and curricular topics
4Ug1 Use common noun phrases
describing times and location, on
a limited range of general and
curricular topics
4Ld1 Understand most specific
information and detail of short,
supported talk on a wide range of
familiar topics
4Wa2 Write with support a sequence of
short sentences in a paragraph on
a limited range of general and
curricular topics
4S2 Ask questions to find out general
information on an increasing range
of general and curricular topics
V2 8Y02
Multiple-matching and yes,
no, doesn’t say tasks
Worksheet: completing
ways of asking for
directions
Asking for and following directions Map of London Tube
on the London Tube map
Information gap cards e.g.
You are at Leicester
Square.
You want to go to the
Olympic Stadium.
Focusing on phrases to talk about Worksheet: rewriting 80–100
time and location There are two buses an minutes
hour.
There’s a bus every half
hour.
Listening to automated recording of on the bus. by bus etc.
different bus routes and times
Map of town places and
bus routes
Writing a short description of a bus Multiple-matching different
or train journey learners regularly do people’s needs
/have been on
Guided writing : prompts
on and off
ticket
stops
other people etc.
Asking about the things you might Worksheet: images of 100–120
need on a school trip different items [tick/ x] minutes
English as a Second Language Stage 4 28
4Rm1 Understand the main points of an Reading a short itinerary/information
increasing range of short simple sheet for a school trip Worksheet: matching
texts on general and curricular headings to sections of info
topics by using contextual clues sheet

4Uf4 Use future forms be going to to talk
about already decided plans on a
limited range of general and
curricular topics
4Ut7 Use infinitive of purpose on a
limited range of general and
curricular topics
Focusing on future form ‘going to’
Focusing on infinitive of purpose
Guessing why other learners are
going to take things
Worksheet: ‘going to’
questions about info in
above reading.
Where are we going to
meet?
How much money are you
going to need?

4S4 Respond with limited flexibility at
sentence level to unexpected
comments on an increasing range
of general and curricular topics
On front of blank card learners write
e.g. I’m going to take a box
on back they write [for others to
guess]
e.g. to put my lunch in
Worksheet: Why questions,
Why do you need to bring
money?
Blank cards for learners to
write on

4Rd2 Understand with little or no support
specific information and detail in
short, simple texts on an increasing
range of general and curricular
topics
4S4 Organise talk at sentence level
using connectors on an increasing
range of general and curricular
topics
4S7 Keep interaction going in basic
exchanges on a growing range of
general and curricular topics
Researching a more unusual Cards with transport : 60–80
vehicle/means of transport online world’s largest cruise ship, Guide to primary minutes
cable car, gondola etc. friendly sites
Worksheet: questions to
answer
Presenting a short talk to class
about means of transport Project images of
Worksheet: set of images vehicles
e.g. car seat/plane
seat/bike saddle/dingy
Talking about which one is the
‘transport’ odd-one-out and saying
why

V2 8Y02 English as a Second Language Stage 4 29

Module 2B: Getting There
Unit 10: Finding Your Way
Framework Learning Objective
Code
4Ld1 Understand most specific
information and detail of short,
supported talk on a wide range of
familiar topics
4Ug9 use prepositions of direction to,
into, out of, from, towards on a
limited range of general and
curricular topics
4Wc1 Write with support factual and
imaginative descriptions at text
level which describe people, places
and objects
4Rg1 Recognise, identify and sound with
some support a range of language
at text level
4Rm1 Understand the main points of an
increasing range of short simple
texts on general and curricular
topics by using contextual clues
4Rd1 Recognise the difference between
fact and opinion in short, simple
texts on an increasing range of
general and curricular topics
4S2 Ask questions to find out general
information on an increasing range
of general and curricular topics
V2 8Y02
Activities Resources Comments Time
Listening to short descriptions of Pre-teach/revise 70–90
directions and following on a map Town map on which to plot key verbs of minutes
where they lead. routes described directional
movement
Focusing on prepositions of Worksheet: completion and
direction. description tasks relating to
sketches of short journeys
Street map of 2 or 3 mile
Writing directions for other learners radius e.g. around the
to follow and asking ‘So where am school/around town
I?’ centre /high street etc.
Learners read out directions for
others to plot on map
Reading about ‘lost’ animals that 110–130
found their way home. Multiple-matching and fact minutes
or opinion tasks
Talking about distances and Worksheet: distance
estimating/measuring distances on questions. How far/Which
a map is further.. ?
English as a Second Language Stage 4 30
4S3 Give an opinion at sentence level
on an increasing range of general
and curricular topics
4Lg1 Understand supported narratives,
including some extended talk, on
an increasing range of general and
curricular topics
4Wc1 Write with support factual and
imaginative descriptions at text
level which describe people, places
and objects
4S6 Communicate meaning clearly at
sentence level during, pair, group
and whole class exchanges
4Uf11 Use if clauses (in zero
conditionals)
4Ld4 Understand a sequence of
supported classroom instructions
4Wa3 Use joined-up handwriting in a
range of written work across the
curriculum with some speed and
fluency
4Rm1 Understand the main points of an
increasing range of short simple
texts on general and curricular
topics by using contextual clues
4Wa3 use joined-up handwriting in a
range of written work across the
curriculum with some speed and
fluency
V2 8Y02
Listening to short journey /distance
‘problems’
Learners listen to the routes people
took and work out distances
Writing an e-mail to a friend getting
to their house
Replying to friend’s email
Talking about the points of the
compass and degrees
Focusing the use of zero conditional
clauses
Listening and following
instructions/[compass] directions
Writing and asking questions in a
‘Where am I ?’ quiz
Each learner writes down a
question,
I am 230 miles SW of Paris
Where am I?
Reading direction signs and notices
Writing short directions dialogues
[from sign prompts]
English as a Second Language Stage 4
Worksheet: various simple
maps with scales
A map with distances
between places marked
Guided writing
- ask where/what time
- how to get there
- how far
Worksheet: completion task Pre-teach 80–100
worked on in pairs relating directional words minutes
to N,S,E,W and NE,SW etc. clockwise, turn ,
face
Worksheet focusing on
degrees between points,
quarter turn/half turn etc.
Worksheet: Which way are
you facing if ___ ?
You are facing south and
you make a quarter turn
clockwise.
A map with distance scale
and compass directions
Multiple – matching and 50–70
multiple-choice tasks minutes
Worksheet: sign prompts
e.g. No entry
Keep to the path
31
4Rg2 Read with some support a an
increasing range of short fiction
and non-fiction texts with
confidence and enjoyment
4Ut8 Use conjunctions so , if, when ,
where, before, after to link parts of
sentences on a limited range of
general and curricular topics
Reading the story of Hansel and Worksheet: sentence 70–90
Gretel (class reader)l [or another matching tasks minutes
story about getting lost]
Worksheet: completing a
Focusing on conjunctions story summary with missing
conjunctions.

Module Review
Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and Use a range of multiple-matching, Use tasks to assess core 90–120
Writing tasks on a range and blend of topics and multiple-choice, true/false, sentence and module learning objectives and hours
themes relating to how to get places, means of text completion and guided speaking and monitor progress
transport, giving directions and finding your way writing tasks
around and a range of module learning objectives

V2 8Y02 English as a Second Language Stage 4 32

Module 2C: Stuff
Unit 11: At the shops

Framework Learning Objective Activities Resources Comments Time

Code
4S2 Ask questions to find out general Asking and talking about what you Worksheet: matching Pre-teach key 70–90
information on an increasing range find in different sections in a products to sections of a supermarket minutes
of general and curricular topics supermarket supermarket vocabulary, e.g.
check-out diary
4S3 Give an opinion at sentence level Worksheet: matching items products etc.
on an increasing range of general to the type of container/
and curricular topics packaging they come in

4Ld2 Deduce meaning from context in Listening to short conversations in Supermarket diagram from
short, supported talk on an supermarkets and identifying which previous task /multiple-
increasing range of general and section people are in matching task
curricular topics

4Ug10 Spell most high-frequency words Writing a shopping list for a friend to Guided writing template
accurately for a limited range of get for you. Give each pair of
general and curricular topics when Learners then give their shopping learners something
writing independently lists to another group who have to they would need to
guess what their activity is. shop for e.g.
-making a pizza
-having a party
-making a salad
-going on a trip

4Rm1 Understand the main points of an
increasing range of short simple
texts on general and curricular
topics by using contextual clues
4Uf1 Use quantifiers many, much , a lot
of, a few on a limited range of
general and curricular topics
Reading shop signs and notices Multiple-matching different
signs to different types of
shop.
Multiple-matching signs to
interpretations: e.g. sale
Focusing on quantifiers and ends Saturday/you pay less
quantitative pronouns this week
Text and dialogue
Pre-teach words 90–120
for different types minutes
of shop: pet shop,
post office, bakers
etc.

V2 8Y02 English as a Second Language Stage 4 33

4Ut5 Use quantitative pronouns some, Building short dialogues that occur completion tasks
any, something, nothing anything in shop situations

4Uf9 Use might, may, could to express
possibility use shall [for
suggestions] on a limited range of
general and curricular topics
Building/completing short shop
dialogues and acting these out
Worksheet: matching
statements/questions to
responses
Worksheet: opening lines
for learners to complete and
work into dialogues

4S7 Keep interaction going in basic
exchanges on a growing range of
general and curricular topics
4Ut2 Use determiners including any no
each every on a limited range of
general and curricular topics
4Lm1 Understand the main points of
supported extended talk on a
range of general and curricular
topics
4Rf1 Read and follow with limited
support familiar instructions for
classroom activities
4S5 Organise talk at sentence level
using connectors on an increasing
range of general and curricular
topics
Talking about and working out
how much things cost
Focusing on determiners in word
money problems
Listening about party activities and
making party plans
Reading instructions about
shopping for a party and the budget
you have to spend
Talking about party shopping/
budgets and comparing what you’ve
put in your trolley
Give learners a list of items 90–120
and see which group gets minutes
closest to total to current
supermarket prices
Worksheet: How much
does each one cost?/How
much change?/How many
coins? Etc.
Multiple-matching
Worksheet: instructions for
party goals/how much you
have to spend
images of supermarket
items with prices/offers etc.
Worksheet: image of
supermarket trolley that
learners put items from
previous task into

4S3 Give an opinion at sentence level Talking about shopping malls and Worksheet: learners tick
on an increasing range of general what they have in them things they think they will 90–120
and curricular topics hear mentioned minutes

Understand most specific Listening about where you can find Diagram for learners to
4Ld1 things in a shopping mall label
information and detail of short,

V2 8Y02 English as a Second Language Stage 4 34

 supported talk on a wide range of
familiar topics
Provide basic information about
4S1 themselves and others at sentence
level on an increasing range of
general topics
Use simple perfect forms of
4Uf2 common verbs to express what
has happened
Use adverbs of indefinite time yet
4Uf3 ever already always
Use be/look/sound/feel/taste/smell
4Ug3 like
Write with support a sequence of
4Wa2 short sentences in a paragraph on
a limited range of general and
curricular topics
4Rm1 Understand the main points of an
increasing range of short simple
texts on general and curricular
topics by using contextual clues
4Ld4 Understand a sequence of
supported classroom instructions
4Wc1 Write with support factual and
imaginative descriptions at text
level which describe people, places
and objects
4Rg1 Recognise, identify and sound with
some support a range of language
at text level
V2 8Y02
Worksheet: learners form
questions to ask other
learners from prompts;
Talking about what learners have Have you ever had a Big
done/been to /tasted etc. Mac Burger?
Have you been to
Starbucks yet?
Focusing on verb + adjective and
verb + like structure
Learners model question/ response Worksheet: learners
sequences to class prompted to respond to
above questions e.g.
Write an e-mail to a friend inviting No, but it sounds nice.
him/her to come with you and your
parents to a new shopping mall.
Guided writing template
Reading short product descriptions Multiple-matching tasks 60–80
and completing them with missing minutes
lines
Listening and following instructions
for making a pair of cut-out glasses
Learners then make their own ‘extra Description
stylish’ pair and write a short prompts/template
description of them Display opportunity
Get other learners to model the
glasses as the descriptions are read
out
English as a Second Language Stage 4 35
Module 2C: Stuff
Unit 12: What are Things Made Of?

Framework Learning Objective Activities Resources Comments Time

Code
4S1 Give an opinion at sentence level Talking about what things are made Worksheet: materials word Prepare a list of 100–120
on an increasing range of general of as anagrams. common class Minutes
and curricular topics objects to ask
questions on
4Ug4 Use be made of on a limited range Focusing on the is made/are made
of general and curricular topics of .. structure Worksheet: sentence
matching/sentence
4S6 Communicate meaning clearly at Talking about materials around the completion
sentence level during, pair, group school. Learners try and come up Shoes are made of ….etc.
and whole class exchanges with three things in the school made If context permits
of different materials Worksheet: materials/object get learners to go
4Rd2 Understand with little or no support grid to complete round school
specific information and detail in Reading about where rubber comes investigating
short, simple texts on an increasing from and what is made from it.
range of general and curricular Multiple-matching and
topics true/false tasks

4S3 Give an opinion at sentence level Feeling things in a bag and saying Bring small objects
on an increasing range of general what they are made of to put in feely bag
and curricular topics

4S6 Communicate meaning clearly at Talking about the properties of Worksheet grid : Pre-teach 100–120
sentence level during, pair, group materials waterproof/flexible/transpar properties words minutes
and whole class exchanges ent/strong
glass/wood
4Ug2 Use a growing range of adjectives Focusing on comparative adjectives Worksheet:
and comparative and superlative Which is better for a sun
adjectives [both regular and hat, plastic or cloth?
irregular] on a limited range of Why …
general and curricular topics

4Rg1 Recognise, identify and sound with Reading a materials word search. Wordsearch sheet

V2 8Y02 English as a Second Language Stage 4 36

 some support a range of language
at text level
4S4 Respond with limited flexibility at
sentence level to unexpected
comments on an increasing range
of general and curricular topics
4S3 Give an opinion at sentence level
on an increasing range of general
and curricular topics
4Ld1 Understand most specific
information and detail of short,
supported talk on a wide range of
familiar topics
4Uf7 Use present continuous forms to
talk about present activities on a
limited range of general and
curricular topics
4Ut7 Use infinitive of purpose on a
limited range of general and
curricular topics
Understand most specific
4Ld1
information and detail of short,
supported talk on a wide range of
familiar topics
4S6 Communicate meaning clearly at
sentence level during, pair, group
and whole class exchanges
4Wa3 Use joined-up handwriting in a
range of written work across the
curriculum with some speed and
V2 8Y02
Circle correctly spelt words they
find.
Worksheet:
Talking about why the following are rubber shoes
a good/bad idea plastic cups
glass doors etc.
Talking about protective clothing Worksheet: matching 110–130
clothing items to different minutes
materials to form different
compounds e.g.
Listening about different things that plastic helmet
different people [ doctors, rubber gloves
firefighters, divers, ballerinas etc.]
wear Multiple-matching/sentence
completion tasks
Focusing on the present continuous
[describing what someone is doing]
Worksheet: learners
match/complete sentence
beginnings to images and
Focus on infinite of purpose to sentence endings e.g.
explain actions The diver is wearing a
rubber suit/to keep warm
Worksheet: matching
Listening and identifying people in a names to character in a
picture from the clothes items they street scene
have with them
Talking about which materials Worksheet: grid completion e.g. rain on an 100–120
absorb water Yes/no/sometimes umbrella/sea minutes
on the beach
Worksheet: [optional]
jumbled images to prompt
English as a Second Language Stage 4 37
 fluency
4Ug3 Use be/sound like
Use future forms will for predictions
on a limited range of general and
curricular topics
4Wo1 Link with some support sentences
into a coherent paragraph using a
variety of basic connectors on a
limited range of general and
curricular topics
Bring class about 8
different types of
Listening to different sounds of paper/material cut
materials reacting with water. Worksheet: matching paper into squares.
Learners write down what it sounds materials to be tested to a
like prediction. Plastic tray and a
All the water will go. thimble for water
Some of the water will go.
Conducting an experiment on Not much of the water will
different types of paper to see which go.
is the most absorbent
Worksheet: experiment
Completing an experiment observation grid
observation Newspaper, tissue paper
cotton wool etc.

Short paragraph to be
completed

Module Review
Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and Use a range of multiple-matching, Use tasks to assess core 90–120
Writing tasks on a range and blend of topics and multiple-choice, true/false, sentence and module learning objectives and hours
themes relating to shops and products, how much text completion and guided speaking monitor progress
things cost and different materials things are made of and writing tasks
and a range of module learning objectives

V2 8Y02 English as a Second Language Stage 4 38

Module 3A: Far Away
Unit 13: Food Around the World
Framework Learning Objective
Code
4S3 Give an opinion at sentence level
on an increasing range of general
and curricular topics
4S1 Provide basic information about
themselves and others at sentence
level on an increasing range of
general topics
4Ld1 Understand most specific
information and detail of short,
supported talk on a wide range of
familiar topics
4Uf5 Use simple present forms and
simple past regular and irregular on
a limited range of general and
curricular topics
4S7 Keep interaction going in basic
exchanges on a growing range of
general and curricular topics
4Rg2 Reading with some support an
increasing range of short fiction
and non-fiction texts with
confidence read with and
enjoyment
4Lg1 Understand supported narratives,
including some extended talk, on
an increasing range of general and
curricular topics
V2 8Y02
Activities Resources Comments Time
Talking about food that grows in hot Worksheet: Venn diagram 70–90
places and food that grows in colder and foods to assign to minutes
places categories e.g. potatoes,
pineapples
Talking about food you like to eat in
hotter/colder months Worksheet: season timeline
Learners place foods on it
when they eat them.
Multiple-matching task:
Listening about foods that originally places shaded and
come from the world’s rainforests numbered on a map/foods
to match e.g.
Focusing on do you?/did you? coffee/Ethiopia
questions
Learners act out model dialogues: Worksheet: dialogue
Do you eat/like/drink …? etc. completion
I do.
Did you know it comes from … ?
Really, that’s ….. Cards indicating a food
from previous listening
Reading [Part 1] about the 17th Correcting false statements 120–140
century spice island wars e.g. task Pre-teach words: minutes
Banda Islands colony, trade,
spices, e.g. cloves
True/ false task
Listening to a dramatic episode from
the story
Reading [Part 2] about the Multiple-matching tasks
resolution of the Spice Island Wars [
English as a Second Language Stage 4 39

4Rm1 Understand the main points of an
increasing range of short simple
texts on general and curricular
topics by using contextual clues
4Ut8 Use conjunctions so, if, when ,
where, before, after to link parts of
sentences on a limited range of
general and curricular topics
4Wo1 Link with some support sentences
into a coherent paragraph using a
variety of basic connectors on a
limited range of general and
curricular topics
4S6 Communicate meaning clearly at
sentence level during, pair, group
and whole class exchanges
4Ld2 Deduce meaning from context in
short, supported talk on an
increasing range of general and
curricular topics
4Uf2 Use simple perfect forms of
common verbs to express what has
happened [indefinite time] on a
limited range of general and
curricular topics
4S1 Provide basic information about
themselves and others at sentence
level on an increasing range of
general topics
4S2 Ask questions to find out general
information on an increasing range
of general and curricular topics
V2 8Y02
New Amsterdam/New York]
Focusing on conjunctions to link
parts of sentences in a jigsaw
summary of the spice island story
Writing a paragraph: How New York
got its name.
Talking about food [dishes] from
around the world.
Listening to general descriptions of
different types of food eaten in
different countries.
Focusing on use of perfect forms.
Have you ever eaten/tried/ made
Talking about local/traditional and
international food
Asking about ingredients in food
English as a Second Language Stage 4
Jumbled half lines of story
with conjunctions in bold.
Possible display
opportunity
Guided writing template
Matching dishes to flags Possibly show 80–100
[country of origin]/guessing foods on slides minutes
where they are from
Multiple matching task
above
Worksheet: prompts :
food by nation – Mexican
etc.
food by colour [ red soup,
pink fish]
food by cooking [fried
boiled etc.]
Worksheet: learners list
food they eat in each
category
Worksheet: sort ingredients 100–120
into what you need to minutes
make: cake, soup, salad
40

4Rm1 Understand the main points of an
increasing range of short simple
texts on general and curricular
topics by using contextual clues
4Ld4 Understand a sequence of
supported classroom instructions
4Ug3 Use be/look/sound/feel/taste/ smell
like
4Ug10 Spell most high-frequency words
accurately for a limited range of
general and curricular topics when
writing independently
4Wc1 Write with support factual and
imaginative descriptions at text
level which describe people, places
and objects
4Rm1 Understand the main points of an
increasing range of short simple
texts on general and curricular
topics by using contextual clues
4Wa1 Plan, write, edit and proofread work
at text level with support on a
limited range of general and
curricular topics
4Rd3 Use with some support familiar
paper and digital reference
resources to check meaning and
extend understanding
4Rg2 Read with some support an
increasing range of short fiction
and non-fiction texts with
confidence read with and
enjoyment
V2 8Y02
Reading: matching descriptions of
cooking actions to images
Listening to instructions and
watching how to make dips.
Give instructions and get learners in
turn to make.
Focusing on structures verb +
adjective [smells nice] and
be/look/sound/feel/taste/smell like.
Learners look, smell and taste and
write down responses.
Writing a description of how to make
their favourite dip.
Reading: sorting jumbled recipes
Rewriting a recipe and changing six
details
Encourage learners to use digital
reference resource to help them
Reading altered recipes to spot
details that may have been changed
English as a Second Language Stage 4
dressing , pizza etc.
Worksheet: multiple-
matching mix, stir, chop,
blend, fry, boil etc.
ingredients for making
three to five simple
common dips e.g. Mexican
guacamole, Greek tzadziki, Display opportunity
Turkish spiced cheese,
Indian raita.
Two or three very different 50–70
recipes e.g. sweet and minutes
savoury cut up and
jumbled Prepare recipes as
texts for learners to
alter on computer
Give pairs of learners
different recipe computer
text to alter and print out
Different print-outs to
different groups
41
Module 3A: Far Away
Unit 14: Australia
Framework Learning Objective
Code
4S3 Give an opinion at sentence level
on an increasing range of general
and curricular topics
4Ld1 Understand most specific
information and detail of short,
supported talk on a wide range of
familiar topics
4Ug2 Use a growing range of adjectives
and comparative and superlative
adjectives [both regular and
irregular] on a limited range of
general and curricular topics
4Rd2 Understand with little or no support
specific information and detail in
short, simple texts on an increasing
range of general and curricular
topics
4S6 Communicate meaning clearly at
sentence level during, pair, group
and whole class exchanges
4S3 Give an opinion at sentence level
on an increasing range of general
and curricular topics
4Ld1 Understand most specific
information and detail of short,
V2 8Y02
Activities Resources Comments Time
Talking about what learners know Worksheet: pairs of images, 90–120
about Australia e.g. animals/ flags/map minutes
silhouettes/ objects
[boomerang] etc. Learners
Listening about Australian towns, tick Australian one.
landmarks, regions, climate.
Learners label a map. Map labelling and
multiple=matching tasks
Focusing on comparative adjective
forms Worksheet: learners
complete sentences
comparing Australia to their
own country: Possible display
I think it’s bigger than … opportunity [to be
Reading about Australia and fact- built on throughout
file completion Fact-file completion task unit of work]
Talking about previous predictions.
Learners then decide if comparative
predictions from previous task were
correct
Talking about Australian animals Worksheet: dividing animals 90–120
into groups Australian minutes
only/brought to Australia/not
Australian
Listening about animals in Australia
to check your answers Previous worksheet and
English as a Second Language Stage 4 42
 supported talk on a wide range of multiple-matching task
familiar topics

4Ld4 Understand a sequence of Listening and colouring a duckbill

supported classroom instructions platypus Image of duckbill platypus
to colour
4Ug2 Use a growing range of adjectives Focusing on the superlative form of
and comparative and superlative adjectives [context Australian Worksheet: multiple-
adjectives [both regular and animals] matching
irregular] on a limited range of most
general and curricular topics dangerous/biggest/fastest/
most poisonous etc.
4Rd2 Understand with little or no support Reading about animal dangers in
specific information and detail in Australia
short, simple texts Multiple- matching animals
to short descriptions
4Rg3 Recognise the attitude or opinion of true/false task
the writer in short texts on an
increasing range of general and
curricular topics
4Rg2 Read with some support a an Reading an aboriginal story e.g. Multi-matching tasks : Possibly present 80–100
increasing range of short fiction Why Emu can’t fly learners match different story as a slide minutes
and non-fiction texts with characters to actions in the sequence with
confidence and enjoyment story aboriginal
music/sounds
4Ut8 Use conjunctions so , if, when , Focusing on conjunctions in parts of Jigsaw summary of the
where, before, after to link parts of sentences story with conjunctions in Teacher could read
sentences on a limited range of bold for learners to slides aloud
general and curricular topics complete

4Uf2 Use simple perfect forms of Listening about Sydney and its Multiple-matching and map 90–120
common verbs to express what has landmarks labelling tasks minutes
happened [indefinite time] on a
limited range of general and Focusing on perfect simple forms to Worksheet:
curricular topics say what has happened/what question/answer matching
you’ve done [perspective : tourist in
4Wo3 Use with some support appropriate Australia] Worksheet: dialogue
layout at text level for a limited completion
range of written genres on familiar Possible display
general and curricular topics Writing a postcard from Australia Guided writing template opportunity

V2 8Y02 English as a Second Language Stage 4 43

4Ld5 Understand an increasing range of An Australia quiz in different rounds. Spelling round: 30–40
unsupported basic questions on Listening to questions on Australia, How do you spell minutes
general and curricular topics relating to previous tasks. Kangaroo?
Keep team scores
Superlative round
Where is it hottest, North or
South?
What’s the biggest city?

Module Review
Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and Use a range of multiple-matching, Use tasks to assess core 90–120
Writing tasks on a range and blend of topics and multiple-choice, true/false, sentence and module learning objectives and hours
themes relating to different food, ingredients and text completion and guided speaking and monitor progress
restaurants and far away places and customs and a writing tasks
range of module learning objectives

V2 8Y02 English as a Second Language Stage 4 44

Module 3B: Physical World
Unit 15: The Body and Movement
Framework Learning Objective
Code
4S2 Ask questions to find out general
information on an increasing range
of general and curricular topics
4Ld4 Understand a sequence of
supported classroom instructions
4Ld5 Understand an increasing range of
unsupported basic questions on
general and curricular topics
4Ug2 Use a growing range of
comparative and superlative
adjectives [both regular and
irregular] on a limited range of
general and curricular topics
4S6 Communicate meaning clearly at
sentence level during, pair, group
and whole class exchanges
4S6 Communicate meaning clearly at
sentence level during, pair, group
and whole class exchanges
4Ld5 Understand an increasing range of
unsupported basic questions on
general and curricular topics
4Uf10 Use shall [for suggestions]
V2 8Y02
Activities Resources Comments Time
Asking and answering questions as Worksheet: anagrams of 80–100
learners work together to labelling parts of face to label minutes
parts of the face. Find a
downloadable/onlin
Listening to teacher instructions and e presentation of
watching staged presentation of how to draw a
how to draw a cartoon face cartoon face e.g.
Mickey Mouse
Focusing on comparatives listening Prepare set of superlative/
to questions about differences in comparative questions:
learner pictures Which picture makes Place all sketches
Mickey look fatter? on the board and
Which two pictures are number them
most similar? etc.
Talking to another learner about In which picture is one eye
how to redraw the cartoon face from bigger than the other?
memory If learners have difficulty,
provide a dot [dots to join] Turn over, cover all
template previous sketches
Talking about adjectives [opposites] Worksheet: image two 50–70
that can describe hair/ parts of the halves of face drawn with minutes
face opposite features
Matching opposites to
different parts of the face
Project a photo of yourself and/or
well-know character from school in a
photo changing programme. Elicit
English as a Second Language Stage 4 45

4Ug5 Use make somebody/something +
adjective
4Wc1 Write on a limited range of general
and curricular topics
4Wc1 Write with support factual and
imaginative descriptions at text
level which describe people, places
and objects
4S3 Give an opinion at sentence level
on an increasing range of general
and curricular topics
4Ld4 Understand a sequence of
supported classroom instructions
4Rf1 Read and follow with limited
support familiar instructions for
classroom activities
4Wa1 Plan, write, edit and proofread work
at text level with support on a
limited range of general and
curricular topics
4Ld4 Understand a sequence of
supported classroom instructions
4Ld4 Understand a sequence of
supported classroom instructions
4Rm1 Understand the main points of an
increasing range of short simple
texts on general and curricular
topics by using contextual clues
4Ld1 Understand most specific
information and detail of short,
supported talk on a wide range of
V2 8Y02
from learners what changes to
make. Print-out
photo/photos for
subsequent activity
Writing a description ‘Wanted’
using photo(s) above
Guided writing template
Talking about and completing a 100–120
diagram of different parts of the Worksheet: diagram of Minutes
body body/anagrams of different
body parts
Listening to instructions for a basic
warm-up/ loosening routine Pre-teach key
words
Reading a set of instructions about touch, stretch,
gestures shake, step ,
Worksheet : forwards, back,
Show us how a policeman side-to-side
Writing a set of instructions for a Show us how you say …
short exercise routine for rest of
class to follow Guided writing prompts
[different for each group]
e.g.
Learners read out instructions - face, head and shoulder
exercises
- exercise for someone
Listening to the Oki Koki song and sitting on a plane
doing the dance
Reading about different dances multiple-matching to 100–120
around the world images/ minutes
Worksheet: learners tick
Listening and matching different items of clothing footwear
clothes that are worn for types of
dances
English as a Second Language Stage 4 46
 familiar topics
4Uc9 Use prepositions of direction to,
into, out of, from, towards
4Rf1 Read and follow with limited
support familiar instructions for
classroom activities
Focusing on prepositions of
movement and direction
Reading and following a diagram of
the basic steps for doing a dance
e.g. cha cha cha
Worksheet: matching/
completion of instructions
to images of dance
movement sequences
Worksheet: diagram of
footsteps and instructions

4Ld4 Understand a sequence of Listening to music and following

supported classroom instructions instructor giving beginner directions

4S6 Communicate meaning clearly at
sentence level during, pair, group
and whole class exchanges
4Wo1 Link with some support sentences
into a coherent paragraph using a
variety of basic connectors on a
limited range of general and
curricular topics
4Wo2 Punctuate written work at text level
on a limited range of general and
curricular topics with some
accuracy when writing
independently
Talking about common complaints Worksheet: 60–80
Learners discuss and write down My legs ache. minutes
what the person does too much My stomach hurts.
My eyes ache.
Writing an e-mail to a friend I’ve got a sore throat.
saying how exhausting school has
been Guided writing template
Prompt – list of punctuation
features to include

V2 8Y02 English as a Second Language Stage 4 47

Module 3B: Physical World
Unit 16: All About Animals

Framework Learning Objective Activities Resources Comments Time

Code
4S3 Give an opinion at sentence level Talking about what animals have in Worksheet: sorting animals Pre-teach key 50–70
on an increasing range of general common into which ones animal vocabulary: minutes
and curricular topics crawl walk swim fly bones, shell, tail,
skin, slimy, blood,
4Ld1 Understand most specific Listening about which animals have Multiple-matching task: lay eggs etc.
information and detail of short, two, four and six legs 2 4 6 or more next to the
supported talk on a wide range of names of animals
familiar topics
Worksheet: learners have
4Rd2 Understand with little or no support Reading animal conundrums: jumbled anagrams to match
specific information and detail in Which animal swims before it
short, simple texts on an increasing jumps?
range of general and curricular Which animal crawls before it
topics flies?

4Rd2 Understand with little or no support Reading about vertebrate and Worksheet: classification 100–120
specific information and detail in invertebrate animals table completion minutes
short, simple texts on an increasing
range of general and curricular Multiple –matching
topics /sentence completion tasks

4Uf5 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
4Ld1 Understand most specific
information and detail of short,
supported talk on a wide range of
familiar topics
Focusing on simple present verbs to
talk about animals
Listening: What an animal am I?
Worksheet: completing
short texts with key verbs
relating to animal
behaviour: hunt, makes a
nest etc.

V2 8Y02 English as a Second Language Stage 4 48

4Wc1 Write with support factual and
imaginative descriptions at text
level which describe people, places
and objects
4Rg1 Recognise, identify and sound with
some support a range of language
at text level
4Rg2 Read with some support an
increasing range of short fiction
and non-fiction texts with
confidence read with and
enjoyment
4Lg1 Understand supported narratives,
including some extended talk, on
an increasing range of general and
curricular topics
4Ug2 Use a growing range of adjectives
and comparative and superlative
adjectives [both regular and
irregular] on a limited range of
general and curricular topics
4S4 Respond with limited flexibility at
sentence level to unexpected
comments on an increasing range
of general and curricular topics
4Lg1 Understand supported narratives,
including some extended talk, on
an increasing range of general and
curricular topics
4Ld4 Understand a sequence of
supported classroom instructions
V2 8Y02
Writing a short description of an
animal without naming it
Reading out your description for
other learners to guess
the animal
Reading the opening section of an Multiple-choice tasks 100–120
adapted reader e.g. the Lion King minutes
Listening to the next section
of the story
Multiple-matching tasks
Watching the final section of the
story on video Completing plot summary
boxes Find and cue DVD
Focusing on comparative and Worksheet: comparing 120–140
superlative language: longer, pairs/groups of three minutes
shortest, more bushy, same animals with different
different etc. features
Drawing tails on pairs animals and
comparing them with another
learner
Worksheet: sketches of
pairs of animals minus tails
Listening and drawing the tails on
animals they hear described.
Learners given jumbled images of
tails in feedback Worksheet: sketches of
different animals without
Listening to instructions for making tails Bring card, tissue
an ‘Animal King’ character mask paper, glue etc. to
English as a Second Language Stage 4 49
 class
4Wa1 Plan, write, edit and proofread work Writing a short dialogue out from prompts of scenes to think
at text level with support on a memory and acting out in masked about Project images of
limited range of general and character characters
curricular topics
4Uf9 Use might may could to express Focusing on modals to talk about Worksheet: dialogue 50–70
possibility on a limited range of possibility matching and completion minutes
general and curricular topics tasks

4S3 Give an opinion at sentence level Speculating about which animal is

on an increasing range of general
and curricular topics
4Ld5 Understand an increasing range of
unsupported basic questions on
general and curricular topics
the odd-one-out of a group
Animal quiz: learners listen to
questions and write down answers
in groups
Worksheet: different sets of
animals that can be
distinguished in different
ways

Module Review
Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and Use a range of multiple-matching, Use tasks to assess core 90–120
Writing tasks on a range and blend of topics and multiple-choice, true/false, sentence and module learning objectives and hours
themes relating to physical movement and gesture, text completion and guided speaking and monitor progress
parts of the body, animals and their worlds and a writing tasks
range of module learning objectives

V2 8Y02 English as a Second Language Stage 4 50

Module 3C: Another Year
Unit 17: In or Out

Framework Learning Objective Activities Resources Comments Time

Code
4S7 Keep interaction going in basic
exchanges on a growing range of
general and curricular topics
Use might may could to express
4Uf9 possibility on a limited range of
general and curricular topics
Understand with little or no support
4Rd2 specific information and detail in
short, simple texts on an increasing
range of general and curricular
topics
Understand most specific
4Ld1 information and detail of short,
supported talk on a wide range of
familiar topics
4S4 Respond with limited flexibility at
sentence level to unexpected
comments on an increasing range
of general and curricular topics
Talking about why someone may Worksheet with words to 100–120
‘stay in’ rather than ‘go out’ prompt learner discussion: minutes
busy, tired, TV, well,
weather, babysitter, traffic,
Focusing on modals in talking about save
possibility.
Learners speculate what they
could/might be
Say you want at
Reading short adverts for take-away Worksheet: names of least eight from
food to order in different take- each group. Give
aways/restaurants points to groups
who counter the
other’s points
Listening to people ordering food in Multiple-matching, multiple- quickly.
and noting what they choice tasks
order It‘s too cold outside.
Worksheet: menus to tick e.g. It’s too warm
with what is ordered inside.
Talking about the advantages of
eating inside and outside.
Divide the class into two: one half
thinks of advantages of eating
inside/the other outside.

4Ld4 Understand a sequence of
supported classroom instructions
4Ld3 Understand an increasing range of
unsupported basic questions which
ask for personal information
Listening to instructions and Worksheet: indoor activity 100–120
questions to complete a sheet grid minutes
on indoor/outdoor activities outdoor activity grid
Teacher explains how to complete
grid and asks questions e.g. How
much time..?

V2 8Y02 English as a Second Language Stage 4 51

4Ld4 Understand a sequence of
supported classroom instructions
4Uf1 Use quantifiers many , much , a lot
of ,a few on a limited range of
general and curricular topics
4S1 Provide basic information about
themselves and others at sentence
level on an increasing range of
general topics
4Wa2 Write with support a sequence of
short sentences in a paragraph on
a limited range of general and
curricular topics
4S6 Communicate meaning clearly at
sentence level during, pair, group
and whole class exchanges
4S3 Give an opinion at sentence level
on an increasing range of general
and curricular topics
4Ld1 Understand most specific
information and detail of short,
supported talk on a wide range of
familiar topics
4Uf4 Use future forms be going to to
talk about already decided plans on
a limited range of general and
curricular topics
4S4 Respond with limited flexibility at
sentence level to unexpected
comments on an increasing range
of general and curricular topics
V2 8Y02
Worksheet: two blank pie-
Listening to instructions on how to charts to complete
do calculations and convert data [indoor/outdoor activity]
into pie-charts
Worksheet: completion
Focusing on quantifiers Who spends ___ time on
the computer?
Talking about differences between Who only spends ___
personal data and other learners’ hours reading?
data [groups of three]
Pie-charts learners have
made
Writing a short paragraph for display
with charts about the data and two
other learner’s data. [ a lot of time, Guided writing template
more time,
the most time] Display opportunity
Talking about the temperature, Worksheet: thermometer 100–120
weather and clothes. from –10 to 35/images of minutes
Learners mark today’s temp and different clothes
then match clothing items to
different temperatures.
Talking about which clothes would
be good for riding a bike Previous worksheet [tick
/cross]
Listening to two children talking
about getting their bicycles ready for
a trip
Image matching and
Focus on ‘be going to’ to talk about colouring tasks
things already decided
Worksheet: matching tasks
Miming game in which learners
mime different activities they’re Cards with actions on to
going to do mime e.g. I’m going to have
a rest/have a snack.
English as a Second Language Stage 4 52
4Rm1 Understand the main points of an
increasing range of short simple
texts on general and curricular
topics by using contextual clues
4Uf4 Use future forms will for
predictions and be going to to talk
about already decided plans on a
limited range of general and
curricular topics
4Ug10 Spell most high-frequency words
accurately for a limited range of
general and curricular topics when
writing independently
4Lg1 Understand supported narratives,
including some extended talk, on
an increasing range of general and
curricular topics
4Rg2 Read with some support a an
increasing range of short fiction
and non-fiction texts with
confidence and enjoyment
V2 8Y02
Reading advertisements for different 60–90
things you can use when camping Multiple-matching tasks minutes
Focusing on making simple Worksheet: matching
predictions tasks
Looking at sketches of a poorly
organised campsite and writing
down predictions of what will go
wrong
List of predictions learners
Listening to a story about a class made to [tick/cross] Encourage learners
camping trip and what went wrong to write out
predictions neatly to
use as a listening
guide
Reading a short story/class reader Worksheet: prediction tasks 40–60
about an outdoor adventure. and text summary minutes
completion tasks
English as a Second Language Stage 4 53
Module 3C: Another Year
Unit 18: End of Our Year

Framework Learning Objective Activities Resources Comments Time

Code
4Ld1 Understand most specific
information and detail of short,
supported talk on a wide range of
familiar topics
Listening to children talking about Multiple-matching and 100–120
projects and activities their going to multiple-choice tasks minutes
do in the summer break

Recognise the opinion of the

4Lo1 speaker(s) in basic, supported talk Talking about which of the ideas
on an increasing range of general they might, could try
and curricular topics

4S6 Communicate meaning clearly at Worksheet: tick or X ideas

sentence level during, pair, group write down reason
and whole class exchanges

4Uf4 Use future form be going to to talk

about already decided plans on a Focusing on ‘be going to structure’
In previous lesson
limited range of general and Worksheet dialogue ask learners to
curricular topics matching/sentence bring in 3 objects/
completion tasks photos/images etc.
Relate basic stories and events on
4S8 that are going to be
a range of general and curricular Preparing and giving a short Guided template prompts important to their
topics presentation to the class about what for presentation summer break
learner is going to do this summer.
Presentation to mention 3 objects.

4S4 Respond with limited flexibility at Talking about the things the class Project images of the year 80–120
sentence level to unexpected has done in English this year. and ask learners what they minutes
comments on an increasing range e.g. This is John’s puppet, isn’t remember
of general and curricular topics it?/No it’s mine.

4Uf2 Use simple perfect forms of Focusing on superlatives and the

common verbs to express what has perfect form Worksheet :

V2 8Y02 English as a Second Language Stage 4 54

 happened
4Ug2 Use a growing range of superlative
adjectives [both regular and
irregular] on a limited range of
general and curricular topics
4S7 Keep interaction going in basic
exchanges on a growing range of
general and curricular topics
4Wa2 Write with support a sequence of
short sentences in a paragraph on
a limited range of general and
curricular topics
4Rg1 Recognise, identify and sound with
some support a range of language
at text level
4Rf1 Read and follow with limited
support familiar instructions for
classroom activities
4Rg1 Recognise, identify and sound with
some support a range of language
at text level
4Lg2 Identify rhymes and repetition
4Rg2 Read with some support a an
increasing range of short fiction
and non-fiction texts with
confidence and enjoyment
4Rd3 Use with some support familiar
paper and digital reference
resources to check meaning and
extend understanding
V2 8Y02
The longest word I’ve ___
is…
The best project we’ve ___
is … etc.
Making ‘A Year of English’ collages Prompts what to include
in small groups and where to find it. Provide card,
scissors and glue
Photograph each individual
Writing a year in English collage collage and put into Display opportunity
postcard and sending it home postcard format
Guided writing template
Completing an end of year crossword puzzle with Place various 40–50
crossword puzzle with clues relating riddles and incomplete words around class minutes
to grammar and vocabulary looked sentences as clues relating to
throughout the year
instructions
instructions to follow for
finding other clues
Participating in an end of year Class team Spelling Bee in Prepare different 60–80
‘spelling bee’ involving spelling of rounds: rounds. set time minutes
vocabulary from throughout the year Your word is ____ . limits and keep
Your word is a fruit that
team scores
rhymes with ___.
Spell the opposite of___,
beginning with ‘t’.
Participating in a Treasure Hunt by Worksheet: riddles and Give different 80–100
resolving English riddles and clues clues that lead learners to groups worksheets minutes
places where they find with clues/riddles in
letters and numbers
different order
Letters and numbers when
worked out provide treasure
locations
English as a Second Language Stage 4 55
 Listening to a pirate give some
4Lg2 Identify rhymes and repetition treasure clues

Module Review
Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and Use a range of multiple-matching, Use tasks to assess core 90–120
Writing tasks on a range and blend of topics and multiple-choice, true/false, sentence and module learning objectives and hours
themes relating to staying in or going out, indoor or text completion and guided speaking and monitor progress
outdoor activity, learning English and the school year writing tasks
and a range of module learning objectives

V2 8Y02 English as a Second Language Stage 4 56

Notes:

 The current model of nine units per stage is recommended – three per term. Fewer would give too large a group of objectives to address in one unit.
More would be too fragmented to give coherence to the overall scheme.
 Terminology can vary although consistency is recommended within a school.
 An audit of the learning objectives for the whole stage is recommended to ensure coverage. 1
 Each objective may be revisited in different ways in different units to continue to develop new skills in different contexts.
 Some learning objectives will be ongoing throughout the stage – a grid to show this is recommended. 2
 Detail of the ongoing objectives may be given in an outline plan. 3

1
See audit tool.
2
See table of ongoing objectives.
3
See table of ongoing work.

V2 8Y02 English as a Second Language Stage 4 57