СУУРЬ БОЛОВСРОЛЫН СУРГАЛТЫН ХӨТӨЛБӨРИЙГ …

БОЛОВСРОЛЫН ХҮРЭЭЛЭН

СУУРЬ БОЛОВСРОЛЫНСУРГАЛТЫН ХӨТӨЛБӨРИЙГ ХЭРЭГЖҮҮЛЭХ

СУРАЛЦАХУЙН УДИРДАМЖ

Англи хэл. VI-IX анги

Улаанбаатар хот2019 он

Азийн Хөгжлийн Банкны “Эдийн засгийн хүндрэлийн үед боловсролын чанар, хүртээмжийг сайжруулах төсөл”-ийн хүрээнд хэвлүүлэв.

CONTENT

GRADE 6INTRODUCTION .......................................................................................................................................... 6LEARNING OBLECTIVES ............................................................................................................................ 7ENGLISH CURRICULUM CONTENT ........................................................................................................... 9APPROACH TO TEACHING AND LEARNING ............................................................................................. 9MODULE 1. ENGLISH TIME ....................................................................................................................... 10MODULE2. ME AND MINE ........................................................................................................................... 16MODULE3. EVERYDAY LIFE ....................................................................................................................... 20MODULE 4. NATURE PROTECTION ........................................................................................................... 24RECOMMENDATION FOR ASSESSMENT .................................................................................................. 28

GRADE 7INTRODUCTION .......................................................................................................................................... 33LEARNING OBLECTIVES ............................................................................................................................ 34ENGLISH CURRICULUM CONTENT ........................................................................................................... 36MODULE 1. WHAT IT IS LIKE ..................................................................................................................... 37MODULE2. SIGHTS AND SONGS ............................................................................................................... 42MODULE3. ALL ABOUT NATURE ................................................................................................................ 48MODULE 4. WHAT AND WHEN ................................................................................................................... 52RECOMMENDATION FOR ASSESSMENT ................................................................................................. 57

GRADE 8INTRODUCTION .......................................................................................................................................... 59LEARNING OBLECTIVES ............................................................................................................................ 60ENGLISH CURRICULUM CONTENT .......................................................................................................... 63APPROACH TO TEACHING AND LEARNING ........................................................................................... 63MODULE 1. ME AND OTHERS ................................................................................................................... 64MODULE2. DIFFERENT TIMES .................................................................................................................. 70MODULE3. GETTING HERE ........................................................................................................................ 77MODULE 4. STAFF ...................................................................................................................................... 80RECOMMENDATION FOR ASSESSMENT ................................................................................................. 85

GRADE 9INTRODUCTION ......................................................................................................................................... 91LEARNING OBLECTIVES ............................................................................................................................ 92ENGLISH CURRICULUM CONTENT ........................................................................................................... 94APPROACH TO TEACHING AND LEARNING ............................................................................................. 95MODULE 1. MY WORLD ............................................................................................................................. 96MODULE2. PAST AND PRESENT ............................................................................................................... 102MODULE3. DIFFERENT PEOPLE ............................................................................................................... 107MODULE 4. MAKING DECISIONS ............................................................................................................... 111RECOMMENDATION FOR ASSESSMENT ................................................................................................. 115APPENDIX .................................................................................................................................................... 120KEY WORDS ................................................................................................................................................ 127

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СУУРЬ БОЛОВСРОЛЫН СУРГАЛТЫН ХӨТӨЛБӨРИЙГ ХЭРЭГЖҮҮЛЭХ СУРАЛЦАХУЙН УДИРДАМЖ

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АНГЛИ ХЭЛ. VI – IX АНГИ

ӨМНӨХ ҮГ

Суралцахуйн удирдамж, түүний зориулалт

Суралцахуйн удирдамж нь сургалтын хөтөлбөр дэх суралцахуйн зорилтыг суралцахуй болон багшлахуйгаар хэрэгжүүлэх үйл ажиллагааг үлгэрчлэн төлөвлөсөн баримт бичиг юм.

Суралцахуйн удирдамж нь сургалтын хөтөлбөрийг жилээр болон нэгж, ээлжит хичээлээр зохистой төлөвлөх, суралцахуйн зорилтыг хэрэгжүүлэх үндсэн үйл ажиллагаа, хичээлийн арга зүйн санааг хөгжүүлэх, үнэлгээг үр дүнтэй зохион байгуулах хөтөч болно.

Суралцахуйн удирдамж нь арга зүйн зөвлөмж төдий бус, өнөөгийн боловсролын хөгжлийн чиг хандлага, үзэл санаанд суурилсан шинэлэг арга зүйг тусгасан тул суралцахуй, багшлахуйд тулгамдаж буй бэрхшээл, сорилтыг даван туулахад дэмжлэг үзүүлнэ.

Багш суралцахуйн удирдамжийг сайтар ойлгож, мөрдөн хэрэгжүүлэх нь хичээлийг үр өгөөжтэй зохион байгуулах, суралцахуйн үйл ажиллагааг бүтээлчээр дэмжих, багшлах ур чадвараа тасралтгүй хөгжүүлэх боломжийг бүрдүүлнэ.

Суралцахуйн удирдамжийг багш нар бэлэнчлэн хуулбарлаж хэрэглэх биш, өөрсдийн туршлага, ур чадвараар баяжуулан хөгжүүлэхийн сацуу сурагчдынхаа ялгаатай байдал мэдлэг, чадвар, хандлагад тохируулан уян хатан, нээлттэйгээр хэрэгжүүлэх боломжтой юм.

Суралцахуйн удирдамжийн бүтэц

Суралцахуйн удирдамж нь суралцахуйн зорилт, суралцахуйн үйл ажиллагаа, багшид зөвлөмж, хэрэглэгдэхүүн гэсэн үндсэн бүтэцтэй.

Суралцахуйн зорилт нь сурагчийн эзэмших мэдлэг, чадвар, чадамжийн илэрхийлэл. Өөрөөр хэлбэл; тухайлсан үйл ажиллагааны үр дүнд сурагчийн эзэмших мэдлэг, чадвар юм.

Суралцахуйн үйл ажиллагаа: Багш төвтэй сургалтын арга зүйг биш, сурагчийн бүтээлч сэтгэлгээ, идэвх, оролцоо, бие даасан байдлыг хүндэтгэн дэмжсэн, мэдээлэл боловсруулах, асуудал шийдвэрлэх, шинжлэн судлах, эрэл хайгуул хийх зэрэг сурагч төвтэй сургалтын арга технологид суурилсан үйл ажиллагааг тусгасан.

Суралцахуйн зорилт бүрээр сэдэлжих, мэдлэг бүтээх сорил туршилт, дадлага ажил, даалгавар гүйцэтгэх арга, аргачлал, үр дүнгээ үнэлэх, ганцаарчлан болон багаар ажиллах арга зүйн шийдлийг зөвлөсөн болно. Мөн багш суралцахуйг дэмжих, туслах үүрэг, хариуцлагаа ухамсарлах, багийн үйл ажиллагааг хөгжүүлэх, сурсан зүйл нь хүүхэд бүрт “үр өгөөжтэй” байхад санаа тавих, хүүхэд бүрийн суралцах ялгаатай байдлыг харгалзан хичээл зохион байгуулахад анхаарах зүйлийг зөвлөмжилсөн.

Хэрэглэгдэхүүн: Энэ хэсэгт суралцахуйн үйл ажиллагааг хэрэгжүүлэхэд хэрэглэх сурах бичиг, гарын авлага, цахим болон бусад эх сурвалж, дадлага, туршилт, аялал, төсөлт хичээл, хамтын хичээлийн хэрэглэгдэхүүнийг сонгон ашиглахыг санал болгосон.

Сургалтын хөтөлбөрийг хэрэгжүүлэх суралцахуйн удирдамжийг бага, суурь, бүрэн дунд боловсролын түвшин тус бүрээр боловсруулсан тул сургууль, багш нар судлагдахуунуудын хөндлөн ба босоо залгамж холбоог сайтар судлан хэрэгжүүлэхийг зөвлөж байна.

Боловсролын хүрээлэн

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SCHEME OF WORK FOR GRADE 6

INTRODUCTIONThe current curriculum is a newly revised version of the curriculum developed within the primary education. The curriculum is based on the main principles of both the Mongolian national and piloted curriculum for studying English as a second language. It corresponds with the Low level A of the Common European Framework for Foreign Languages.

The emphasis in Grade 6 is on speaking and listening, helping learners to develop confidence and competence in communication. Learners experiment with language using English in pairs, groups and whole-class activity.

They develop the ability:

- to ask questions, - to explore their own ideas and thoughts, - to give and understand instructions and descriptions of people and objects.

The Grade 6 curriculum continues to support the development of early literacy competences in reading and writing in English. Learners acquire skills for decoding and encoding English words and to read and write simple texts and messages, communicating clearly to their intended audience.

The Grade 6 curriculum helps learners to develop personal skills through providing opportunities for learners to explain their own views, recognise their own strengths, weaknesses, and achievements, and to set realistic learning targets. Social skills are developed through the curriculum’s emphasis on negotiating and sharing meaning through talk and the Grade 6 curriculum also supports the development of cultural understanding through the use of pictures, texts and tasks relating to other countries. The experience of learning English also helps learners at this stage to develop feelings of empathy and to understanding of others, as it helps them to realise how it might feel for people who are unable to speak their language.

Note. The learning objectives are expected to be taught in a learning context one regular basis.

Some learning objectives have been reformulated in accordance to the cognitive levels of Bloom’s taxonomy to assess and evaluate the student’s knowledge and abilities as it is shown in the following table:

Learning objectives /previously formulated/ Learning objectives /reformulated/

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

6.S6 Use an increasing range of suitable words, phrases, and sentences during short pair, group and whole class exchanges

W8 Include a full stop and question mark, comma during guided writing of short, familiar sentences

6.W8 Use a full stop and question mark, comma during guided writing of short, familiar sentences

To achieve learning objectives, learners will be able to develop their language knowledge and skills in their lives and activities by increasing high-frequency vocabularies, creating language knowledge and practicing during the day-to-day learning process. Teachers should focus on encouraging learners’ critical and creative thinking by using active methods of teaching English in accordance to the learning objectives.

When assigning homework to learners, consider the followings:

- to figure out the learner’s load to do lessons- to take into account the level of student’s knowledge and skills

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- to give instructions to do tasks clearly to learners (how to perform, in what sequence), especially in terms of creative reading and writing tasks, for instance,

When writing:

- To provide some new vocabularies when writing sentences or a paragraph - To explain what grammar to use, including conjunctions and transition words, prepositions,

verb tenses, etc.- To specify the website, source, and other materials to use

When reading, teachers may provide some strategies in reading /how to read, how to find out information)

(The following tasks can be done):

- To obtain and classify information from reading sources- To predict the meaning of new words from the context- To keep notes- To study sentence structures - To make sentences using new words- To write brief descriptions and summary after reading

LEARNING OBJECTIVES

Syllabus Code Learning objective

Listening Low A16.L1 Understand an increasing range of short, basic, supported classroom instructions6.L2 Understand a limited range of unsupported basic questions which ask for personal information6.L3 Understand a limited range of unsupported basic questions on general and curricular topics

6.L4 Understand the main points of short supported talk on an increasing range of general and curricular topics

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

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

6.L7 Understand short, supported narratives on an increasing range of general and curricular topics6.L8 Recognise words that are spelled out on a limited range of general and curricular topics6.L9 Understand short songs and rhythms

Speaking Low A16.S1 Make basic statements which provide personal information on a limited range of general topics6.S2 Ask questions to find out personal information on an increasing range of personal information6.S3 Describe basic present and past actions on a limited range of general and curricular topics6.S4 Use basic vocabulary for a limited range of general and curricular topics6.S5 Give short, basic descriptions of people and objects at sentence level

6.S6 Use an increasing range of suitable words, phrases, and sentences during short pair, group and whole class exchanges

6.S7 Take turns when speaking with others in a growing range of short, basic exchanges6.S8 Relate very short, basic stories and events on a limited range of general and curricular topics

Reading Low A1

6.R1 Recognise, identify and sound with support a limited range of language at text level Recognise the English alphabet in print

6.R2 Read and follow with support familiar instructions for classroom activities with support

6.R3 Begin to read with support very short, simple, fiction and non-fiction texts with confidence and enjoyment

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6.R4 Understand the main points of very short, simple texts on a limited range of general and curricular topics by using contextual clues

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

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

6.R7 Understand the meaning of simple short sentences on familiar general and curricular topics6.R8 Use a simple picture dictionary with more infrequent support

Writing Low A16.W1 Plan, write and check short sentences on a limited range of general and curricular topics with support6.W2 Write short sentences which give basic personal information with support6.W3 Write short familiar instructions with support for their peers with support6.W4 Use joined-up handwriting in a limited range of written work6.W5 Link words or phrases using basic coordinating connectors with support

6.W6 Use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities

6.W7 Spell familiar high-frequency words accurately during guided writing activities6.W8 Use a full stop and question mark, comma during guided writing of short, familiar sentences

Use of English Low A1

6.UE1 Use singular nouns, plural nouns – including some common irregular plural forms – and uncountable nouns, genitive ‘s/ s’ to name and label things

6.UE2 Use numbers 1 – 100 to count

6.UE3

Use adjectives, including possessive adjectives, on a limited range of general and curricular topics to give personal information and to describe things

Use common comparative and superlative adjectives to give personal information and to describe things

6.UE4 Use determiners a, the, some, any, this, these, that to refer to familiar objects

6.UE5Use who what and where, how many to ask questions on familiar topics

Impersonal you in the question How do you spell that?

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

6.UE7Use there is / are to make short statements and descriptions

Use Have you... [ever]…been? to talk about experiences 6.UE8 Use imperative forms [positive and negative] to give short instructions

6.UE9

Use common simple present forms, including short answer forms and contractions, to give personal information Use common past simple forms [regular and irregular] to describe actions and narrate simple events including short answer forms and contractions

6.UE10Use common present continuous forms, including short answers and contractions, to talk about what is happening now on personal and familiar topics

Use –ing forms Swimming , Spelling … as nouns to describe familiar and classroom activities

6.UE11 Use personal subject and object pronouns, including possessive pronouns mine, yours to give basic personal information and describe things

6.UE12

Use prepositions of location, position and direction: at, behind, between, in, in front of, near, next to, on, to Use prepositions of time : on, in at to talk about days and times Use with to indicate accompaniment and instrument and for to indicate recipient on personal and familiar topics

6.UE13

Use can to make requests and ask permission and use appropriate responses here you are OK Use must to express obligation Use have + object + infinitive to talk about obligations Use will to talk about future intention Use What/How about + noun / -ing to make suggestions

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6.UE14

Use adverbs of time and place now today over there to indicate when and where

Use common –ly adverbs to describe actions

Use the adverb too to add information

6.UE15 Use ‘Would you like’, ‘Would you like to’ to ... for inviting and using appropriate responses ‘yes please , no thanks’. Use declarative what [a/an] + adjective + noun to show feelings

6.UE16 Use conjunctions and or but to link words and phrases

6.UE17Use when clauses to describe simple present and past actions on personal and familiar topics

Use So do I to give short answers

- The number of lines in the table will match the total number of learning objectives for the stage.

- Syllabus codes will be entered in the order that they appear.

- Learning objectives will appear in full.

- The learning objectives can be colour coded:

- Ongoing

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

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

Module 1. English

Time

Module 2.Me and

mine

Module 3. Everyday

life

Module 4. Nature

protection

Unit 1 Back to English

Unit 2 My school

Unit 3 Let’s count

Unit 4 That’s mine

Unit 5 Body

Unit 6 Stories

Unit 7 Days

Unit 8 What’s cooking

Unit 9 Weather and

Seasons

Unit 10 English

environment

Approach to teaching and learning A student-centered curriculum should support learners in learning how to learn and in becoming independent, self-motivated, engaged, confident, responsible and reflective learners. Teachers are expected to nurture and develop these qualities through using a wide variety of teaching and learning strategies that include:

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

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

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

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

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

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MODULE1. ENGLISH TIME

Unit 1. Back to English

Syllabus Codes Learning Objectives Activities

6.W7 Spell familiar high frequency words accurately during guided writing activities

finding hidden small letters from the picture and spelling, then writing

Comment:

Use a simple song for revising lettersResource:

Scene pictures

6.S2Ask questions to find out personal information on an increasing range of general and curricular topics

looking at giving prompts, asking and answering questions

Comment:

PersonalizeResource:

Alphabet flashcards

6.L1 Understand an increasing range of short, basic, supported classroom instructions completing the missing information

6.L2 Understand a limited range of unsupported basic questions which ask for personal information Listening to a dialogue

Comment

If needed teacher can create own worksheet for the activitiesResource:

Pictures

6.R1 Recognize, identify and sound a limited range of language at text level with support reading the personal information and complete

6.W6Use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities

completing a passport page with personal information

Comment:

Teacher encourages learners’ reportResources:

Enrollment forms

6.UE5 Use who what and where , how many to ask questions on familiar topics

focusing on common questions to ask for personal information

Comments:

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

Passport page outline space for photo worksheet:


interviewing classmates and completing the chart

Resources:

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

6.L8 Recognize words that are spelled out on a limited range of general and curricular topics

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

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6.L5Understand some specific information and detail of short, supported talk on an increasing range of general and curricular topics

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

Resources:

map of world with countries on it.

6.R7Understand the meaning of simple short sentences on familiar general and curricular topics

filling gap activity, completing the countries and nationalities

Resources:

for learners to write words next to table with country name completed nationalities to fill in with card for each student with name and capital on it

6.S6Use an increasing range of suitable words, phrases, and sentences during short pair, group and whole class exchanges

playing a guessing game

Resources:

incomplete worksheets

6.R7Understand the meaning of simple short sentences on familiar general and curricular topics.

reading email messages, asking and answering the questions

Resources:

flags of the countries

6.W7 Spell familiar high-frequency words accurately during guided writing activities

reading and completing a country and nationality crossword


matching the countries to the languages


reading the text about children from different countries

Comments:

Help learners to pronounce some sounds correctly in different wordsResources:

worksheet with countries and nationalities

6.UE9Use common simple present forms, including short answer forms and contractions, to give personal information

completing the sentences


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

Resources:

world map, worksheet crossword, flags


asking and answering likes and dislikes

Resources:

worksheet: pictures

6.UE6Use demonstrative pronouns this these, that, those and object pronoun one in short statements and responses

looking and writing sentences


writing about personal information using the prompts

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Unit 2. My school


6.L8 Recognize words that are spelled out on a limited range of general and curricular topics listening to the texts and correcting the sentences

Resources:

floor plan of the school

6.R4Understand the main points of very short, simple texts on a limited range of general and curricular topics by using contextual clues

reading and correcting sentences

6.UE12Use prepositions of location, position and direction: at, behind, between, in, in front of, near, next to, on, to

focusing on prepositions to describe position.

Resources:

worksheet, flashcards

6.UE10

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

focusing on present continuous forms

Comment:

prepare various exercises

6.S7 Take turns when speaking with others in a growing range of short, basic exchanges responding to questions with short forms.

6.R5

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

reading text finding information

6.L1 Understand an increasing range of short, basic, supported classroom instructions listening and following the directions

Comment:

pay attention on subject names


listening to the instructions and following them.

6.R2Read and follow with support familiar instructions for classroom activities with support

reading instructions answering

Comment:

clear direction


reading and answering the general and detailed questions

6.L4Understand the main points of short supported talk on an increasing range of general and curricular topics

listening and answering the questions


asking and answering each other using the timetable

Resources:

worksheet

6.S7 Take turns when speaking with others in a growing range of short, basic exchanges

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

Comment:

pair and group work organization

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6.L3Understand a limited range of unsupported basic questions on general and curricular topics

listening and answering the questions


reading and completing the table

Resources:

worksheets

6.W2 Write short sentences which give basic personal information with support Writing sentences about school timetable

6.W7 Spell familiar high-frequency words accurately during guided writing activities writing about school timetable

Comment:

guided writingResources:

worksheets

Unit 3. Let’s count


6.L9 Understand short songs and rhythms Listening to a number song and singing it

6.R1Recognize, identify and sound with support a limited range of language at text level with support

reading and saying number words

Comment:

Review days and monthsResources:

worksheet: match the number to the word6.UE2 Use numbers 1 – 100 to count showing numbers for learners to say

Resources:

flashcards numbers 1 –100


showing numbers for learners to say, listening to short dialogues and circling the number mentioned

Resource:

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

6.UE2 Use numbers 1 – 100 to count focusing on numbers and their cardinal number equivalents

6.S1 Make basic statements which provide personal information on a limited range of general topics asking and answering cardinal number questions

Resource:

worksheet: write the words 1 – 10. Match to cardinal words missing last 2 letters fir_ _, seco_ _, thi_ _, four_ _, fif_ _ etc...


saying numbers to other learners in a sequence. Learners write down ten numbers 1-100

Resources:

worksheet: What’s today’s date? When’s your birthday? What year are you at school?

6.L1 Understand an increasing range of short, basic, supported classroom instructions

listening to instructions to color and writing down numbers

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Resource:

worksheet: a row of squares e.g. color the fifth square blue


saying numbers in random order for other student to write down and reading back in sequence

Resource:

worksheet: four rows of ten blank squares.


reading instructions for an odd and even number investigation

Comments:

pre-teach words: odd and evenResource:

worksheet: e.g., Look at this list of odd and even numbers [1-21]


listening to instructions to complete an odd /even number diagram/

Resource:

now answer these questions What numbers do odd numbers end with? Add an even number to an odd number and you get ______[an odd/even number]


listening to instructions to color an odd/even number row grid 1 -100

Resource:

worksheet: two circles , two blank underlined titles. below a list of 12 numbers.


reading instructions for odd/even number problem solving.

Resource:

put the number 4 in the right circle. That’s it, the circle on the right. Etc …


listening to instructions for odd/even number problem solving.

Resources:

- write the words ‘odd numbers’ That’s o-d -d … worksheet: number grid 1-100 five rows when instructions finished learners should end up with five red and five blue columns look at the first row. 1– 10 color the odd numbers red. color the odd numbers red.

- worksheet: sums in shapes [color sums with an even answer blue ] etc.. Look at the numbers [six numbers] find five pairs that add up to an odd number etc..

- worksheet: different problems e.g. Look at the numbers put a circle around the odd numbers. Put a square around the even numbers

6.UE5Use who what and where , how many to ask questions on familiar topics Asking and answering questions

Resource:

worksheet: completion. e.g. How many people ___ in your house?

6.S2 Ask questions to find out personal information on an increasing range of general and curricular topics

focusing on ‘how many’ questions

Resources:

completed worksheet above worksheet e.g. There are ____ shoes in this room. There are ___ pairs of glasses in this room. There is only one ___ There are ___ people with a name beginning with R

6.S1 Make basic statements which provide personal information on a limited range of general topics

focusing on there is / there are structure and preposition ‘with’

writing ‘how many’ questions for other learners to answer

Resource:

possible display opportunity

15


6.UE7 Use there is / are to make short statements and descriptions

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

questions produced above6.W1 Plan, write and check short sentences with

support on familiar topics with support writing: ‘there is /are’ answers to questions.

6.W8Use a full stop and question mark, comma during guided writing of short, familiar sentences

Writing sentences

6.W4 Use joined-up handwriting in a limited range of written work questions produced above

Resources:

worksheet: mixture of 25 pictures and names of animals dog [picture] duck [word] snake[picture] kangaroo [word]

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

reading instructions /questions/ problems for number and dice puzzles

Resource:

worksheet: e.g Put the numbers 1 to 5 in a line. The difference between one number and the next must be more than 1.

6.S7Take turns when speaking with others in a growing range of short, basic exchanges

talking about numbers [totals, ten more or less] Learners take turns to roll three dice. They cover with their counter a number 10 more or less than the total they roll

Resources:

How many ways are there to get 4 with two dice? Find different ways to add 3 odd numbers to get 11 etc...


talking about numbers [totals, ten more or less] Learners take turns to roll three dice. They cover with their counter a number 10 more or less than the total they roll

reading and working out dominoes problems


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

Resources:

worksheet: images set of dominoes. / questions. e.g. How many dominoes have 6 spots?

6.S7 Take turns when speaking with others in a growing range of short, basic exchanges learners then play dominoes

Comment:

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

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

16


MODULE 2. ME AND MINE

Unit 4. That’s mine


6.L8 Recognize words that are spelled out on a limited range of general and curricular topics listening to the jobs’ names

Comment:

pre-teach: Whose hat is it?Resource:

flashcards of the jobs


talking about ownership and possession

Resource:

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

6.UE3Use adjectives , including possessive adjectives, on familiar topics to give personal information and describe things

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

Resource:

worksheet: matching possessive adjectives to sentences. … wrestling, football, hockey, tennis, bowling etc… e.g. That’s their ball.


talking about the jobs

6.L5

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

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

Resource:

images of sets of three things. 3 house / bike / shoes pencil/ TV / bag / bed etc...It’s not his bag. It’s my bag.

6.R5

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

Reading the text

6.S1Make basic statements which provide personal information on a limited range of general topics

talking about what learners’ things they are.

6.UE1 Use genitive ‘s/ s’ to name and label things focusing on the genitive ‘s / s’ Resource:

worksheet; image[birthday cake with seven candles] Pete is already seven. His brother John is six and their younger sister Kate is five. Someone has a birthday tomorrow. Whose cake is it?

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

reading and writing answers to questions

6.S2 Ask questions to find out personal information on an increasing range of general and curricular topics

talking about which object belongs to whom... All learners mingle and swap an object with s/o, return to seat. All objects are then passed along about five places. Learners ask questions until all objects are back with owners.

17


Resource:

common objects: learners provide e.g. Is this your pen Freddy? No, it’s Tulga’s. No it isn’t. etc…


Answering teacher’s questions and giving information about whose these objects are

6.UE11

Use personal subject and object pronouns, including possessive pronouns mine, yours to give basic personal information and describe things.

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

Comment:

collect a pen from each student, put in a bag and then tip bag on deskResource:

worksheet: Find a difference. Person next to you. / person behind you / person in the picture etc ... e.g. my socks are brown, hers are white

6.S5 Give short, basic descriptions of people and objects

Learners ask questions until all objects are back with owners.

6.UE6Use demonstrative pronouns this, these, that, those and object pronoun one in short statements and responses

asking questions about pens.


Asking and answering questions using pictures

Comment:

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

strips of card / paper for drawing pen/pencils / strips for writing sentences e.g. feely bag

6.S1Make basic statements which provide personal information on a limited range of general topics

learners draw and color picture of their pens/pencils


learners ask other learners about their pens / pencils

Comment:

collect all pens again and put in a feely bag.

6.W1 Plan, write and check short sentences on familiar topics with support

writing sentences for the display. e.g. This is Kim’s pencil. It’s new.


learners try to pull their pen from a feely bag in a team game e.g. Yes. This is mine or This is Kim’s

Comment:

keep team scores2 points if they pull their pen out / 1 point if they whose pen they pull out

6.L5


listening and identifying whose pet is this.

Resource:

worksheet: matching characters to pet pictures

6.W2 Write short sentences which give basic personal information with support

Writing about family member’s job6.W4 Use joined-up handwriting in a limited range

of written workResource:

worksheet: guided writing template

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Unit 5. Body



listening and labeling body parts that are spelled out

Resource:

worksheet: parts of body and face to label


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

Resource:

worksheet: incomplete lyrics

6.S4 Use basic vocabulary for a limited range of general and curricular topics

talking about animals different body parts comparing animals

Comment

pre-teach vocabulary : paw claw toe toe-nails feetResource:

worksheet: images of different feet / paws of animals. Chicken, cat, horse, eagle and elephant etc...

6.UE3

Use adjectives including possessive adjectives on familiar topics. Use common comparative and superlative adjectives limited range of familiar topics

comparing animals


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

Resource:

images of animals

6.UE1 Use singular nouns, plural nouns- including some common irregular plural forms matching singular and plural forms of body parts


exploring repeated actions

6.R3Begin to read very short, simple, fiction and non-fiction texts with confidence and enjoyment, with support

Reading the short texts about animals

6.R6Understand the meaning of very short, simple texts on familiar general and curricular topics by rereading them

reading the text and completing the facts about the animals writing favorite animals

Resource:

worksheet: fact file filling worksheet

6.W1 Plan, write and check short sentences with support on familiar topics with support


asking each other’s’ favorite animals and describe

Resource:

worksheet with prompt to ask questions

6.W4 Use joined-up handwriting in a limited range of written work

Writing a description6.W8 Use a full stop and question mark, comma during

guided writing of short, familiar sentencesResource:

Use pictures

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Unit 6. Stories


6.L6Use contextual clues to predict content and meaning in short supported talk on an increasing range of general and curricular topics

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

Resource:

multiple-matching task matching the stories to the pictures.

6.UE9

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

focusing on simple past forms in narratives

6. W2 Write short sentences which give basic personal information with support Writing sentences using past simple form

Resource:

worksheet: matching verbs to passages of speech e.g. watched, enjoyed, washed, asked

6.R4Understand the main points of very short simple texts on a limited range of general and curricular topics by using contextual clues

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

Resource:

cartoon strip jumbled text

6.L7 Understand short, supported narratives on an increasing range of general and curricular topics

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

Resource:

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

6.UE14 use common –ly adverbs to describe actionsfocusing on common –ly adverbs...

Resource:

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

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

listening to a story e.g. Giraffe’s can’t dance and helping to tell by miming next actions

6.S3 Describe basic present and past actions on a limited range of general and curricular topics

miming next action in the story when T indicates the turn. She opens the box slowly and other learners shout what they think happened

Comment:

give out action cards [one to each student which learners keep to themselves]Resource:

worksheet: multiple-matching adverb task


reading a story summary and matching adverbs to gaps

6.L7Understand short, supported narratives on an increasing range of general and curricular topics

watching a short animated story and completing jumbled summary

Resource:

jumbled sentences with endings to be completed with and but or endings e.g. He was clever / but lazy completing sentences about well known fictional characters with and but or e.g. Shrek was kind___ ugly. Did Cinderella have one, two __ three ugly sisters?

6.UE16 Use conjunctions and or but to link words and phrases

focusing on the use of conjunctions ‘and, but’ or to link words and phrases

Resource:

picture summary [false] of animated story

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

6.L7Understand short, supported narratives on an increasing range of general and curricular topics

watching an animated story

6.UE17 Use when clauses to describe simple present and past actions on personal and familiar topics

focusing on the use of conjunction ‘when’ in narrating past actions

Resource:

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

6.W5 Link words or phrases using basic coordinating connectors with support

writing down key sentences and phrases in picture story

6.W7 Spell familiar high-frequency words accurately during guided writing activities Creating a story

6.S5 Give short, basic descriptions of people and objects at sentence level telling picture stories to the rest of the class

Comment:

give different learners different story sequencesResource:

closing picture sequences from above stories to project

6.UE15 Use declarative what [a/an] + adjective + noun to show feelings

focusing on the structure ‘What an/a + adjective + noun’ in closing story statements

MODULE 3. EVERYDAY LIFE

Unit 7. Days

Syllabus Codes Learning Objective Activities

6.S4 Use basic vocabulary for a limited range of general and curricular topics talking about the days of the week

Resource:

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

6.UE5 Use who what and where , how many to ask questions on familiar topics

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

Resource:

worksheet: How many days are there in a week? How many days begin with T? Which days are weekend days? Which days are school days? What day is your favorite day?

6.UE7 Use there is / are to make short statements and descriptions

listening to, learning and singing a days of the week song

6.L7 Understand short, supported narratives on an increasing range of general and curricular topics reading and working out which day

Resource:

worksheet: lyrics completion exercise

6.R5Understand some specific information and detail in very short, simple texts on a limited range of general and curricular topics with support

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

21


Comment:

bring scissors, cardboard, glue, split pins etc.. display opportunity.Resource:

worksheet Today is Friday so the day before yesterday was Today is Tuesday what day will it be in seven days. etc


focusing on the simple present to talk about routines

Resource:

worksheet: completing


listening about the week/weekend routines of different children

Resource:

sentences [third person forms] about two children’s routines worksheet : multiple- matching days task table completion Mondays Tuesdays etc...

6.W2 Write short sentences which give basic personal information with support writing down in a week table things learners do


reading signs and matching to meaning

Resource:

worksheet matching e.g. open Monday to Friday closed weekends

6.L3 Understand a limited range of unsupported basic questions on general and curricular topics listening to questions in a TV programme quiz

Resource:

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


writing down answers in teams

6.UE9Use common simple present forms, , including short answer forms and contractions, to give personal information

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

Resource:

worksheet: matching verbs to complete sentences e.g. I _____ up late. I _____ cartoons on TV I ____ my bike. I ____ shopping


asking other learners what they do at weekends.

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

worksheet: above


listening to exclamations in context and guessing what they mean.

Resource:

worksheet: match exclamations to faces. e.g. Wow Yeah Yuk Ouch Yum Oh dear etc

6.W2 Write short sentences which give basic personal information with support

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

6.R3Begin to read with support very short simple fiction and non- fiction texts with confidence and enjoyment

reading out poems to rest of the class

22


Comment:

possible display opportunityResource:

guided writing template: On Mondays _________ On Tuesdays _________ poems above

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

talking about the order of things in student day

learners sequence cards for their typical dayResource:

cards for actions: I change clothes I get dressed I eat breakfast I have lunch I brush my teeth I have a snack I drink some milk I wear pajamas etc..

6.UE12 Use prepositions of time: on, in at to talk about days and times

focusing on prepositions of time ‘in, on, at’ focusing on ‘when clauses’

Resource:

learners match times to actions and tell another student


miming what they do at what times. Other learners guess the student’s mime as they move the clock hand. e.g. you brush your teeth in the morning

6.S5 Give short, basic descriptions of people and objects Trying to talk with sentences

Comments:

give each student a minute to mime eight things they do at different times of the day.Resource:

time cards: in the evening in the morning at break time in the afternoon when I get home when I go to bed at four o’clock at midday at night a large clock face divided into 8: when I get up / the morning / break-time / midday / afternoon / when I go home / evening/ night

Unit 8. What’s cooking?


6.L9 Understand short songs and rhythms listening to identify the final sound in common foods.

Resource:

worksheet: listen and match. mil _ chee _ pizz_ toa_ ca_ -se -k -ke -st -a etc...

6.UE1Use singular nouns, plural nouns– including some common irregular plural forms – and uncountable nouns

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

6.UE4 Use determiners a, the, some, any , this, these, that to refer to familiar objects

sorting countable and uncountable things in a cupboard and a fridge

Resource:

worksheet: can you count it? egg sugar butter apple etc.…. worksheet: dialogue


asking and answering about what there is / are. Learners take it turns to answer by looking at cupboard-fridge image / form questions from prompts

Resource:

- completion with a / some/any- image above and two sets of prompts juice / fruit / fizzy drinks / crisps? etc.…


reading and completing /matching sentences about types of packaging etc…

23


Resource:

worksheet: Bread comes in loaves but we eat ____. Cereal comes in packets but we eat it in ____. projected to board different containers etc..: cup, slice, can, bowl, cards with food drink items on

6.S5 Give short, basic descriptions of people and objects

Handing in their cards at the same time recycle and mixing the cards in different rounds

6.L6Use contextual clues to predict content and meaning in short, supported talk on an increasing range of general and curricular topics

Listening to the dialogues


talking about food learners like hot/warm and cold

Resource:

worksheet; food to sort into a Venn diagram e.g. cheese milk soup coke chips sandwiches spaghetti etc...

6.S1 Make basic statements which provide personal information on a limited range of general topics listening and identifying people’s favorites.

Resource:

multiple-matching task.


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

Resource:

worksheet: forming questions to ask e.g. snacks / favorite family/meal /favorite

6.UE3Use adjectives , including possessive adjectives, on familiar topics to give personal information and describe things

reading menus and finding things that don’t go together

6.R3Begin to read with support very short simple fiction and non- fiction texts with confidence and enjoyment

Reading the text and focusing on making suggestions

Resource:

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

6.S7 Take turns when speaking with others in a growing range of short, basic exchanges talking about changing the menus

Resource:

worksheet: dialogue completion menus above

6.UE12 Use with to indicate accompaniment writing a menu of student’s favorite Starters, Mains, Desserts

Comment:


6.UE15

Use ‘Would you like’, ‘Would you like to’ to ... for inviting and using appropriate responses ‘yes please , no thanks’. Use declarative what [a/an] + adjective + noun to show feelings

focusing on request ‘would you like / I’ll have….’ structures ….

Resource:

worksheet: dialogue completion. e.g.

6.UE13Use ‘What/How about + noun / - ing’ to make suggestions

Use will to talk about future intention

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

Resource:

a Would you like ___ juice? b No thanks, _______ juice. A Would you like mashed _? B No thanks, ______ chips


listening to instructions and moving [fruit and veg] object cards around a kitchen scene

24


Resource:

worksheet circle 1 same or different 2 same or different fruit and veg object cards kitchen scene card

6.UE12Use prepositions of location, position and direction: at, behind, between, in, in front of, near, next to, on, to

Asking questions each other and answering

6.W7 Spell familiar high-frequency words accurately during guided writing activities reading and completing words related to food

6.W3 Write short familiar instructions for their peers with support

Choosing one Mongolian food and writing the recipe

6.UE8 Use imperative forms [positive and negative] to give short instructions giving instructions to follow

Comment:

pre-teach ; words cook, bake, boil fry, peel, chop, washResource:

worksheet: images to interpret e.g. tap /saucepan/ egg cup oven/ eggs / flour/chocolate tin of tuna/ knife / lettuce

MODULE 4. NATURE PROTECTION

Unit 9. Weather and Seasons


6.S4 Use basic vocabulary for a limited range of general and curricular topics talking about weather words

Resource:

worksheet: matching words [anagrams] to weather pictures e.g rain snow etc ...

6.UE3Use adjectives, including possessive adjectives, on information and describe things familiar topics to give personal

focusing on adjectives related to the topic of weather

Resource:

worksheet: pictures of different weather scenes It’s a cold ____ morning. It’s a wet _____ day [frosty rainy] etc...


reading and matching/completing sentences to go with images

6.L5Understand some specific information and detail of short supported talk on an increasing range of general and curricular topics

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

Resource:

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

6.S4 Use basic vocabulary for a limited range of general and curricular topics

talking about what to wear in different weathers connections in a game of ‘weather card’: ‘go fish’ e.g. you need skis in the snow/ when it’s snowy

Resource:

worksheet : matching clothes items to names worksheet matching weather adjectives cold hot wet dry to clothing/ accessories

6.UE17 Use when clauses to describe simple present and personal and familiar topics talking about preferences about weather

Resource:

Worksheet: survey about the weather.

25


6.UE9 Use common simple present forms on familiar topics.

focusing on simple present to talk about weather and where water comes from

Resource:

worksheet: sentence matching It snows in the mountains It gets hot in summer


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

Resource:

boxes to order and match to pictured cycle


talking about how we use water/why water is important

Resource:

rain falls from the clouds in the sky/ the rain goes into streams. etc

6.UE8 Use imperative forms (positive and negative) to give short instructions use ‘should /shouldn’t’ to write sentences

Resource:

poster

6.R8 Use a simple picture dictionary with more infrequent support

reading /using a picture dictionary to look up words

Resource:

worksheet: half- completed images of how water is used. e.g. half a shower head /half a watering can

6.S1 Make basic statements which provide personal information on a limited range of general topics talking about the months of the year

Comment:

pre-teach words for seasonsResource:

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


reading sentences connected to learners’ lives to put in sequence for months of the year

Resource:

worksheet: In September we start school In March the snow goes away etc.


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


Spelling and writing the words related to clothes

Resource:

worksheet: twelve month vertical calendar / images to match to months


listening to instructions to complete a season timeline diagram

Resource:

worksheet: twelve months on a timeline e.g

6.L3 Understand a limited range of unsupported basic questions on general and curricular topics

listening to questions and answering what color to color things on the diagram

6.S4 Use basic vocabulary for a limited range of general and curricular topics Answering questions

Resource:

Spring begins … Spring ends. Mark this on the line. What color are clouds in winter?

6.R1Recognize, identify and sound with support a limited range of language at text level with support

reading and sorting jumbled ‘rain rhymes’

26


Resource:

worksheet: jumbled rhymes


listening and completing weather rhymes with rhyming words

Resource:

rain, rain go away / rain on the green grass


learning a rhyme [above] by heart and practising gestures to teach other learners to use when performing it

Resource:

worksheet: incomplete it’s raining it’s pouring itsy bitsy spider / I hear thunder / I’m a little snowman etc...


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

Resource:

bring scissors, cardboard, clue colored paper etcResource: worksheet above.


listening to a weather story e.g. weather and popping up weather feature and making sounds whenever it is mentioned in the story

6.W4 Use joined-up handwriting in a limited range of written work writing the words related to the weather

Comment:

display opportunityResource:

- different cardboard - weather pop-ups - pop-ups above

Unit 10. English environment


6.R3Begin to read very short simple fiction and non-fiction texts with confidence and enjoyment with support

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

Resource:

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


looking at resembled lyrics and completing missing words

Resource:

worksheet: lyrics as a cloze exercise


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

Resource:

worksheet: I say yes, you say why, you say good by e project lyrics to accompany song6.L7 Understand short, supported narratives on an

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

6.UE9

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

focusing on simple past forms in telling stories

27


Resource:

- worksheet: [regular / irregular] past tables to complete - multiple-matching task

6.L9 Understand short songs and rhythms listening to the opening part of a story and matching names to characters

Resource:

project image of characters


dictating past forms of verbs they are going hear in story for learners to complete tables

Comment:

bring scissors, felt, clue and items for decorating finger puppetsResource:

recipes with images. e.g. cup cakes, chocolate brownies, meatballs, cheese puffs, jam tarts etc


listening to instructions for making finger puppets and making along with T. Decorating finger puppet as one of the characters in the story

Resource:

collect finger puppets [explain that you’ll revisit the story / with puppets on final day party]

6.R3Begin to read very short simple fiction and non-fiction texts with confidence and enjoyment with support

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

Resource:

Ask student s to choose a recipe to take home and make with parents for final day party


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

Resource:

puzzle and different types of clue e.g. first animal beginning with ‘T’ in the picture dictionary

6.R8 Use a simple dictionary with more infrequent support Looking up the words in the dictionary

Resource:

you can find this word on the black wall

6.L9 Understand short songs and rhythmsparticipating in an end of year ‘spelling bee’ involving spelling of vocabulary from throughout the year

Resource:

- class team ‘spelling bee’ in rounds: your word is ...your word is a place- prepare different rounds. Set time limited and keep team scores

6.L3 Understand a limited range of unsupported basic questions on general and curricular topics Listening to dialogue and playing in a role

Resource:

children play it rhymes with ‘dark’

6.UE5 Use who what and where, how many to ask questions on familiar topics

focusing on questions that can be asked about words and pictures

Resource:

worksheet: learners complete questions in relation to a collage image e.g. where _____ the helicopter? How many chimpanzees ______?


talking to other learners about words they’ve learnt this year

6.L1 Understand an increasing range of short, basic, supported instructions

making a collage postcard of English words learners know to sent home to test ‘mum / dad’ ect...

28


Resource:

worksheet: The best animal this year is _____ . The word this year was _____ . My favorite new color word is _____

6.W1 Plan, write and check short sentences on familiar topics with support

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

Resource:

postcard pro-forma the computer or cut and paste


Writing sentences

6.UE13

Use can to make requests and ask permission and use appropriate responses here you are OK. Use must to express obligation. Use have + object + infinitive to talk about obligations. Use will to talk about future intention. Use What/How about + noun /-ing to make suggestions

Writing invitation

6.R1 Recognize, identify and sound with support a limited range of language at text level

attending an end of year English party at which learners

singing ‘Hello, Goodbye’s song’


telling other learners about food [recipes] prepared at home

Resource:

projected lyrics and music


listening to and reforming whole story with finger puppets

Resource:

projected story images

RECOMMENDATION FOR ASSESSMENT

Assessments can be formative or summative. Assessment of learners’ language knowledge and skills includes the following:

- assessment of the curriculum outcomes

- formative assessment which is done throughout the course

- summative assessment which is done at the end of each term and school year

- self-assessment which is done by learners themselves

- peer assessment which is done by learners in pairs, groups or in a whole class

- nonverbal assessment which is done through giving positive reinforcement to learners

Formative assessment is given during the course, not at the end, so that learners can improve during the course. Formative assessment comes in many forms, but always includes feedback. There may also be an overall score, but this is not essential. The feedback generally relates to only a few areas for learners to focus on and improve rather than on all of the learners’ errors.

Summative assessment occurs at the end of instruction, typically after a semester, course, or a few years in school. School leaving exams are one example of a summative assessment. Learners often receive only a final score without feedback on what they have done wrong.

In this curriculum the recommendations and materials for assessment are given by portion after each module. Teachers need to go through the all curricula to get acknowledged with the different

29


tasks and rubrics. The dimension and categories are subject to be changed and modified towards to the learners’ learning level and specifics of the criteria which is aimed to reveal required skills relevant to the learning objectives.

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

For example: When teachers decide to reveal their learners’ speaking skill progress could use the following task.

Assessment for listening

The below given sample tasks can be used to assess the learners’ listening knowledge and skills.

- Listen and point to the things or follow instructions- Listen and select the appropriate pictures- Listen to the description and draw or color a picture- Listen to the description and label a picture- Listen to the records and match to pictures- Listen to the records and sequence pictures- Listen to the description or story and pick items on a simple chart- Listen to and select the correct picture- Put numbers for each picture or label under the given pictures

Example of listening test (20 minutes/20 items)

There are four parts. Each part begins with one or two examples. All tasks are heard twice.

Part 1

Get learners practice with pictures to ensure that they can recognize all of the nouns they have learned.

There are given tasks to match the objects in different locations with the correct prepositions.

Encourage the learners to draw straight lines from each object to its location.

Part 2

Learners need to write a name or a number in answer to each question. Names which learners are required to write will be spelled out for them. All the names come from familiar topics to learners.

Where a number is required, learners should be encouraged to write numbers as digits rather than words to avoid spelling mistakes. Learners will only hear numbers 1–100 so they need plenty of practice in hearing, and recognizing, each of those numbers.

Part 3

This task consists of five questions, each a three-option multiple-choice with pictures. Learners listen to the information conveyed in five separate dialogues in which the speakers are clearly differentiated by age or gender. Learners listen and tick the correct picture.

Part 4

This is a test of lexis, particularly names of colors, and prepositions of place. There is one large picture, and in it there are a number of examples of the same object. The student has to identify a certain object by listening to details of its position, and then color it in correctly. The information is given in a dialogue between preferably an adult and a child.

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Summary of Listening test

Parts Main skill focus Input Expected response Number of questions

1 Listening for words and prepositions Picture and dialogue

Carry out instructions and position things correctly on a picture

5

2 Listening for numbers and spelling

Illustrated comprehension questions and dialogue

Write numbers and names 5

3Listening for specific information of various kinds

3-option multiple-choice pictures and dialogues

Tick correct box under picture 5

4 Listening for words, colors and prepositions Picture and dialogue

Carry out instructions, locate objects, and color correctly

(Range of colors is: black, blue, brown, green, grey, orange, pink, purple, red, yellow)

5

Rubric sample for listening task

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

/3-below/

ComprehensionStudent has a com-plete understanding of tasks

Student has a profi-cient understanding of tasks

Student showed some part of tasks

Student does not un-derstand tasks

Time management

Student completed all tasks on time and showed perfect per-formance

Student completed tasks on time

Student completed assignments with help

Learners did not complete tasks on time

Accuracy Student completed all tasks with full ac-curacy

Student completed all tasks with accu-racy

Student completed all tasks with some accuracy

Student completed all tasks with not ad-equate accuracy

What Do We Mean by ‘Ability to Read’?

The first thing we have to do before designing formative assessment tasks for our learners is define what our tasks aim to address. We should ask, “What reading skills do our tasks elicit?” In other words, we need to know what constitutes reading skills and sub-skills. Based on the literature, we present the summary of reading sub-skills29: Skimming to understand the gist

- Scanning to locate specific information- Reading for main ideas and supporting details- Understanding meaning of words - Deducing meaning of unfamiliar words from the context - Understanding explicitly stated information - Understanding information when not specifically stated- Drawing inferences - Recognizing the communicative purpose of a passage- Recognizing a writer’s purpose, attitude and tone- Recognizing the organization of information in a passage- Distinguishing important information from minor details

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Formative Assessment of Reading Even though reading skills are taught and practiced in most class sessions, they are generally assessed through summative tests such as end-of-term tests in order to measure learners’ achievement against the curriculum target. As we have seen from the review of formative versus summative assessment in Section 1, summative assessment is mostly final and hence will not benefit learners and teachers significantly in terms of adjusting their learning and teaching. As a result, we encourage the practice of formative assessment to fill the gap, as a type of assessment which will bring about more benefits to both learners and teachers, rather than just grades.

It is important to note that we need to align our formative assessment tasks with our syllabus, so checking the reading sub-skills covered in your syllabus is a step you should not miss. As formative assessment usually has a narrow focus, you may need to set your priorities as to which sub-skills you want to focus on in the assessment for that lesson/exercise. In addition to a narrow focus, we also need to ensure that this formative assessment task is done repeatedly so that we and our learners.

How to Assess/Give Feedback

The assessment involved in this task is mainly self-assessment where learners assess and reflect on their own practice. In addition to that, you can give them feedback after several reading occasions based on the information in their logbook (the Reading Rate Chart and the Self-Assessment Checklist) and write the feedback on the Teacher Feedback Sheet. Besides using the information to give feedback to learners, you can also use it to adjust your teaching of reading and the formative assessment task itself. For instance, when you notice that many learners appear to have difficulty with reading the news article, perhaps you can find simpler articles for future tasks or simplify the articles.

Skills/Rationale Skills:

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

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

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

Part 1

In this task learners read sentences. There are five statements, each accompanied by a picture, and the learners have to place a tick in a box if the statement matches the picture, and a cross if it does not.

Part 2

Learners look at a picture and five statements, some of which correctly describe the picture and some which do not. Learners write ‘yes’ or ‘no’ as appropriate.

Part 3

This is a test of knowledge of words and spelling. There are five pictures of objects, each accompanied by the word for the object given as jumbled letters. The learners write the word for each object.

Part 4

Learners read a text and look at the words with pictures in a box below the text. They then copy the correct words in each of the five gaps. All missing words are singular or plural nouns. There are two extra words which candidates should not use.

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Part 5

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

Summary of Starters Reading & Writing test


1 Reading short sentences and recognizing words

Words, pictures and sentences

Tick or cross to show if sentence is true or false 5

2

Reading sentences about a picture

Writing one-word an-swers

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

3 Spelling of single words Pictures and sets of jumbled letters Write words 5

4Reading a text

Copying wordsCloze text, words and pictures

Choose and copy miss-ing words 5

5

Reading questions about a picture story

Writing one-word an-swers

Story presented through three pictures and ques-tions

Write one-word answers to questions 5

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The emphasis in Grade 7 continues to be on speaking and listening, though to a slightly lesser extent than in previous Grades. There is an increasing emphasis in Grade 7 on developing the ability:

- to ask questions so that learners can explore their own ideas and thoughts

- to narrate and understand narration of events.

In Grade 7 learners demonstrate increasing control over their use of language and as listeners, learn to understand the main ideas and increasing detail, and to listen to others without interrupting.

The Grade 7 curriculum moves from sentence level to short text level in areas of reading and writing, encouraging learners to develop strategies that help them to work more independently when approaching reading and writing tasks.

The Grade 7 curriculum continues to promote learners’ personal, social and cultural development and their understanding of themselves and others. Personal skills are developed at this stage by encouraging learners to take responsibility for their learning and show initiative in dealing with tasks. Social skills are promoted at this stage through continued emphasis on negotiating and sharing meaning through talk, through which learners come to anticipate others’ feelings, attitudes and ideas and adapt their behaviour to suit different situations when expressing their views. There is also in Grade 7 a continued emphasis on enabling learners to understand and respect people who have different values, traditions and customs, helping learners to develop a richer appreciation of their own cultural heritage in the process.




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

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



- to figure out the student’s load to do lessons

- to take into account the level of student’s knowledge and skills

- to give instructions to do tasks clear to learners (how to perform, in what

sequence), especially in terms of creative reading and writing tasks, for instance,

34


When writing:

- To provide some new vocabularies when writing sentences or a paragraph

- To explain what grammar to use, including conjunctions and transition words, prepositions, verb tenses, etc.

- To specify the website, source, and other materials to use



- To obtain and classify information from reading sources

- To predict the meaning of new words from the context

- To keep notes

- To study sentence structures

- To make sentences using new words

- To write brief descriptions and summary after reading

LEARNING OBJECTIVES

Syllabus Code Learning objectives

Listening Mid A17.L1 Understand a short sequence of supported classroom instructions 7.L2 Understand an increasing range of unsupported basic questions which ask for personal information7.L3 Understand an increasing range of unsupported basic questions on general and curricular topics7.L4 Understand the main points of short, supported talk on a range of general and curricular topics

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

7.L6 Deduce meaning from context in short, supported talk on a range of general and curricular topics7.L7 Understand supported narratives on a range of general and curricular topics

7.L8 Recognize the opinion of the speaker(s) in basic, supported talk on a limited range of general and curricular topics

7.L9 Identify rhyming wordsSpeaking Mid A1

7.S1 Provide basic information about themselves at sentence level on a limited range of general topics7.S2 Ask questions to find out general information on a limited range of general and curricular topics7.S3 Give an opinion at sentence level on a limited range of general and curricular topics7.S4 Use basic vocabulary for an increasing range of general and curricular topics

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

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

7.S7 Interact in short, basic exchanges on a limited range of general and curricular topics7.S8 Relate basic stories and events on an increasing range of general and curricular topics

Reading Mid A17.R1 Recognise, identify and sound an increasing range of language at text level with support7.R2 Read and follow familiar instructions for classroom activities with some support

35


7.R3 Read short simple fiction and non-fiction texts on a limited range of general and curricular topics with confidence and enjoyment, with support

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

7.R5 Understand some specific information and detail in short, simple texts on an increasing range of general and curricular topics with support

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

7.R7 Recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics

7.R8 Find books, worksheets and other print materials in a class or school library according to classification with supportWriting Mid A1

7.W1 Plan, write and check sentences on an increasing range of general and curricular topics with support7.W2 Write longer sentences on a limited range of general and curricular topics with support7.W3 Write short sentences which describe people, places and objects with support7.W4 Use joined-up handwriting in an increasing range of written work7.W5 Link sentences using basic coordinating connectors with some support

7.W6 Use upper and lower case letters accurately when writing names, places and short sentences independently

7.W7 Spell most familiar high-frequency words accurately during guided writing activities

7.W8 Use full stops, commas, question marks, and speech marks at sentence level with some accuracy when writing independentlyUse of English Mid A1

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

7.UE2 Use numbers 1 – 100 to count , use basic quantifiers many , much, not many, a lot of on a limited range of general and curricular topics

7.UE3 Use common comparative and superlative adjectives to give personal information and on an increasing range of general and curricular topics

7.UE4 Use determiners a, the, some, any , this, these, that , those to give personal information and on a limited range of general and curricular topics

7.UE5

Use who what where how many how much to ask questions on a limited range of general and curricular topics

Use why to ask for explanations

Use when to ask when something happens/happened

Use What is/was the weather like? Use What’s the matter? 7.UE6 Use demonstrative pronouns to ask and answer basic questions on personal and familiar topics

7.UE7Use I think... I know... to express basic opinions on a limited range of general and curricular topics

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

7.UE8 Use imperative forms with direct and indirect object forms to give a short sequence of instructions

7.UE9Use simple present forms

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

7.UE10Use present continuous forms to describe events and talk about what is happening now

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

7.UE11 Use direct and indirect object personal pronouns in descriptions of events and actions on a limited range of general and curricular topics

36


7.UE12

Use common prepositions of time on, in, at, after, before to state when things happen

Common prepositions of location, position and direction: at, above, below, behind, between, in, in front of, inside, near, next to, on, opposite, outside, to, under

Use from [origin] with / without [inclusion]

Use be good at + n use go for + n on a limited range of general and curricular topics

7.UE13

Use could as a past form of can

Use have (got) to/ had to to express obligation

Use shall [interrogative] to make offers and will to ask about future intention on a limited range of general and curricular topics

7.UE14

Use common adverbs of frequency never, a lot

Use adverbs of sequence first next then and direction left right

Use common comparative and superlative adverbs to describe and compare things …more quickly ...best on a limited range of general and curricular topics

7.UE15

Use common verbs followed by infinitive verb / verb + ing patterns

Begin to use infinitive of purpose

Use want/ask someone to do something

Use be called + n on a limited range of general and curricular topics7.UE16 Use conjunction because to give reasons on a limited range of general and curricular topics7.UE17 Use defining relative clauses with which who where to give personal information

- The number of lines in the table will match the total number of learning objectives for the stage.




- Ongoing

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

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

Module 1 What it

is like

Module 2 Sights and

Sounds

Module 3 All about

nature

Module 4 What and

When

Unit 1 Welcome

Unit 2 Nice Ideas

Unit 3 Enjoying

yourself

Unit 4 Tastes,

sounds and

smells

Unit 5 Colours and

patterns

Unit 6 Same or

different

Unit 7 Environment

Unit 8 Animal kingdom

Unit 9 Long, long ago

Unit 10 It’s Time

37


MODULE 1. WHAT IT IS LIKE

Unit 1. Welcome


7.L1 Understand a short sequence of supported classroom instructions

Listening to short classroom instructions and performing them

7.S4 Use basic vocabulary for an increasing range of general and curricular topics

talking about ways of greeting people and introducing yourself

Resource:

- worksheet: matching task short greeting /- introduction dialogues e.g. Hi Sam, this is John / Nice to meet you

7.L6 Deduce meaning from context in short, supported talk on a range of general and curricular topics

listening to the opening of short

greeting dialogues and predicting the response.

7.S1 Provide basic information about themselves at sentence level on a limited range of general topics making a dialogue and practice it.

7.R5Understand some specific information and detail in short, simple texts on an increasing range of general and curricular topics with support

reading a text about greetings in countries.

Resource:

worksheet: matching task: learners match the greeting customs to the countries

7.UE9 use simple present forms on a limited range of general and curricular topics.

focusing on simple present and

the use of contractionsResource:

worksheet: learners change verbs which can contract. Who are you? That is Sam, over there

7.W3 Write short sentences which describe people, places and objects with support

writing down questions and asking for personal information

Resource:

worksheet: learners are given answers and work with another student to find questions. e.g. Just one sister / I am nine

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

asking and answering questions in the previous task

Resource:

learners ask and answer personal questions from previous task

7.S6Communicate meaning clearly using phrases and simple sentences during pair, group and whole class exchanges

talking about the names of relatives

Resources:

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


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

Resource:

worksheet: image of family tree to complete

7.S8 Relate basic stories and events on an increasing range of general and curricular topics

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

Comment:


38


Resource:

generic family tree for learners to use as a model

7.W4 Use joined-up handwriting in an increasing range of written work

writing a short description of who is who in their family

Resource:

guided writing template

7.UE5

Use who what where how many how much to ask questions on a limited range of general and curricular topics use What is was the weather like?

Asking questions about each other’s identity. Learners take turns in groups to ask questions and each student has one guess where the other person is from

focusing on questions using demonstrative pronouns

Resource:

worksheet: question word completion. _____ brothers and sisters? _____ is your birthday? etc ...

7.W6Use upper and lower case letters accurately when writing names, places and short sentences independently

focusing on simple questions


reading to make up an identity through internet / library research

Each student has a ‘secret nationality’ and completes facts about their identity [imaginary] from research

Resource:

- first name, last name, address, weather- national flag colours- famous person from country etc...

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

asking questions about each other’s countries Project on board, country silhouettes.

national costumes etc...

7.L3 Understand an increasing range of unsupported basic questions on general and curricular topics

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


listening to short conversations between people and saying what their relationship is.

Resource:

worksheet: are the people talking: friends, relatives, strangers

7.UE6 Use demonstrative pronouns to ask and answer basic questions on personal and familiar topics

Completing questions Is that your country, Juan? Are those your clothes, Tomako?

7.R4Understand the main points of short simple texts on a limited range of general and curricular topics by using contextual clues

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

7.S2 Ask questions to find out general information on a limited range of general and curricular topics

focusing on questions you ask in getting to know someone mingling activity in which learners ask as many questions to different learners [learners try to remember as much information as possible]

Resource:

worksheet: completing questions relating to above categories e.g. What’s the weather like? What’s your surname?

39


Unit 2. Nice Ideas


7.UE8 Use imperative forms focusing on the language of suggestions [let’s, what about..]

Resource:

worksheet: completing short suggestion responses

7.L8Recognise the opinion of the speaker(s) in basic, supported talk on a limited range of general and curricular topics.

Listening to the dialogue and matching

Resource:

- worksheet: happy /disapproving face …- learners tick

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

listening to what speakers say and matching appropriate responses

Resource:

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


calling out suggestions in response to images of people in predicaments

Resource:

project images of someone just missing a bus someone gingerly going into sea … etc...

7.W2 Write longer sentences on a limited range of general and curricular topics with support

writing from prompts three turn dialogues [suggestion. .reject

idea.. further suggestion]

7.R1 Recognise, identify and sound an increasing range of language at text level with support

reading out dialogue exchanges with another student

Resource:

worksheet: dialogues to complete e.g.

7.R4Understand the main points of short simple texts on a limited range of general and curricular topics by using contextual clues.

reading short texts about gift ideas when visiting people

Resource:

multiple-matching task: learners match gifts to an age group suitable for

7.L8Recognise the opinion of the speaker(s) in basic, supported talk on a limited range of general and curricular topics.

listening to short conversations about suggestions for gifts

Resource:

multiple-choice task; 3 images {which one do they choose?]

7.UE15 Use common verbs followed by verb + ing patterns.

focusing on gerund structure in making suggestions with

Try … what about … how aboutResource:

worksheet: dialogue completion / matching tasks

7.W4 Use joined-up handwriting in an increasing range of written work writing suggestion caption bubbles

7.S7Interact in short, basic exchanges on a limited range of general and curricular topics.

discussing with other learners how to solve a number of different puzzles

Comment

prepare cut out letter H pieces bring match sticks for each group.

40


Resource:

worksheet: caption bubbles to complete with suggestions to people having problems in images worksheet: instructions for puzzles: letter H puzzle /

various matchstick

7.UE12Use shall [interrogative] to make offers and will to ask about future intention on a limited range of general and curricular topics

focusing on the language of offers and expressing intention

Resource:

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

7.R7

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

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

Resource:

worksheet: multiple matching main body of joke to punch line e.g.

A: I’ll have the ‘as much as you can eat... for just a dollar ‘menu please...

B .Of course, sir. Here you are. A: What’s that? B: Your one chopstick.


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

Resource:

multiple-matching task worksheet: dialogues to complete e.g. A I don’t want to go alone. B Alright

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

listening to what speakers say and matching appropriate responses

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

writing responses [offers /expressing intentions] to text messages

Resource:

worksheet: responses to match to offers / expressing intentions e.g. Hang on You will. Who knows?

7.W2 Write longer sentences on a limited range of general and curricular topics with support writing 4-5 sentences about the trip.

Resource:

worksheet: text messages to respond to e.g. I am not feeling well. Won’t be in school today

7.UE7 Use a limited range of simple perfect forms …[regular and Irregular] to talk about experiences focusing on simple perfect forms

Resource:

worksheet: matching sentence halves: e.g. I haven’t had my lunch at home I’ve left a mobile phone before I’ll share my lunch with you.


writing offers as responses to statements in previous task

7.S7 Interact in short, basic exchanges on a limited range of general and curricular topics.

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

7.S2 Ask questions to find out general information on a limited range of general and curricular topics.

playing a letter swap game. At each turn a player says: Shall I take a letter or will you swap a letter?

swap = you receive a letter / give one way Take = take one from pack and put at bottom of pack

41


Unit 3. Enjoying yourself

S y l l a b u s Codes Learning Objective Activities

7.S1 Provide basic information about themselves at sentence level on a limited range of general topics matching free time activities to the pictures

Resource:

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


listening to people getting ready to do different things

Resource:

multiple-matching task: [where are they going?]


reading about different young people’s hobbies

Resource:

multiple-matching tasks


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

Resource:

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

7.UE10Use present continuous forms to talk about future arrangements on a limited range of general and curricular topics

focusing on present continuous for future arrangements

7.W1 Plan, write and check sentences on a limited range of general and curricular topics with support Writing sentences

7.UE7 Use a limited range of simple perfect forms …[regular and irregular] to talk about experiences focusing on the simple perfect form

Resource:

worksheet: completing a find someone who task sheet with verbs Has _____ to the zoo Has _____ a horse etc... worksheet above


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

7.L2 Understand an increasing range of unsupported basic questions which ask for personal information

Listening to conversations about what someone thinks of different places.

Comment:

pass blogs round the room clockwise giving learners time to write something each timeResource:

worksheet: tick Speaker 1 [approving / disapproving face]


Writing ‘a pass round room’ blog. Each student writes a sentence saying where they are planning to go / what they are planning to do … followed by the question Has anyone been?

Resource:

a sheet of paper for each student to start their blog on

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

talking about what older people / generations did to amuse themselves

Comment:

read out fullest blogs give learners task of bringing to next class oldest photo they can find of family members having fun

42


Resource:

- worksheet: images tick which things are still popular today- worksheet postcard images to prompt make a list


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

Resource:

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


talking about the photos learners have brought in

Comment

project photos if possibleResource:

photos T asked learners to bring in previously


talking about whether something looks fun, scary or tiring

Resource:

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

7.UE12Use common verbs followed by infinitive verb / verb + ing patterns on a limited range of general and curricular topics

focusing on verbs common followed by –ing pattern

Resource:

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


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

Resource:

worksheet: where’s the best place to take …

7.W5 Link sentences using basic coordinating connectors with some support

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

Resource: guided writing prompts

MODULE 2. SIGHTS AND SOUNDS Unit 4. Tastes Sounds Smells


7.S4 Use basic vocabulary for an increasing range of general and curricular topics talking about the senses and parts of the body

Resource

worksheet: completion task I ___ things with my eyes I ____ things with my tongue hear look at listen to touch feel see touch smell

7.W7 Spell most familiar high- frequency words accurately during guided writing activities

listening to different sounds and writing down what they are and reporting: I could hear

Comment:

open the window or take learners outside and ask them to note down what they can hear.

43


Resource:

worksheet: completion What’s cooking? Something ___ nice recording of different sounds e.g. door opening, opening a can etc...

7.S3 Give an opinion at sentence level on a limited range of general and curricular topics talking about smells that are nice, bad, dangerous

7.UE7 Use I think / I know to express basic opinions on a limited range of general and curricular topics

focusing on the I think, I know structure. Passing round darkened smell jars and learners tell their partner and write down what they think the smell is

Comment:

prepare darkened smell jars e.g. with toothpaste, vinegar, lemon, garlic, soap etc...Resource:

worksheet: grid nice bad dangerous perfume rubbish smoke

7.W3 Write short sentences which describe people, places and objects with support writing sentences about the pictures for each verb.

7.R6Recognise the difference between fact and opinion in short, simple texts on a limited range general and curricular topics

reading short dialogues about reactions to things [senses]

Comment:

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

worksheet: circle whether the speaker knows or thinks She knows / thinks it tastes of lemon.


talking about what something is by looking at partial pictures


talking about adjective opposites

Resource:

worksheet: match words to anagram opposites: bitter / ewest hard / osft

7.UE3Use common, simple comparative adjectives to give personal information and on a limited range of general and curricular topics

focusing on comparative forms of adjectives

Resource:

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


reading short texts and working out what something is

Resource:

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


writing sentences about things learners like/don’t like. Learners complete grid then write sentences

Resource:

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


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

Resource:

worksheet: jumbled picture experiment sequence touching things with your bare foot on a board on floor

7.UE8 Use imperative forms with direct and indirect object forms to give a short sequence of instructions focusing on giving instructions


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

Resource:

worksheet: matching instructional verbs and prepositions to images

44


7.R2 Read and follow familiar instructions for classroom activities with some support reading instructions for performing a classroom

Comment:

prepare range of follow-up questions on experiment? Who felt a number on their back? What was the number?

Resource:

worksheet: item 1 is / he / she said instructions to match to


touch experiment, learners then perform the experiment, compare results and then answer teachers questions

Resource:

images / sequence e.g. write down five things that you can draw with your finger on your partners back e.g. a number, letter etc… do not show your partner make sure one of the things is a five-letter word

7.L3 Understand an increasing range of unsupported basic questions on general and curricular topics conducting a class ‘senses’ challenge and quiz

Comment:

write quiz questions in different roundsResource:

different quiz rounds- picture flash / What could you see? - What did you feel in the bag?

7.W4 Use joined-up handwriting in an increasing range of written work writing a poem entitled From my window

Comment:

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

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

Unit 5. Colours and Patterns


7.S3 Give an opinion at sentence level on a limited range of general and curricular topics talking about what colours there are in a rainbow

Resource:

worksheet: images of different colours, learners tick rainbow colours

7.L5Understand most specific information and detail of short, supported talk on a range of general and curricular topic

listening to and learning ‘the rainbow’ song

Resource:

worksheet above learners tick colours they hear

7.UE4Use determiners a, the, some, any, this, these, that, those to give personal information and on a limited range of general and curricular topics

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

Resource:

worksheet completing rainbow song lyrics before singing the song


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

Comment:

pre-teach some key pattern words plain, stripe, star, check pattern, circle, dotsResource:

worksheet; multiple- choice and open cloze tasks

45



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

Resource:

multiple-matching task display opportunity


reading descriptions of animals and drawing patterns / colouring them

Resource:

worksheet: outline of ladybird, bee, tiger etc...

7.UE13 Will to ask about future intention on a limited range of general and curricular topics

focusing on the use of ‘will’ to express future intention / outcome

Resource:

worksheet: short dialogue matching e.g. Make sure you’re in the blue team / I’ll try Don’t wear red / I won’t Dress up in bright colours / I will


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

Comment:

small paint sets for groups of learners to experiment withResource:

worksheet: put the number of the dialogue next to the colour


writing instructions for other learners to test a colour mix

Resource:

multiple matching task: colour to a dialogue


listening to other groups instructions and guessing the final word

Resource:

worksheet: guided writing template for writing out five instructions. e.g. mix blue and red and you’ll get brown

7.L7 Understand supported narratives on a range of general and curricular topics

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

Resource:

worksheet: true / false task

7.UE1Use nouns as direct and indirect objects in describing events and actions on a limited range of general and curricular topics

focusing on nouns as direct and indirect objects

Resource:

worksheet: text summary completion

7.R3Read a limited range short simple fiction and non- fiction texts with confidence and enjoyment, with support

reading the second part of the story

Resource:

worksheet: fact completion task


writing sentences to label a colour diagram of a Chameleon

Resource:

- worksheet: image of a Chameleon to colour and label This is its colour when it… etc... Chameleons change … They eat etc…

- worksheet: text summary completion - complete with nouns used as direct, indirect objects


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

46


Resource:

worksheet: ice-cream scoops in cones to colour e.g. I’ll have one chocolate and two lemon.


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

Comment:

prepare different quiz rounds e.g. What colour are a Ladybird’s spots?Resource:

worksheet: choosing the odd-one-out in each category: e.g. traffic lights: red pink orange green clouds: white dark blue grey


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

Comment:

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

Unit 6. Same or Different



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

Resource:

worksheet: pairs of items e.g. six fifteen, a quarter past six / when’s your birthday / what’s your date of birth

7.L8Recognise the opinion of the speaker(s) in basic, supported talk on a limited range of general and curricular topics

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

Resource:

- worksheet: speaker 1 circle correct answer:- same or different

7.UE16 Use conjunction because to give reasons on a limited range of general and curricular topics

focusing on language of reasons in explain differences

Resource:

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

7.UE 5 Use why to ask for explanations underlining the odd noun in each of the following sets and giving reasons ‘why’.

Resource:

worksheet: Why are they not the same: e.g. 11o’clock / 23.00

7.S7 Interact in short, basic exchanges on a limited range of general and curricular topics

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

Resource:

pictures of e.g .clock / watch / compass

7.UE3

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

focusing on comparative forms of adjectives

Resource:

worksheet; sentence matching and completion tasks

47


7.S6Communicate meaning clearly using phrases and simple sentences during pair, group and whole class exchanges.

talking about what someone will

say in comparing things in pictures. Learners note down their answers

Resource:

worksheet: pairs / set of pictures e.g. thermometer showing 15 c [Sat] and 18c [Sun]


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

Resource:

learners use answers from previous task and tick or cross if the same


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

Resource:

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


Learners write down what they find out as sentences to be read out.


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

Resource:

worksheet: questions e.g.

7.UE3Use common superlative adjectives to give personal information and on a limited range of general and curricular topics

focusing on superlative forms of adjectives

Resource:

Prepare questions: How old is the world’s oldest person?

7.R6Recognise the difference between fact and opinion in short, simple texts on a limited range general and curricular topics

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

Comment:

guide to primary friendly sites / library sectionResource:

fact or opinion task

7.R8Find books, worksheets and other print materials in a class or school library according to classification with support

researching online and completing a fact-file

Comment:

fact file to completeResource:

display opportunity


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

Resource:

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

7.L6 Deduce meaning from context in short, supported talk on a range of general and curricular topics.

listening to what is said / asked and predicting an emphatic response in agreement e.g. Are you really sure?

Comment:

pre-teach any unknown emphatic words and model one or two short dialogues

48


Resource:

worksheet: emphatic adjectives which learners match to what they hear e.g. Beautiful Much better Lovely Ancient Plenty Positive Terrible Delicious


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


learners act out dialogues for class talking about where student and partner would place themselves on a ‘tachometer’

Resource:

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

7.S7 Interact in short, basic exchanges on a limited range of general and curricular topics.

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

Comment:


Worksheet music: quiet ____ loud

food: plain ____spicy

weather: hot _____ cold, Delicious

hair short ____ long

He likes the clothes: dark _____ bright


writing a short comparative poem about your partner e.g. John likes his food spicy

Spicier than me weather cold Freezing Resource:

worksheet: guided writing template

MODULE 3. ALL ABOUT NATURE

Unit 7. Environment



listening and matching the words to the pictures of nature.

Comment:

pair learners who perhaps don’t normally sit together for this taskResource:

worksheet of nature

7.W1Plan, write and check sentences on a limited range of general and curricular topics with support

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

Resource:



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

Resource:

worksheet: true / false task multiple-matching task

49


7.R8Find books, worksheets and other print materials in a class or school library according to classification with support

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

Resource:

worksheet: text summary completion

7.UE7Use I think... I know... to express basic opinions on a limited range of general and curricular topics

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


talking about the dangers that threaten our country

7.S5Organize talk at sentence level using basic connectors on a limited range of general and curricular topics

talking about kinds of pollution and causes of them

Resource:

worksheet: water, air and land pollution images

7.W3 Write short sentences which describe people, places and objects with support writing about one of the pollution

Resource:

guided writing prompts

7.R2 Read and follow familiar instructions for classroom activities with some support

reading instructions for performing a classroom activities


listening about some environmental problems

Resource:

images of environmental problems

7.S3 Give an opinion at sentence level on a limited range of general and curricular topics talking about the problems and their solutions

7.UE13 Use should for giving advice focusing on modal verb ‘should’ for giving adviceResource:

worksheet: completion task

7.UE9 Use simple present forms on a limited range of general and curricular topics focusing on simple present forms

7.W2Write longer sentences on a limited range of general and curricular topics understand with support

learners write down some sentences on giving advice

Resource:

guided writing prompts


asking and answering about environmental problems

Resource:

worksheet: questions e.g.

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

listening to the radio talk about endangered animals

Resource:

worksheet: images of a endangered animals

7.S5 Organise talk at sentence level using basic connectors on a limited range of general completing the table

Resource:

worksheet: fact completion task

50



focusing on nouns as direct and indirect objects

7.L1 Understand a short sequence of supported classroom instructions listening to short classroom instructions


in groups, doing the project on pandas. Finding some information and writing.

Resource:

worksheet: fact file to complete:


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

Resource:

worksheet: questions

7.W1 Plan, write and check sentences on a limited range of general and curricular topics with support writing about some ways to save our world

Unit 8. Animal Kingdom


7.S7 Interact in short, basic exchanges on a limited range of general and curricular topics

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

Resource:

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

7.UE12

Common prepositions of location, position and direction: at, above, below, behind, between, in, in front of, inside, near, next to, on, opposite, outside, to, under

focusing on prepositions:

Resource:

worksheet sentence matching and completion tasks e.g. Female and male penguins sit / on their eggs

7.L5Understand most specific information and detail of short, supported talk on a range of general and curricular topic.

listening to a description of a snail and labelling its body parts.

Resource:

worksheet: diagram to label with snail parts

7.S3 Give an opinion at sentence level on a limited range of general and curricular topics answering true / false questions about a snail


reading a series of short paragraphs about snails

Resource:

worksheet true / false task use for prediction before reading worksheet: complete text with missing prepositions


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

Resource:

worksheet: completing a text summary with rhyming words from story

7.L9 Identify rhyming wordsfocusing on demonstrative pronouns is asking and answering questions e.g.

What is it this? Whose are those?

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Resource:

worksheet with images of characters / items from the story + What___? / Whose __? etc...

7.UE6 Use demonstrative pronouns to ask and answer basic questions on personal and familiar topics Focusing on pronouns and writing questions


in pairs, discussing and making predictions what will happen to the snail and the whale


reading the second part of the story

Resource:

worksheet: multiple- matching and correcting false statements tasks7.UE12 Use adverbs of sequence first next then


talking about the story by putting jumbled events in order

Resource:

worksheet: jumbled events from the story to order

7.L3 Understand an increasing range of short supported questions on general and curricular topics answering questions about mini- beasts

Comment:

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

worksheet of questions about the mini-beast


mingling activity in which learners ask what someone’s mini-beast is and then ask questions to complete mini-beast grid

Resource:

worksheet grid: Example wings, legs, eat, live, ladybird, centipede


Listening to classroom instructions and response them

Resource:

- worksheet with grid to fill in and space to draw mini-beast.- prepare instructions about where to look, how not to hurt, what to write down about mini-beasts

7.W3 Write short sentences which describe people, places and object with support

listening to instructions for a mini-beast hunt in a small outside area

Comment:

display opportunity with drawingResource:

guided template to complete writing and completing sentences about what they found. e.g. I found

It was _______ and had... It moved


talking about which animal can do what

Resource:

worksheet: grid which animal can jump, walk, swim


reading and matching missing

Resource:

worksheet: descriptions with missing adjectives e.g. as quiet as a ___ / mouse

52



looking at images of animal skeletons with a scale for each one using adjectives to descriptions of animals [adjectives we associate with them]

Learners measure, work out approximate size and talk about what the animal is

7.UE7Use expressions ‘I think / I know’ to express basic opinions on a limited range of general and curricular topics

Completing sentences with own words ‘I think ….. I know………’


matching picture of skulls to rest of animal skeleton

Resource:

worksheet: measurement sentences to complete


listening to short descriptions of skeletons and saying which animal it is

Resource:

worksheet: images of animal skulls and skeletons to match multiple-matching of animal names to images in previous worksheet

MODULE 4. WHAT AND WHEN

Unit 9. Long, long ago


7.S3 Give an opinion at sentence level on a limited range of general and curricular topics talking about what learners know about ‘dinosaurs’

Resource:

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

7.UE9Use simple past regular and irregular forms to describe actions and narrate simple events on a limited range of general and curricular topics

focusing on simple past questions

Resource:

worksheet: did or could? ____ some dinosaurs fly? ____ some dinosaurs only eat plants and leaves?7.UE13 use could as a past form of can


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

Comment:

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



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

Comment:


photos of complete dinosaur fossils for learners to trace

53



writing short ‘dinosaur’ dialogues for their dinosaur characters.

[Read out / use in bubbles in display


talking about what people did long, long ago

Resource:

worksheet: A 1000 years ago

7.UE7 Use I think… /I know… to express basic opinions on a limited range of general and curricular topics

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

Resource:

questions: How did people keep warm? How did people get food? How did they travel around?

7.UE12 Use common prepositions of time on, in, at, after, before to state when things happens/happened/ focusing on time prepositions

Resource:

worksheet: write down a word or draw a picture


listening about when inventions

Resource:

What did people do before electric lights?


talking about when inventions first appeared, looking at old photographs

and saying how long ago something was.Resource:

- worksheet: sentence completion and sentence matching- worksheet learners put inventions in order on timeline:- worksheet: relating to images in previous task sentence completion task photos to put in order and divide

into 3 groups: mum and dad’s time, grandparents time, before grandparent’s time

7.S4 Use basic vocabulary for an increasing range of general and curricular topics

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

Resource:

worksheet: picture prompts witches hat, crown, trees

7.UE17 Use defining relative clauses to give personal information

focusing on defining relative clauses; who/which/where

Resource:

worksheet: name a fairy tale - which has a prince - where someone goes into a forest etc…


listening to short scenes from fairy tales and matching a scene to a story

Resource:



focusing on nouns as direct indirect objects. Learners un- jumble the fact and try and name the fairy tale

Comment:

prompt learners in groups of 3 to think of factsResource:

worksheet: jumbled fairy tale facts. e.g. an apple a girl an old lady gave


writing sentences for other teams to guess ‘ which fairy-tale’

54


Comment:

keep team scores first group to shout out correct answerResource:

a prince gave a sleeping girl a kiss

7.L7 Understand supported narratives on a range of general and curricular topics listening to the first part of the story Aladdin

Comment:

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

worksheet: true / false task

7.S8 Relate basic stories and events on an increasing range of general and curricular topics matching fairy tales to the pictures

7.W8Use full stops, commas, question marks, and speech marks at sentence level with some accuracy when writing independently

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

Resource:

worksheet: images of characters

7.R3Read a limited range short simple fiction and non-fiction texts with confidence and enjoyment, with support

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

Resource:

worksheet; unpunctuated extract multiple-matching and sentence completion tasks

7.L7 Understand supported narratives on a range of general and curricular topics listening to the final part of the story

Resource:

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

Unit 10. It’s Time


7.L1 Understand a short sequence of supported classroom instructions listening to instructions to make a clock face

Comment:

bring copies etc... for each studentResource:

worksheet of pieces to cut out and / or assemble, fill in and colour

7.R2 Read and follow familiar instructions for classroom activities with some support

reading instructions for putting clock hands in different places and recording the time

Resource:

clocks from aboveResource:

- Worksheet: blank clock faces to record answers / match time expressions e.g. half past, quarter to, 20 past etc…

7.UE 2 Use numbers 1 – 100 to count Completing a table


asking and responding to short questions about time

Resource:

worksheet: different time question prompts

55


7.L2Understand an increasing range of unsupported basic questions which ask for personal information

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

Resource:

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


reading different time ‘word’ problems and writing down answers

Comment:

pre-teach words it takes / lastsResource:

Is it half past / a quarter to


talking about different times in student’s day. Learners plot on timeline when they do things

Resource:

worksheet: typical school day timeline / actions to match e.g. breakfast / TV/ bed /

7.UE5 Use when to ask when something happens / happened

focusing on ‘when questions’. Learners ask each other questions about their timelines

Resource:

use another copy of worksheet above to record answers

7.UE12 Use common prepositions of time on, in, at to state when things happen focusing on common time prepositions

Resource:

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


writing about the times student and their partner do things

7.S1Provide basic information about themselves at sentence level on a limited range of general topics

Learners tell each other how long above things take them

Resource:

worksheet: How long does it take John to get ready?

7.UE13Use have (got) to / have to

to express obligationfocusing on have got to / have to

Resource:

worksheet: dialogue completion with correct form [negative and interrogative]

7.L8Recognise the opinion of the speaker(s) in basic, supported talk on a limited range of general and curricular topics

listening to things young people have [got] to do

Resource:

multiple-matching task

7.S5 Organise talk at sentence level using basic connectors on a limited range of general

matching and practising short dialogues relating to obligations

Resource:

worksheet: jumbled three turn dialogues to complete


reading word problems about time/ obligations

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

talking about what you’ve got to do to improve. Learners work in pairs. One turns over a card, the other says what ‘they’ve got to’

56


Comment:

bring cards and place face downResource:

worksheet: solving word problems e.g. It’s four o’clock. You’ve got to be at the dentist’s at a quarter past five cards with comments / complaints on. e.g. ‘we’re late’ [I know, we’ve got go]‘your hands are dirty’ to[I know I’ve got to wash them]


Reading to remember time information posted on walls around the room. Learners go round class and try to memorise info in extracts. Repeat process three times

Comment:

place on walls TV schedules, bus timetables, opening closing times, time differences between different cities etc…

Resource:

questions: what do you remember Rounds 1 2 3

7.UE14

Use common comparative and superlative adverbs to describe and compare things more quickly...best on a limited range of general and curricular topics

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

7.L1 Understand a short sequence of supported classroom instructions Listening to instructions and responding

Resource:

worksheet: sentence completion / matching tasks

7.L3Understand an increasing range of unsupported basic questions on general and curricular topics

listening to instructions for completing short races


sit three learners in a line and give instructions for getting ready / each race

ask class about which of three learners will finish more quickly / faster do it fastest etc…

Resource:

- Race 1: putting inside out socks and shoes to be tied on - Race 2: Put inside out back to front jumper on right way- Race 3 Do up tie etc... - Race 4 Put hair in a bun on head etc...


writing up race results e.g.

Sam put on his socks faster than Joe but Tom did it most quickly.

Resource:

worksheet: 1st 2nd 3rd podium on which learners record result

57



Example of speaking test 5–7 minutes/4 parts

The speaking test is a face-to-face test with a teacher and one student. It lasts approximately 4-5 minutes.

The mark for the speaking test is based on ratings for interactive listening ability, production of appropriate and extended responses, and pronunciation.

Part 1

The teacher asks the student to describe four differences.

Part 2

The teacher shows the student a sequence of four pictures which show a story. The teacher tells the student the name of the story and describes the first picture in the story then asks the student to describe the other three pictures.

Part 3

The teacher shows the student four sets of four pictures where one picture in each set is the ‘odd one out’. The teacher has to identify which picture is the odd one out in the remaining three sets and say why.

Part 4

The teacher asks the student some personal questions on topics such as school, weekends, friends and hobbies.

Summary of the speaking test

Parts Main skill focus Input Expected response

1 Describing two pictures by using short responses Two similar pictures Identify four differences between

pictures

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

Picture sequence Describe each picture in turn

3 Suggesting a picture which is different and explaining why Picture sets Identify odd one out and give

reason

4 Understanding and responding to personal questions

Open-ended questions about student Answer personal questions

Rubric sample for speaking

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

Fluency

Speaks clearly, with little hesitation that does not interfere with communication

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

Speaks with some hesitation, which often interferes with communication

Hesitates too often when speaking, which often interferes with communication

Pronunciation

Pronunciation and intonation are almost always very clear/accurate

Pronunciation and intonation are usually clear/accurate with a few problem areas

Pronunciation and intonation errors sometimes make it difficult to understand the student

Frequent problems with pronunciation

and intonation

VocabularyGood use of vocabulary for describing scene picture

Adequate use of vocabulary for describing scene picture

Weak use of vocabulary for describing scene picture

Inadequate use of vocabulary for describing scene picture

58


Example of reading and writing test 30 minutes/40 items

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

Part 1In this task, learners match words and definitions. There are eight pictures, each with the words that they illustrate written under them, and six definitions. Learners copy the correct words next to the definitions. Part 2Learners look at a picture and six statements, some of which correctly describe the picture and some which do not. Learners write ‘yes’ or ‘no’ as appropriate.Part 3 In this task, learners read a short written dialogue, for which three different responses are given for what the second speaker says in his/her turn. Learners choose the correct response by circling letters.Part 4 Learners read a text and look at the words and pictures in a box next to the text. They then copy the correct words in each of the six gaps. The missing words are nouns, adjectives or verbs (present and past tense). There are two extra words which learners should not use.Learners choose the best title for the story from a choice of three.Part 5 Learners read a story and complete sentences using one, two or three words. The story is divided into three sections, each with an illustration. The pictures do not provide answers to the questions.Part 6 In this task, learners read a factual text which contains five gaps. They choose the correct word from a choice of three and copy the correct words in the gaps. This task has a grammatical focus.

Summary of the reading and writing test


1Reading short definitions and matching to words

Writing words

Labelled pictures and definitions

Copy correct words next to definitions 6

2Reading sentences about a picture

Writing one-word answersPicture and sentences Write ‘yes’/’no’ 6

3Reading a dialogue

Choosing the correct responses

Short dialogue with multiple-choice responses

Choose correct response by circling a letter 6

4Reading for specific information and gist Copying words

Cloze text, words and pictures

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

7

5 Reading a story Completing sentences

Story, pictures and gapped sentences

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

10

6 Reading and understanding a factual text Copying words

Gapped text and 3-option multiple-choice (grammatical words)

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

5

59




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

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

Aim- to develop learners communicative skills in terms of asking questions, expressing ideas

and thoughts, giving and understanding instructions and the narration of events.

- to develop learner control of an increasing range of A2 level structure and vocabulary

- to enable learners to listen to and read texts for an increasing range of global and detailed understanding purposes.

- to develop learner abilities to produce simple, short fiction and non-fiction texts which

communicate messages clearly to their intended audience.

- to encourage learners through the study of English to explore both curriculum content and their own and other people’s cultural identity




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

8.S7 interact in basic exchanges on a growing range of general and curricular topics

UE5 Use questions including tag questions to seek agreement, and clarify use questions What time/what else/next? on a limited range of general and curricular topics

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

60




- to figure out the learner’s load to do lessons

- to take into account the level of learner’s knowledge and skills

- to give instructions to do tasks clearly to learners (how to perform, in what

sequence), especially in terms of creative reading and writing tasks, for instance,

When writing:

- To provide some new vocabularies when writing sentences or a paragraph

- To explain what grammar to use, including conjunctions and transition words,

prepositions, verb tenses, etc.






- To keep notes




LEARNING OBJECTIVES


Listening High A1

8.L1 Understand a sequence of supported classroom instructions

8.L2 Understand a growing range of unsupported basic questions which ask for personal information

8.L3 Understand a growing range of unsupported basic questions on general and curricular topics

8.L4 Understand the main points of extended talk on a range of general and curricular topics with support

8.L5 Understand most specific information and detail of short talk on a range of familiar topics with support

8.L6 Deduce meaning from context in short, supported talk on a growing range of general and curricular topics

8.L7 Understand supported narratives, including some extended talk on a range of general and curricular topics

61


8.L8 Recognize the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics

8.L9 Identify rhymes, and repetition

Speaking High A1

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

8.S2 Ask questions to find out general information on an increasing range of general and curricular topics

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

8.S4 Respond with a limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

8.S5 Organize talk at sentence level using connectors on an increasing range of general and curricular topics

8.S6 Communicate meaning clearly at sentence level during pair, group and whole class exchanges

8.S7 Interact in basic exchanges on a growing range of general and curricular topics

8.S8 Relate basic stories and events on a range of general and curricular topics

Reading High A1

8.R1 Recognize, identify and sound a range of language at text level with some support

8.R2 Read and follow familiar instructions for classroom activities with little support

8.R3 Read short fiction and non-fiction texts an increasing range of general and curricular topics with confidence and enjoyment with some support

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

8.R5 Understand specific information and detail in short, simple texts on a range of general and curricular topics with little or without support

8.R6 Recognize the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics

8.R7 Recognize the attitude or opinion of the writer in short texts on an increasing range of general and curricular topics

8.R8 Use familiar paper and digital reference resources to check meaning and extend understanding with some support

Writing High A1

8.W1 Plan, write, edit and proofread work at text level on an increasing range of general and curricular topics with support

8.W2 Write a sequence of short sentences in a paragraph on an increasing range of general and curricular topics with some support

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

8.W4 Use joined-up handwriting in a range of written work across the curriculum some speed and fluency

8.W5 Link sentences into a coherent paragraph using a variety of basic connectors on a limited range of general and curricular topics with some support

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

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

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

Use of English High A1

8.UE1 Use a growing range of countable and uncountable nouns, including common noun phrases describing times and location, on a range of general and curricular topics

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8.UE2 Use a quantifiers many, much, a lot of, on an increasing range of general and curricular topics

8.UE3 Use an increasing range of comparative and superlative adjectives [both regular and irregular] on an increasing range of general and curricular topics

8.UE4 Use determiners including any each every on an increasing range of general and curricular topics

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

8.UE6 Use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a range of general and curricular topics

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

8.UE8 Use future forms will for predictions and be going to talk about already decided plans on a limited range of general and curricular topics

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

8.UE10 Use present continuous forms to talk about present activities and with future meaning use past continuous forms for background, on a limited range of general and curricular topics

8.UE11

Use be/look/sound/feel/taste/smell like

Use be made of

Make somebody/something + adj on a limited range of general and curricular topics.

8.UE12

Use a limited range of prepositions to talk about time and location

Use preposition like to describe things and about to denote topic

Use preposition of direction to, into, out of, from, towards phrases on a limited range of general and curricular topics

8.UE13Use might may could to express possibility

Use shall [for suggestions] on a limited range of general and curricular topics

8.UE14

Use a growing range of common adverbs [both regular and irregular] simple and comparative forms and adverbs of frequency

Use adverbs of indefinite time yet ever already always

Use adverbs of definite time last week, yesterday on a range general and curricular topics

8.UE15Use common verbs followed by infinitive verb /verb+ ing patterns

Use infinitive of purpose on a limited range of general and curricular topics

8.UE16 Use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of general and curricular topics

8.UE17

Use if clauses (in zero conditionals)

Use where clauses

Use before/after clauses (with past reference)

Use defining relative clauses with which who that where to give details on a limited range of general and curricular topics

- The number of lines in the table will match the total number of learning objectives for

the stage.




- On going


63


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

Module 1 Me and

others

Module 2 Getting here Module 3 Different

Times

Module 4 Stuff

Unit 1 Family and

- Friends

- Unit 2 Routines

- Unit 3 All in a Week

Unit 4 Day and Night

Unit 5 Around Town

- Unit 6 Going Places

Unit 7 Landmarks and

museums

Unit 8 Saving the

earth

Unit 9. What are things made of?

Unit 10 Food around the world

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

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

- modeling language to allow learners see how different areas of language are related, and

thus helping them to assimilate and accommodate new language and to produce

language chunks - providing opportunities for learners to interact in pairs, groups, and plenary

discussion,

helping learners to reach shared meanings and understandings

- continuing to develop learners ability to evaluate and refine their work and participate in

the sharing of the work with others

- using classroom talk to create interest in a task, to break complex tasks into smaller steps,

to focus learners on the aim of a task and to show learners who are unable to do a task

alternative ways of approaching it

- continuing through ICT to expose opportunities for finding, creating and manipulating

information, collaborating in communicating this information to others

64


MODULE 1. ME AND OTHERS

Unit 1. Family and friends

Syllabus code Learning objective Activities

8.S1Provide basic information about themselves and others at sentence level on an increasing range of general topics.

talking about people in your family circle and circle of friends.

Learners complete diagram with names of people and then answer questions from another student.

Comment:

pre-teach/elicit words for relativesResource:

diagram with widening circles me / my close family,/ my relatives / special people

8.S2 Ask questions to find out general information on an increasing range of general and curricular topics focusing on the superlative form of adjectives.

Resource:

worksheet: questions prompts : …. old person you know?

…. good friend you have?

8.UE3

Use an increasing range of comparative and superlative adjectives [both regular and irregular] on an increasing range of general and curricular topics

listening to young people talking about who they are most like.

Comment:

worksheet: multiple-choice task images of three people each speaker describesResource:

worksheet: rewriting sentences. e.g. My mum and I have the same voice. / She sounds…

8.L4Understand the main points of extended talk on a range of general and curricular topics with some support

focusing on verb + like structure

Resource:

poem template to complete

I look……just like me. I sound __________.

___just like me. Etc

8.UE11 Use be/ look/ sound/ feel/ taste/ smell like on a limited range of general and curricular topics Completing a ‘Just like me’

8.UE12 Use preposition like to describe things spell most high-frequency words

Writing sentences and asking questions ‘What does it look like?’

8.W7Spell most high-frequency words accurately for a limited range of general and curricular topics when writing independently

Writing an email to a friend

Comment:

guided writing sample

8.S6 Communicate meaning clearly at sentence level during, pair, group and whole class exchanges

talking about when you send cards and messages to family and special friends.

8.R4Understand the main points of short simple texts on an increasing range of general and curricular topics by using contextual clues

reading different cards and messages

Resource:

worksheet: Have you ever sent ….. [tick / X] Multiple-matching tasks

8.UE6Use basic quantitative pronouns some, any, something, nothing anything on a limited range of general and curricular topics

focusing on use of quantitative

pronouns

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Resource:

worksheet: completing missing pronouns in message extracts e.g. I have lots of comics. Do you want ___?

8.S4Respond with a limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

talking about short greetings and responses.

Resource:

worksheet: matching/finding responses to what others say

8.W6Use appropriate layout at text level for a limited range of written genres on familiar general and curricular topics with some support

writing and replying to short cards messages / notes

Resource:

guided writing prompts for different scenarios...

8.L6Deduce meaning from context in short, supported talk on a growing range of general and curricular topics

listening to the problems that different friends are having

Resource:

multiple –matching: Which friend needs -to see a friendly face

-to rest someone to help etc...

8.UE15Use common verbs followed by infinitive verb / verb + ing patterns use infinitive of purpose on a limited range of general and curricular topics

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

Completing sentences, matching information and making dialogue

Resource:

worksheet: completion, matching and dialogue building tasks

8.S1Provide basic information about themselves and others at sentence level on an increasing range of general topics

talking about what you enjoy doing with friends

Resource:

worksheet: activity Ranking enjoy ....don’t like so much8.S2 Ask questions to find out general information on an

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

Learners mingle and exchange information.Resource:

worksheet: name best place to go swimming / for an ice-cream to eat out etc…


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

Comment:

divide class into teams and keep scores

8.R5Understand specific information and detail in short, simple texts on a range of general and curricular topics with little or without support

reading short texts about what

young people are good at.

Resource:

multiple-matching and yes/not doesn’t say task

8.R7Recognise the attitude or opinion of the writer in short texts on an increasing range of general and curricular topics

focusing on asking tag questions

Resource:

worksheet: matching, completing tasks

8.UE5Use questions, including tag questions to seek agreement, and questions to clarify information on a limited range of general and curricular topics

asking about learners’ talents

You’re a good musician, aren’t you? around the class.

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Resource:

worksheet: put the name of the person in the class who you think can break dance is a good skateboarder is a musician etc

8.S2 Ask questions to find out general information on an increasing range of general and curricular topics Asking and answering questions

8.W3Write factual and imaginative descriptions at text level which describe people, places and objects with support

writing an e-mail to a friend introducing another member of class

Comment:

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

Resource:



listening to instructions on how to make a hand puppet of themselves


sharing information about themselves in a mingling activity

using the puppetsResource:

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

Unit 2 Routines



Talking about how tidy or messy you are.

Resource:

worksheet: always / sometimes / never tidy my things away get food on my clothes wash my cup up close door lose things.

8.S5Organise talk at sentence level using connectors on an increasing range of general and curricular topics

Talking about the order you do things in the morning

Resource:

worksheet: learners order actions get out of bed / comb hair turn on TV/ computer brush teeth / have a drink time line [ before , then , after, first]

8.UE16Use conjunctions when , before, after to link parts of sentences on a limited range of general and curricular topics

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

Resource:

worksheet: sentence matching / completion tasks

8.UE9Use simple present forms to describe routines, habits and states on a limited range of general and curricular topics

Listening about different routines that people have for

‘good luck’

Learners all write down something they do for ‘good luck’ on a piece of paper.


Listening to talk show and answer True or False questions


Rewriting sentences so that they are true about themselves

Resource:

worksheet: prepare sentences

67



Reading the text about Selena and answer. Is this passage about her a) hobbies, b) routines or c) both

Answering questionsResource:

elicit / pre-teach vocabulary for routines

8.UE6 Use determiners including any no each every on a limited range of general and curricular topics

Talking about how much / how little / how often you do things

Resource:

If ‘internet’ guide to primary sites possible display [possible activity using personal puppets from previous unit]


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

Resource:

worksheet: table completion chart showing averages learners put names on, below or above the line


Reading the text and choosing title a) Daily activities at Home b) Weekly activities at Home

Reading the text again and putting the activities in the order they mentioned8.R5

Understand specific information and detail in short, simple texts on a range of general and curricular topics with little or without support

Resource:

worksheet: table completion, pictures of activities

8.UE1Use a growing range of common noun phrases describing times and location, on a limited range of general and curricular topics

Focusing on time and location noun phrases.

Resource:

worksheet: sentence matching and text completion tasks. at lunchtime at break after lunch in the playground etc...


Talking about what is the same/different in our school.

Resource:

- Worksheet: relating to previous listening same / different start of the day clothes /music/ lunch etc...


Listening to pupils from another country describe their school routine

Resource:

grid completion / multiple- matching tasks

8.W2Write a sequence of short sentences in a paragraph on an increasing range of general and curricular topics with some support

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

Resource:



In groups, discussing what plans have been changed

8.W4Use joined-up handwriting in a range of written work across the curriculum with some speed and fluency.

Talking about when your routine changes. Learners then discuss in pairs

another reason why the routine might change. Then read this out and other groups guess which routine they mean.

Resource:

worksheet: learners match routine changes to incomplete reasons e.g.

There’s no school, /There’s snow.

68


8.L4 Understand the main points of extended talk on a range of general and curricular topics with support Listening to voicemails about changes in plan

Resource:


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

Improving punctuation and correcting a poorly written.

Resource:

short text to be corrected


Writing a short note to your teacher explaining a change.

Resource:


8.UE1Use common noun phrases describing times and location, on a limited range of general and curricular topics

Focusing on expressions of time. Focusing on and asking questions about what learners do when

Resource:

worksheet: completion and matching tasks on school days, at weekends,

8.UE5 Use questions What time/What else/next? On a limited range of general and curricular topics

Talking about typical school day and weekend activity

Resource:

question completion tasks


Reading about a typical week of a child from a different part of the world.

Resource:

- worksheet: two timelines school day / weekend learners plot different activity on them e.g. getup / main meal / homework etc.

- fact or opinion /multiple-choice tasks8.S3 Give an opinion at sentence level on an increasing

range of general and curricular topics Talking about adjectives that describe feelings.

Resource:

worksheet: matching adjectives to feeling sketches/faces8.UE11 Make somebody/something + adj on a limited

range of general and curricular topics Focusing on make s/o / sth + adjective structure

Resource:

worksheet: Name something that... makes you sleepy etc

Unit 3. All in a Week


8.W4Use joined-up handwriting in a range of written work across the curriculum with some speed and fluency

Listening to a nurse talking about staying healthy [how much of something per week is good / OK] Researching on-line how much of something you need.

Resource:

research cards for different groups e.g. sleep, salt, water etc… with specific e.g. fizzy drinks / vegetables / sweets etc…

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

Reading about children’s stories from the around world and answering

69



Reading the paragraphs again and completing the table


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

Resource:

- Prepare a table - questions to answer - Poster template

8.R8 Use familiar paper and digital reference resources to check meaning and extend understanding with some support

Focusing on pronouns something, nothing anything.

8.UE6Use pronouns some, any, something, nothing anything on a limited range of general and curricular topics

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

Comment:

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

multiple-matching and check the meaning of the highlighted words tasks


Writing sentences using gerunds


Asking questions and playing a chain game ‘What makes you ………?’

Comment:


worksheet: question completion Do you watch ___ everyday? Is there ___ you always watch with your parents?


writing down eight facts about a programme in groups of three. reading these out one at a time


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

8.W5Link sentences into a coherent paragraph using a variety of basic connectors on a limited range of general and curricular topics with some support

Writing a paragraph about one TV programme

8.UE4 Use determiners including any no each every on an increasing range of general and curricular topics

Focusing on the use of determiners any no each every


Listening to short dialogues and making a list of problems mentioned

70


MODULE 2. GETTING HERE

Unit 4. Day and Night


8.S3 Give an opinion at sentence level on an increasing range of general and curricular topics Talking about when it gets dark

Resource:

Worksheet: winter day timeline /summer day timeline

8.UE9Use simple present forms to describe routines, habits and states on an increasing range of general and curricular topics

Focusing on simple present forms in talking about earth, stars, moon etc...


Reading the passages and giving each one a title

Comment:

you may want to project key orbit diagramsResource:

worksheet: questions What goes round the sun? What comes out at night?


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

Resource:

worksheet: night/day riddles. What appears in the sky ?


Listening and drawing: joining star dots to make star figures shapes. [great bear / hunter / plough / fish (carp) ]

Resource:

worksheet: four different grids every 28 days?

8.S6 Communicate meaning clearly at sentence level during, pair, group and whole class exchanges Talking about what ‘lights’ in the dark are for.

Comment:

pre-teach some words e.g. fox trot, insomniacResource:

worksheet: images of torch, lighthouse, bicycle lights, candles, fireflies, runway lights, street lights , life-vest lights, police siren lights

8.UE16 Use conjunction so …..to link parts of sentences on a limited range of general and curricular topics

Focusing on the use of the infinitive of purpose / conjunction ‘so’

Resource:

worksheet: completion and matching tasks e.g. so cars can see you

8.R6Recognize the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics

Reading about ‘fireflies’

Resource:

table completion yes, no, doesn’t say task


8.L7Understand supported narratives, including some extended talk, on an increasing range of general and curricular topics

Listening to the song Fireflies by Owl City

71


Resource:

worksheet: lyric completion e.g. earth turns stay awake fall asleep worksheet: chorus to sing along to

8.S3 Give an opinion at sentence level on an increasing range of general and curricular topics Talking about day and night animals.

Resource:

worksheet: which animals come out at night bees, rats chickens, cows, foxes bats, owls ,mice, pigeon etc

8.S6 Communicate meaning clearly at sentence level during, pair, group and whole class exchanges Talking about which animals you hear in the night


Listening to the first part of a night-time story: e.g. The owl who was afraid of the dark.

Comment:

perhaps use the abridged versionResource:

worksheet: (pictures and etc) owls mosquitoes cockerels, wolves, ducks etc.

8.UE16Use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of general and curricular topics

Focusing on conjunctions in telling stories

Comment:

pre-teach unfamiliar wordsResource:

worksheet: summary of so far story to complete with conjunctions.

8.W8Punctuate written work at text level on a limited range of general and curricular topics with some accuracy when writing independently

Writing out and putting punctuation into an extract of the story

Resource:

worksheet: short extract including dialogue with no punctuation

8.R3Read short fiction and non-fiction texts on an increasing range of general and curricular topics with confidence and enjoyment, with some support

Reading second part of the night-time story.

Resource:

multiple – matching / text summary completion tasks

8.UE5 Use questions to clarify information What else/next?

Learners practice asking and answering questions by playing a double line game

8.UE10 Use past continuous forms for background actions Focusing on simple past and past continuous questions

Writing three sentences that describe activities happening at the same time

8.UE9 Use regular and irregular forms of past simple on an increasing range of general and curricular topics

Resource:

worksheet: direct comprehension questions

8.S8 Relate basic stories and events on a range of general and curricular topics

Talking about things you do to get ready for bed. Telling another student your night time routine.

Comment:


worksheet: tick the things you do : brush teeth , drink something say good night, read something , comb your hair ,turn off the light etc

8.W1Plan, write, edit and proofread work at text level on an increasing range of general and curricular topics with support

Writing a poem entitled Night Time

Resource:

worksheet: prompts e.g. I can see / I can’t see can hear / I can smell. I feel / I know

72


Unit 5. Around Town



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

Resource:

worksheet: images of apartments bungalow, detached house, beach hut high-rise flats caravan house-boat, terraced house tent, farm


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

Resource:

worksheet: matching images to descriptions bus shelter greenhouse, marquee, tent, pier, kennel, multi- storey car park, barn etc...

8.UE9 Use simple present forms focusing on present simple

8.UE7Use simple perfect forms of common verbs to express what has happened[indefinite time] on a limited range of general and curricular topics

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

Comment:

for this activity do not have previous worksheets in viewResource:

dialogue matching and completion activities Worksheet of all types of house and structures above

8.S2Ask questions to find out general information on an increasing range of general and curricular topics

talking about different types of place around town.

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

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

reading incomplete signs and completing them.Resource:

multiple-matching and multiple-choice tasks

8.UE13 Use might may could to express possibility on a limited range of general and curricular topics

focusing on the use of modal verbs to talk about possibility. Learners speculate about what these things are and which place you might see them

Resource:

worksheet: range of words to complete signs/notices

8.L6 Deduce meaning from context in short, supported talk on a growing range of general and curricular topics

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

Comment:

recycle images of places from previous tasksResource:

worksheet: matching collocations: post mall

car centre

town park

leisure hall

shopping office etc...

worksheet: dialogue completion sketches of things such as bottle bank, flag pole, ticket barrier etc.

73


8.UE5 Use questions, including What time/What else/next? on a limited range of general and curricular topics

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

Resource:

multiple-matching tasks8.S7 Interact in basic exchanges on a growing range

of general and curricular topicslearners model short dialogues Talking about where the questions might be asked

Resource:

worksheet: if the answer is...what’s the question a _______? b No that’s all thanks. a _______? b No not very, about two kilometres.

8.R5 Understand specific information and detail in short, simple texts on a range of general and curricular topics with little or without support

reading different advertisements for things on for young people in town

Resource:

worksheet: dialogue completion/matching. a I don’t have ___ to do b See what’s on TV.


writing: exchanging e-mails with a friend you are visiting for

Comment:

possible display with images from previous taskResource:

multiple- matching tasks

E-mail prompts explain no visit to water park [as planned ask what else can do] write reply to email you receive

8.S6 Communicate meaning clearly at sentence level during, pair, group and whole class exchanges talking about different types of vehicle

Comment:

possible display with images from previous taskResource:

worksheet: completing vehicle words on a tally chart. ca _ , __an , lorr_ , emergenc _, vehicl_, etc

8.UE8 Use future forms will for predictions focus on making predictions

Resource:

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


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

8.S6 Communicate meaning clearly at sentence level during pair, group and whole class exchanges

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.

8.W5 Link sentences into a coherent paragraph using a variety of basic connectors on a limited range of general and curricular topics with some support

writing a paragraph on results Bar chart to complete.

Comment:

possible display opportunity Resource:

- Guided writing template- learners use a tally chart from first activity to note traffic observations for about 20 minutes

74


Unit 6. Going Places


8.S3 Give an opinion at sentence level on an increasing range of general and curricular topics talking about different types of transport

Comment:

Activity 1Resource:

worksheet: completing and sorting words into land, sea, air.


listening and working out which transport situation people are in.

Comment:

Activity 2Resource:

multiple-matching and multiple-choice tasks

8.L8Recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics

reading transport signs and notices and saying where you would see them

Comment:

Activity 3Resource:

multiple-matching tasks e.g. fasten your seatbelts/plane


writing signs and notices for a school bus

Comment:

activity 4 display opportunity


Writing descriptions for signs

Comment:

provide frames for signs and notices to be written inResource:

writing prompts: getting on / off / sitting down / keeping clean / bags etc...

8.S6 Communicate meaning clearly at sentence level during pair, group and whole class exchanges talking about the best way to go places.

Comment:

activity 5Resource:

worksheet: What’s the best way … go to shops go to the countryside

8.UE3


focusing on comparison of adjectives. Completing sentences and a story using comparative and superlative adjectives

Comment:

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

worksheet: completion task : It’s easier It’s quicker … Activity 6


reading a short city transport guide.

75


Comment:

activity 7Resource:

worksheet: matching… more comfortable than...

8.R6Recognise the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics

asking for and following directions on the London Tube map.

Comment:

activity 8

8.L3 Understand a growing range of unsupported basic questions on general and curricular topics Listening to dialogues and matching the situations

Resource:

worksheet: completing ways of asking for directions map of London Tube information gap cards e.g. You are at Leicester Square You want to the Olympic Stadium

8.UE1Use common noun phrases describing times and location, on a limited range of general and curricular topics

focusing on phrases to talk about time and location.

Comment:

activity 9Resource:

worksheet: rewriting There are two buses an hour. There’s a bus every half hour. on the bus. by bus etc.


listening to automated recording of different bus routes and times.

Comment:

activity 10Resource:

map of town places and bus routes


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

Comment:

activity 11Resource: multiple-matching different people’s needs


asking about the things you might need on a school trip.

Comment:


guided writing: prompts on and off ticket stops other people etc... Worksheet: images of different items [tick/ x]


reading a short itinerary / information sheet for a school trip

Comment:


worksheet: matching headings to sections of info sheet

8.UE8Use future forms ‘be going to’ to talk about already decided plans on a limited range of general and curricular topics

focusing on future form ‘going to’ Focusing on infinitive of purpose

Comment:

activity 14

76


Resource:

worksheet: ‘going to’ questions? about information in above reading.

8.UE15 Use infinitive of purpose on a limited range of general and curricular topics

guessing why other learners are going to take things.

Comment:

activity 15


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

Comment: Activity 16Resource:

worksheet: Why questions Why do you need to bring money? Blank cards for learners to write Where are we going to meet?/How much money are you going to need?


researching a more unusual vehicle/means of transport online

Comment:


cards with transport: world’s largest guide to primary friendly sites

cruise ship cable car gondola etc.

8.S5Organise talk at sentence level using connectors on an increasing range of general and curricular topics

presenting a short talk to class about means of transport talking about which one is the‘ transport’ odd-one-out and

Comment:

activity 18 project images of vehiclesResource:

worksheet: questions to answer


Asking three learners questions and completing the table.

What type of transport do you prefer? Why? Other student says why

Resource:

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


asking about the points of the compass and degrees.

Comment:

pre-teach directional words clockwise, turn Resource:

worksheet: completion task worked on in pairs relating to N, S, E, W and NE, SW etc.

8.R3

Read short fiction and non-fiction texts an increasing range of general and curricular topics with confidence and enjoyment, with some support

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

Resource:

worksheet: sentence matching tasks

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MODULE 3. DIFFERENT TIMES

Unit 7. Landmarks and Museums


8.S3 Give an opinion at sentence level on an increasing range of general and curricular topics talking about different national landmarks.

Resource:

- worksheet: name a …

- famous castle / palace

- river/ mountain

- building/stadium etc…

8.UE17Use defining relative clauses with which who that where to give details on a limited range of general and curricular topics

focusing on relative clauses in talking about national landmarks

Resource:

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


listening to people talking about world famous landmarks

Resource:

multiple-matching sketch/ image task


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

Resource:



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

Resource:

prepare a simple set of ICT instructions, learners will need to use a computer alone or in groups


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

Resource:

multiple-matching task Worksheet: local landmarks on a map. [numbered]


Ordering a short jumbled text about a local place of interest. Rewriting the jumbled text by adding information to it.

Resource:

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


talking about the kind of things you find in museums.

Resource:

worksheet: which things might you see?


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

Resource:

weapons /coins / clothes/toys yes, no, doesn’t say task.

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focusing on the use of modal forms [possibility].

Resource:

possibly project images of exhibits in PowerPoint8.UE13 Use might / may, could to express possibility Completing the sentences

Resource:

worksheet: images of exhibits Worksheet: Exhibit 1 It might be I think it’s made of


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

Resource:


8.R3

Read short fiction and non- fiction texts on an increasing range of general and curricular topics with confidence and enjoyment, with some support

researching an exhibit from learners’ culture using the internet.

Comment:

guide to primary friendly sitesResource:

cards with different ancient objects on.8.UE11 Use be made of writing a short description of the exhibit

Resource:

- worksheet: When was it made? What was it made from? Who used it? etc.- guided writing template


telling the rest of the class about your exhibit. But including one false fact.

8.S8 Relate basic stories and events on a range of general and curricular topics [other learners guess the false fact]

8.UE3


team quiz on world landmarks

Comment:

- possibly project images of exhibits in PowerPoint - prepare quiz in

Resource:

quiz visuals and Worksheet: Exhibit 1 It might be I think it’s made of

Unit 8. Saving the earth

Syllabus code Learning objectives Activities


Discussing the following question

Which problem do you have in your country?


Working in groups and talking about the following questions

Which problem is the most serious one in your country?

What can you do to solve this problems?

8.S7 Interact in basic exchanges on a growing range of general and curricular topics Reporting solutions to the class

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Resource:

worksheet: prepare questions


Listening to talks and completing the table

Resource:

prepare a table


Choosing one problem of the earth and writing a paragraph. Use a table in exercise 4b /a list of problems and solutions/

Resource:



reading the text and finding an appropriate picture for the text


Reading the text again and completing the spider gram

Comment:

pre-teach words for the text Resource:

Worksheet: prepare questions

8.UE2 Use quantifiers many , much , a lot of ,a few on an increasing of range general and curricular topics focusing on quantifiers and completing sentences

Resource:

multiple-answer sheets

8.UE6 Use quantitative pronouns some, any, something, nothing, anything

Focusing on quantitative pronouns and completing sentences

Resource:

sentence completion tasks

8.L4 Understand the main points of extended talk on a range of general and curricular topics with support listening to conversation and answering questions

8.UE13Use ‘might may could’ to express possibility use shall [for suggestions] on a limited range of general and curricular topics

building / completing short dialogues and acting these out

Resource:

worksheet: matching statements / questions to responses


talking about what learners can do to keep their town clean and reporting the results of their discussion to the class

Resource:

give learners some new vocabularies and expressions for their discussion


listening to the radio programme and answering question ‘What are they talking about?’


Listening to the radio programme and completing the chart

Resource:

completion task


reading the text and choosing the best title


Working in groups, planning the campaign by using the table and reporting the plan

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Resource:

completion table


Asking and answering where the animals live


Listening to talk about animals and answering True or False questions

8.S3 Give an opinion at sentence level on an increasing range of general and curricular topics Doing the class survey, asking and answering


Reading the magazine article and answering the questions

Resource:

worksheet: question sheets

8.UE7 Use simple present perfect forms of common verbs to express what has happened focusing on present perfect forms and completing,

rewriting sentences8.UE14 Use adverbs of indefinite time yet ever already

always


Reading the leaflet and answering question


Making own leaflet

Comment:display opportunity

Resource:description prompts / template

MODULE 4. STAFF

Unit 9. What are things made of?


8.S3 Give an opinion at sentence level on an increasing range of general and curricular topics talking about what things are made of.

Comment:

prepare a list of common class objects to ask questions onResource:

worksheet: materials word as anagrams.

8.UE11 Use be made of on a limited range of general and curricular topics

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

talking about materials around the school. Learners try and come up with three things in the school made of different materials

Resource:

worksheet: sentence matching / sentence completion Shoes are made of....etc


Choosing 3 things in the classroom and talking what they are made of

Comment:

if context permits get learners to go round school investigatingResource:

worksheet: materials / object grid to complete

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

Comment:

bring small objects to put in feely bagResource:

multiple-matching and true/false tasks


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


talking about the properties of materials

Focusing on comparative adjectivesComment:

pre-teach properties wordsResource:

worksheet grid: waterproof / flexible / transparent / strong /glass/ wood

8.UE3


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

Resource:

worksheet: Which is better for a sun hat plastic or cloth. Why……..

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

talking about why the following are a good / bad idea


Talking why the following things are good or bad ideas

A metal window

A plastic knife

A paper bucket

A rubber shoesResource:

worksheet: Word search sheet rubber shoes plastic cups glass doors etc.

8.S3 Give an opinion at sentence level on an increasing range of general and curricular topics talking about protective clothing

Resource:

worksheet: matching clothing items to different materials to form different


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

Resource:

- compounds e.g. plastic helmet rubber gloves - multiple-matching / sentence completion tasks

8.UE10Use present continuous forms to talk about present activities on a limited range of general and curricular topics

focusing on the present continuous [describing what someone is doing]

Resource:

worksheet: learners match/complete sentence beginnings to images and sentence endings e.g. The diver is wearing a rubber suit / to keep warm

8.UE15 Use infinitive of purpose on a limited range of general and curricular topics focus on infinite of purpose to explain actions


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

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Resource:

worksheet: matching names to character in a street scene


talking about which materials absorb water

Listening to different sounds of materials reacting with water.

Comment:

bring class about 8 different types of paper/material cut into squares plastic tray and a thimble for waterResource:

worksheet: grid completion yes / no / sometimes


learners write down what it sounds like

Resource:

worksheet [optional]: jumbled images to prompt. e.g. rain on an umbrella / sea on the beach.


completing an experiment observation.

Resource:

All the water will go. Some of the water will go. Not much of the water will go Worksheet experiment observation grid newspaper tissue paper cotton wool, etc. Short paragraph to be completed

Unit 10. Food around the world



talking about food that grows in hot places and food that grows in colder places

Resource:

worksheet: Venn diagram and foods to assign to categories e.g potatoes, pineapples


talking about food you like to eat in hotter/colder months

Resource:

worksheet: season timeline learners place foods on it when they eat them


listening about foods that originally come from the world’s rainforests

8.UE9Use simple present forms and simple past regular and irregular on an increasing range of general and curricular topics

focusing on do you / did you questions.

Learners act out model dialogues Do you eat / like / drink … etc

Resource:

multiple-matching task: places shaded and numbered on a map / foods to match e.g. coffee/ Ethiopia

8.S7 Interact in basic exchanges on a growing range of general and curricular topics I do Did you know it comes from … Really, that’s

Resource:

worksheet: dialogue completion Cards indicating a food from previous listening.

8.R3Read short fiction and non-fiction texts on an increasing range of general and curricular topics with confidence and enjoyment, with some support

reading [Part 1] about the 17th century spice island wars e.g. Banda Islands

Comment:

pre-teach: words colony, trade, spices e.g. cloves

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Resource:

correcting false statements task.


listening to a dramatic episode from the story.

Resource:

true/ false task


reading [Part 2] about the resolution of the Spice Island Wars [ New Amsterdam / New York]

Resource:


8.UE16Use conjunctions so , if, when , where, before, after to link parts of sentences on a limited range of general and curricular topics

focusing on conjunctions to link parts of sentences in a jigsaw summary of the spice island story.

Resource:

jumbled half lines of story with conjunctions in bold.


writing a paragraph: How New York got its name

Comment:



8.S6 Communicate meaning clearly at sentence level during, pair, group and whole class exchanges talking about food [dishes] from around the world.

Comment:

possibly show foods on slidesResource:

matching dishes to flags[country of origin] /


listening to general descriptions of different types of food eaten in different countries.

Resource:

guessing where they are from Multiple matching task above

8.UE7Use simple perfect forms of common verbs to express what has happened [indefinite time] on an increasing range of general and curricular topics

focusing on use of perfect forms. Have you ever eaten/tried/ made

Resource:

worksheet: prompts such as food by nation – Mexican etc.


talking about local/traditional and international food.

Resource:

food by colour [ red soup, pink fish] food by cooking [fried boiled etc...] Worksheet: learners list food they eat in each category


Asking about ingredients in food. Reading: matching descriptions of cooking actions to images.

Resource:

worksheet: sort ingredients into what you need to make, cake, soup, salad dressing, pizza etc.

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watching how to make dips. Give instructions and get learners in turn to make.

Resource:

ingredients for making three to five simple

8.UE11 Use be/look/sound/feel/taste/ smell like focusing on structures verb + adjective [smells nice] and be/look/sound/feel/taste/smell like.

Comment:


common dips e.g. Mexican guacamole, Greek tzadziki, Turkish spiced cheese., Indian raita, etc.


learners look, smell and taste and write down responses.


writing a description of how to make their favourite dip.


reading : sorting jumbled recipes

Comment:

prepare recipes as texts for learners to alter on computerResource:

two or three very different recipes e.g. sweet and savoury cut up and jumbled


rewriting a recipe and changing six details

8.R8Use familiar paper and digital reference resources to check meaning and extend understanding with some support

encourage learners to use digital reference resource to help them.

Resource:

give pairs of learners different recipe computer text to alter and print out

8.R3Read short fiction and non- fiction texts an increasing range of general and curricular topics with confidence and enjoyment, with some support

reading altered recipes to spot details that may have been changed

Resource:

different print-outs to different groups

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Using Informal Assessments for English Language Learners

Informal assessments (also called authentic or alternative) allow teachers to track the ongoing progress of their learners regularly and often. While standardized tests measure learners at a particular point in the year, ongoing assessments provide continual snapshots of where learners are throughout the school year. By using informal assessments, teachers can target learners’ specific problem areas, adapt instruction, and intervene earlier rather than later.

Ongoing assessments are particularly important for English language learners (ELLs). Standardized tests in English do not usually reflect ELLs’ true content knowledge or abilities. Informal assessments can provide a more well-rounded picture of their skills, abilities, and ongoing progress. Today’s No Child Left Behind legislation requires that meticulous records be kept on the progress of ELLs. Having these records will make it easier when questions of program placement, special services, and grading arise.

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


Example of listening test Approximately 25 minutes/25 items

There are five parts. Each part begins with one example. All recordings will be played twice.

Part 1

In this task, learners look at a picture which shows people doing different things. Above and below are people’s names. Learners listen to a dialogue between an adult and a child and draw lines from the names to the correct person in the picture.

Part 2

This is a note-taking exercise in which learners listen to a conversation between two speakers and write a word or a number next to five short prompts on a form or page of a notepad. Some misspellings will be allowed for words which are not spelled out on the recording.

Part 3

Learners listen to a conversation which is mainly led by one speaker. They match a list of illustrated words or names with a set of pictures by writing the letter of the correct picture in a box.

Part 4

This task consists of five questions, each a 3-option multiple-choice with pictures. Learners listen to five separate dialogues in which the speakers are clearly differentiated by age or gender. Learners listen and tick the correct picture.

Part 5

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

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Summary of the Listening test


1 Listening for names and descriptions

Picture, names and dialogue

Draw lines to match names to people in a picture 5

2Listening for names, spellings and other information

Form or page of a notepad with missing words and dialogue

Write words or numbers in gaps 5

3 Listening for words, names and detailed information

Picture sets and list of illustrated words or names and dialogue

Match pictures with illustrated word or name by writing letter in box

5

4 Listening for specific information of various kinds

3-option multiple-choice pictures and dialogues

Tick boxes under correct pictures 5

5 Listening for words, colours and specific information Picture and dialogue

Carry out instructions to colour, draw and write

(Range of colours is: black, blue, brown, green, grey, orange, pink, purple, red, yellow)

5

Example of speaking test 7–9 minutes/4 parts

The speaking test is a face-to-face test with a teacher and one student. It can last approximately 5-6 minutes.

The mark for the speaking test is based on a rating for interactive listening ability, pronunciation, production of appropriate and extended responses, and grammar and vocabulary.

Part 1

The student is shown two pictures similar but have some differences. The student looks at the picture, identifies six differences and says how the picture is different.

Part 2

The teacher asks the student questions about a person, place or object, based on a set of question cues. The student responds, using a set of information cues. The teacher asks the student questions based on a set of different question cues.

Part 3

The teacher shows the student a sequence of five pictures which show a story. The student is asked to describe the pictures.

Part 4

The teacher asks the student some personal questions on topics such as school, holidays, birthdays, family and hobbies.

Summary of the speaking test

Parts Main skill focus Input Expected response

1 Understanding statements and responding with differences

Two similar pictures

Oral statements about picture

Identify six differences in candidate’s picture from statements about examiner’s picture

2

Responding to questions with short answers

Forming questions to elicit information

One set of facts and one set of question cues

Answer and ask questions about two people, objects or situations

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3Understanding the beginning of a story and then continuing it based on a series of pictures

Picture sequence Describe each picture in turn

4 Understanding and responding to personal questions

Open-ended questions about candidate Answer personal questions

Sample rubric for speaking

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

Fluency

Speaks clearly, with little hesitation that does not interfere with communication

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

Speaks with some hesitation, which often interferes with communication

Hesitates too

often when speaking, which often interferes with communication

Production of appropriate and extended responses

almost always clear pronunciation, uses appropriate and extended responses

usually clear pronunciation with a few problem areas, uses some appropriate and extended responses

Pronunciation

errors sometimes make it difficult to understand, uses few extended responses

Frequent problems with pronunciation and uses no extended responses

Grammar and Vocabulary

Good use of vocabulary and correct grammar for describing scene picture

Adequate use of vocabulary and grammar for describing scene picture

Weak use of vocabulary and correct grammar for describing scene picture

Inadequate use of vocabulary and correct grammar for describing scene picture

Reading: Peer-assessment

Name:

Date:

- Perform this activity with a classmate.

- Exchange sheets with your classmate.

- Ask the questions on this sheet to your classmate.

- Write your classmate’s responses in the right column.

1. Do you like to read in English? Why? Why not?

2. What do you like to read (books, newspapers, magazines, comics, etc.)?3. How often do you read in English?

4. How often do you read in Mongolian?

5. How long do you read in English (a few minutes, half an hour, an hour, etc.)?6. When do you read in English (morning, afternoon, evening, night)?

7. Where do you read in English (home, school, library, etc.)?

8. What are you reading in English these days?

9. Can you describe what makes a good reader?

10. How can you become a better reader?

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Example of reading and writing test 40 minutes/50 items

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

Part 1

In this task there are 15 words and 10 definitions. The words are not illustrated. Learners match words to the corresponding definition by writing the correct words.

Part 2

Learners look at a picture and seven statements, some of which correctly describe the picture and some which do not. Learners write ‘yes’ or ‘no’ as appropriate.

Part 3

Learners read a dialogue in which the second speaker’s responses are missing. There is a list of possible responses for the second speaker, lettered A–G. Learners select the appropriate response in each case and write the letter in the gap. There is one response which does not fit the dialogue.

Part 4

Learners read a gapped text and look at words in a box beside the text. They then copy the correct word in each of the five gaps. The missing words are nouns, adjectives, verbs (present and past tense) and adverbs. Correct spelling is required. There are four extra words which candidates should not use.

Learners choose the best title for the story from a choice of three.

Part 5

Learners read a story and complete sentences using one, two, three or four words. There is one continuous text and one picture. The picture provides a context for the story but does not provide answers to the questions.

Part 6

In this task learners read a factual text which contains 10 gaps. They choose the correct word from a choice of three and copy the correct words in the gaps. This task has a grammatical focus.

Part 7

Learners read a gapped text often in the form of a diary or a letter. Learners write one word in each of the five gaps. There is no list of words for learners to choose from. Both lexis and grammar are tested in this task.

Summary of reading and writing test


1Reading definitions and matching to words

Copying wordsNouns and definitions Copy the correct words next

to the definitions 10

2Reading sentences about a picture

Writing one-word answersPicture and sentences Write ‘yes’/‘no’ 7

3Reading and completing a continuous dialogue

Writing letters

Half a dialogue with responses in a box

Select correct response and write A–H in gap 5

4Reading for specific information and gist

Copying words

Cloze text with words in a box

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

6

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5Reading a story

Completing sentencesStory, picture and gapped sentences

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

7

6Reading and understanding a factual text

Copying words

Gapped text and 3-option multiple-choice (grammatical words)

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

10

7

Reading and understanding a short text (e.g. page from diary or letter)

Providing words

Gapped textWrite words in gaps

No answer options given5

Example of reading self-assessment I can doLow A1/Mid A1

- I can understand the general idea of simple informational texts and short simple descriptions, especially if they contain pictures which help to explain the text.

- I can understand very short, simple texts, putting together familiar names, words And basic phrases, by for example rereading parts of the text.

- I can follow short, simple written instructions, especially if they contain pictures.- I can follow short, simple written instructions, especially if they contain pictures.- I can understand short, simple messages, e.g. on postcards.

High A1/Mid A1- I can understand short, simple texts containing the most common words, including some

shared international words.- I can understand short, simple texts written in common everyday language.- I can understand short simple personal letters.- I can find specific information in simple everyday material such as advertisements,

brochures, menus and timetables.- I can identify specific information in simple written material such as letters, brochures

and short newspaper articles describing events.- I can understand simple instructions on equipment encountered in everyday life--‐ such

as a public telephone.- I can understand everyday signs and notices in public places, such as streets,

restaurants, railway stations and in workplaces.

Reading rubric for assessing story-reading skills

CATEGORY Proficient Developing Beginning Emerging

Can retell thestory orally

Re-tells the storyin propersequence using a lot of detail.

Re-tells the storyin propersequence anduses somedetail

Re-tells the story orally, may have1 or twomistakes withthe sequence.Uses somedetails

Re-tells thestory, hasseveralmistakes in thesequencing.Uses few details.

Can write asummary ofthe story

Writes 5important detailsabout relevantparts of the story

Writes 3 or 4important detailsabout relevantparts of thestory

Writes 2 or 3 details about the story. May not relevant parts of the story

Writes fewrelevant detailsabout the story

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Can relate thestory topersonalexperiences

Can relateseveral events or characters in the story to personalexperiences

Can relate a few events orcharacters in the story to personalexperiences

Can relate 1event orcharacter in the story topersonalexperience

Is unable tomake anyconnectionswith the eventsor characters in the story

Can formulatequestionsfrom the story

Can ask severalmeaningful andwell formulatedquestionsreferring to thestory

Can ask a fewmeaningfulquestionsreferring to thestory

Can ask 1 or 2questions about the story. Lackdetail

Is unable toformulate anyquestionsreferring to thestory

Canunderstandand usevocabularyfrom the story

Can define anduse several newvocabulary words from the story

can define anduse a few newvocabularywords from thestory

can define 1 or2 new vocabularywords from thestory

Is unable todefine newvocabularywords from thestory

Writer’s name:

Reader’s name:

Date: Type of writing:

This type of writing is…The part I like best is…This piece can be improved by…When you are editing someone’s writing look for these things:

Punctuation• Periods and commas• Question marks• Capital letters(proper names, beginning of sentences)• Quotation mark (“…”)

Spelling

• S-V-O/S-V-C formation• Word/verb agreement• Conjunctions (and, but, then)• Prepositions (on, in, into, under etc)

Articles (a, an, the)Spelling

• Correct spelling

Other

• Neat writing

Overall writing (paragraphs)

• Main idea• Well organized (introduction, body, conclusion)

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

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

Note. The learning outcomes are taught in regular student learning and language practice activities in learning objectives. The improvement of some learning objectives is in accordance to the cognitive levels of Bloom’s taxonomy to assess and evaluate the student’s knowledge and abilities. We show the following learning objectives:


UE11 Begin to use simple forms of reported speech to report statements and commands on a range of general and curricular topics.

9.UE11 Use simple forms of reported speech to report statements and commands on a range of general and curricular topics.

UE14 Use a growing range of prepositions preceding nouns and adjectives in prepositional phrases. Begin to use dependent prepositions following adjectives on a range of general and curricular topics

9.UE14 Use a growing range of prepositions preceding nouns and adjectives in prepositional phrases. Use dependent prepositions following adjectives on a range of general and curricular topics

UE15 Use the pattern verb + object + infinitive give/take/send/bring/show + direct/ indirect object. Begin to use some common prepositional verbs on a range of general and curricular topics

9.UE15 Use the pattern verb + object + infinitive give/take/send/bring/show + direct/ indirect object. Use some common prepositional verbs on a range of general and curricular topics



- to figure out the learner’s load to do lessons

- to take into account the level of learner’s knowledge and skills

- to give instructions to do tasks clearly to learners (how to perform, in what sequence), especially in terms of creative reading and writing tasks, for instance,

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When writing:

- To provide some new vocabularies when writing a paragraph or a description

- To explain what grammar to use, including conjunctions and transition words,

prepositions, verb tenses, etc.






- To keep notes




LEARNING OBJECTIVES


Listening Low A2

9.L1 Understand longer sequences of classroom instructions with little or without support

9.L2 Understand more complex unsupported questions which ask for personal information

9.L3 Understand more complex questions on a range of general and curricular topics with little or without support

9.L4 Understand the main points in both short and extended talk on a range of general and curricular topics with little or without support

9.L5 Understand specific information and detail in both short and extended talk on a range of general and curricular topics with little or without support

9.L6 Deduce meaning from context in both short and extended talk on a range of general and curricular topics with little or without support

9.L7 Understand both short and extended narratives on a range of general and curricular topics with little or without support

9.L8 Recognize the attitude or opinion of the speaker(s) in both short and extended talk on a range of general and curricular topics with little or without support

9.L9 Identify rhymes, onomatopoeia and rhythm

Speaking Low A2

9.S1 Provide detailed information about themselves and others at discourse level on a range of general topics

9.S2 Ask questions to clarify meaning on a range of general and curricular topics

9.S3 Give an opinion at discourse level on a range of general and curricular topics

9.S4 Respond with an increasing flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics

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9.S5 Summarise what others have said on a limited range of general and curricular topics

9.S6Link comments to what others say at sentence and discourse level in pair, group and whole class exchanges

9.S7 Interact in longer exchanges on a wide range of general and curricular topics

9.S8 Relate extended stories and events on a growing range of on general and curricular topics

Reading Low A2

9.R1 Recognise, identify and sound a growing range of language at text level independently

9.R2 Read and follow familiar instructions for classroom activities independently

9.R3 Read short simple fiction and non-fiction texts on a range of general and curricular topics with confidence and enjoyment independently

9.R4 Understand the main points of short, simple texts on a growing range of general and curricular topics by using contextual clues

9.R5 Understand specific information and detail in short, simple texts on a growing range of general and curricular topics independently

9.R6 Recognise the difference between fact and opinion in short, simple texts on a range of general and curricular topics

9.R7 Recognise the attitude or opinion of the writer in short texts on a range of general and curricular topics

9.R8 Use familiar paper and digital reference resources to check meaning and extend understanding independently

Writing Low A2

9.W1 Plan, write, edit and proofread work at text level with some support on a range of general and curricular topics

9.W2 Write about factual and imaginary past events, activities and experiences on a range of general and curricular topics with some support

9.W3 Write about personal feelings and opinions on a limited range of general and curricular topics with some support

9.W4 Use joined-up handwriting in all written work across the curriculum with appropriate speed and fluency

9.W5 Link sentences into coherent text using a variety of basic connectors on an increasing range of general and curricular topics when writing independently

9.W6 Use appropriate layout at text level for an increasing range of written genres on familiar general and curricular topics independently

9.W7 Spell most high-frequency vocabulary accurately for an increasing range of familiar general and curricular topics when writing independently

9.W8 Punctuate written work at text level for an increasing range of general and curricular topics with some accuracy when writing independently

Use of English Low A2

9.UE1 Use a limited range of abstract nouns and compound nouns Use double genitive structures ‘a friend of theirs’ on an increasing range of general and curricular topics

9.UE2 Use a range of quantifiers and cardinal, ordinal numbers and fractions on a range of general and curricular topics

9.UE3 Use a range of participle adjectives and a growing range of adjectives in the correct order in front of nouns on a range general and curricular topics

9.UE4 Use a range of determiners including either, neither, both on an increasing range of general and curricular topics

9.UE5 Use a range of questions including how far , how many times, what + noun on a range of general and curricular topics

9.UE6 Use a range of pronouns including relative pronouns who which that whom whose on a range of general and curricular topics

9.UE7 Use simple perfect forms to express [ recent, indefinite and unfinished past ] on a range of general and curricular topics

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9.UE8 Use a growing range of future forms including be going to [predictions based on present evidence] and will for predictions on a range of general and curricular topics

9.UE9 Use an increasing range of active and passive simple present and past forms and use used to/didn’t use to for past habits/states on a range of general and curricular topics

9.UE10Use present continuous forms with present and future meaning. Use past continuous forms for background, parallel and interrupted past actions on an increasing range of general and curricular topics

9.UE11 Use simple forms of reported speech to report statements and commands on a range of general and curricular topics.

9.UE12 Use a growing range of prepositions preceding nouns and adjectives in prepositional phrasesUse dependent prepositions following adjectives on a range of general and curricular topics

9.UE13 Use a growing range of modal forms including would [polite requests] could [polite requests] needn’t [lack of necessity] should, ought to [ obligation] on a range of general and curricular topics

9.UE14Use a range of adverbs [simple and comparative forms] including adverbs of manner. Use pre-verbal, post-verbal and end-position adverbs on a range general and curricular topics

9.UE15 Use the pattern verb + object + infinitive give/take/send/bring/show + direct/ indirect object Use some common prepositional verbs on a range of general and curricular topics

9.UE16 Use conjunctions while, until, as soon as in relating narratives and if /unless in conditional sentences on a range of general and curricular topics

9.UE17Use if /unless in zero and first conditional clauses Use a range of defining and non-defining relative clauses with which who that whose whom on a range of general and curricular topics

- The number of lines in the table will match the total number of learning objectives for

the stage.




- On going


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

English curriculum content

Module 1. My world

Module 2. Past and Present

Module 3. Different People

Module 4. Making Decisions

Unit 1. All about meUnit 2. At schoolUnit 3. Sports and Fitness

Unit 4. ClothesUnit 5. Time and Special Days Unit 6 Inventions

Unit 7.Survivor’s talesUnit 8.People and Jobs

Unit 9. Calculating Unit10. Making plans

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

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

- modeling language to allow learners see how different areas of language are related,

and thus helping them to assimilate and accommodate new language and to produce

language chunks - providing opportunities for learners to interact in pairs, groups, and plenary discussion,

helping learners to reach shared meanings and understandings

- continuing to develop learners ability to evaluate and refine their work and participate in

the sharing of the work with others

- using classroom talk to create interest in a task, to break complex tasks into smaller

steps, to focus learners on the aim of a task and to show learners who are unable to do a

task alternative ways of approaching it

- continuing through ICT to expose opportunities for finding, creating and manipulating information, collaborating in communicating this information to others

Notes:

- The current model of eight modules per stage is recommended – two per term. Fewer

would give too large a group of objectives to address in one unit. More would be too

fragmented to give coherence to the overall scheme.

- Terminology can vary although consistency is recommended within a school. An audit of

the learning objectives for the whole stage is recommended to ensure coverage.1

- Each objective may be revisited in different ways in different units to continue to develop

new skills in different contexts.

- Some learning objectives will be on going throughout the stage – a grid to show this is

recommended

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MODULE 1. MY WORLD

Unit 1. All about me

Syllabus

CodesLearning Objective Activities

9.S1Provide detailed information about themselves and others at discourse level on a range of general topics

talking about yourself / preferences / habits. Learners mingle and ask / answer. Asking each student to report one interesting thing they found out

Comment:

prepare a sequence of instructions e.g. take your partner’s hand and look into their eyes …Resource:

worksheet: completing statements about yourself e.g. first thing you do in the morning / something you find annoying / how you like to relax / my favourite place is


listening to a sequence of class ‘bonding’ instructions then ask learners to report anything they found out

Comment:

compare the length of your fingersResource:

worksheet: questions to complete question.

9.UE5Use a range of questions including how far, how many times, what + noun on a range of general and curricular topics

focusing on questions you can ask someone about themselves


learners then ask and answer questions

Resource:

beginnings to match to endings e.g. How tall …What colour… What shoe…9.L2 Understand more complex unsupported

questions which ask for personal information Listening to talks and answering


talking about relatives and completing the names of relatives in a family tree

Comment:

pre-teach: relative vocabularyResource:

worksheet: names of relatives, years of birth to complete worksheet: questions to9.S2 Ask questions to clarify meaning on a range of

general and curricular topics Asking and answering questions

Comment:

ask about family members: oldest / youngest etc...

9.R4Understand the main points of short, simple texts on a range of general and curricular topics by using contextual clues

reading about names in different cultures

Resource:

multiple-matching / yes /no / doesn’t say tasks

9.L4Understand the main points in both short and extended talk on a range of general and curricular topics with little or without support

listening to different people explaining how they got their name

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Resource:

multiple – matching and summary completion tasks.

9.W5

Link sentences into coherent text using a variety of basic connectors on an increasing range of general and curricular topics when writing independently

writing a paragraph about different names in your country.

Resource:


9.UE3Use a growing range of adjectives in the correct order in front of nouns on a range general and curricular topics

focusing on adjectives for describing people and their appearance

Resource:

worksheet: sorting adjectives into opposite pairs e.g. long / short wavy / straight

9.L5

Understand specific information and detail in both short and extended talk on a range of general and curricular topics with little or without support

listening to different descriptions

of people

Comment:


- worksheet: ordering adjectives in descriptions - multiple-matching tasks - worksheet: table


talking about and describing yourself and your partner

Resource:

completion of different features

9.W5


writing a description of your hero /idol for a young person’s magazine

Resource:

guided writing template. Meet … If you don’t know her / him check her / him out

9.UE7Use simple perfect forms to express [recent, indefinite and unfinished past] on a range of general and curricular topics

focusing on things you have done before now learners ask and answer questions

Resource:

worksheet: sorting jumbled questions highest been building in what you walk longest ever

9.L6Deduce meaning from context in both short and extended talk on a range of general and curricular topics with little or without support

listening to conversations where people experience things for the first-time.

Resource:

worksheet: matching question beginnings and endings? Have you ever been … completion task: it’s the first time she’s received ___ worksheet sentence completion


talking about things you’ve done / haven’t done


learners then relate statements their partner makes to themselves

Resource:

I’ve never _____a lot I’ve only ever _____.

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9.R5Understand specific information and detail in short, simple texts on a growing range of general and curricular topics independently

reading a short text about the life of young Mozart

9.R6Recognise the difference between fact and opinion in short, simple texts on a range of general and curricular topics

reading about the things Mozart could do / did at different ages all about me ‘dictation’ poem.

Comment:


worksheet: fact or opinion task

9.W1Plan, write, edit and proofread work at text level on a range of general and curricular topics with some support

Dictating to learners 10 to 12 pieces of information about themselves to include in a poem e.g. your shoe size, something about your name, etc...…

Resource:

poem template: I can’t play like Mozart but…

9.R1 Recognise, identify and sound a growing range of language at text level independently learners read out poems

Resource:

learners arrange different information about themselves into a poem

Unit 2. At school



talking about the names of different places around a school

Comments:

pre-teach key school vocabulary e.g. attend, take tests etc...Resources:

a diagram / visual of a typical school in the US learners label the diagram


Working in groups,

Telling each other:

- how you get to school- how many classes you have a day- what your favourite classes are- where and what you have lunch

Resources:

learners tick / cross the things in the diagram they have in their school


reading about a day in the life of a US school

Resources:

multiple-choice / table completion tasks multiple-choice / table

9.L5Understand specific information and detail in both short and extended general and curricular topics with talk on a range of little or without support

listening about a day in the life of a rural school in a developing country

Resources:

completion tasks worksheet: sentence

9.UE14 Use a range of adverbs [simple and comparative forms] including adverbs of manner focusing on comparative adjectives and adverbs

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Resources:

completion / matching tasks comparing their school to too above


reading school signs and notices

Resources:

completion task with jumbled adjectives matching signs to where you’d see them – use above visual

9.UE12 Use some common prepositional verbs on a range of general and curricular topics

focusing on common prepositional

verbsComment:

prepare instruction sequences e.g. face towards the boardResource:

worksheet: matching and completion tasks with common verbs sit up, face towards etc...


listening and following different sequences of classroom instructions


completing from memory with another student weekly class timetable. Learners fill in timetabled lessons and activities

Comment:

pre-teach subjects / names of school activitiesResource:

template of weekly class timetable for learners to fill in worksheet: tick activities you’d like e.g. drama, cooking classes, judo, Put on your timetable above and tell another student


talking about other lessons, activities, clubs they would like in or after school.

9.UE13

Use a growing range of modal forms including would [polite requests] could [polite requests] needn’t [lack of necessity] should, ought to [obligation]

focusing on modals in the context of what you might write in emails / letters

Resources:

- worksheet matching and completion tasks

9.W6Use appropriate layout at text level for an increasing range of written genres on familiar general and curricular topics independently

writing an e-mail to the headmaster about a class / extra lesson you’d like

Comment:

possible display opportunityResources:



listening about schools in the past and what teachers / children used to do

Resources:

labelling task images of: ink well, cane, dunce’s cap, slate, lines book etc...

9.S5 Summarise what others have said on a limited range of general and curricular topics

learners tell each other what they heard about the objects

Resources:

- worksheet: sentence completion relating to images above. e.g. Before pens…

9.UE9 Use used to / didn’t use to for past habits / states on a range of general and curricular topics

focusing on language for talking about habits / states in the past

Resources:

worksheet: text summary completion task

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reading about Victorian children at work and the jobs the used to do

9.W2Write about factual and imaginary past events, activities and experiences on a range of general and curricular topics with some support

writing a diary entry as a Victorian working child

Resources:

multiple-choice / yes no doesn’t say tasks guided writing template


listening to learners talking about different problems at school

Resources:

- multiple-matching tasks


talking about what kind of behaviour causes problems at school

Resources:

worksheet: matching problems to causes.

9.UE17 Use if / unless in zero and first conditional clauses

focusing on conditional forms in talking about behaviour and rules

Comment:

encourage display opportunityResources:

worksheet: completion task if / unless

9.W7Spell most high-frequency vocabulary accurately for an increasing range of familiar general and curricular topics when writing independently

making a poster A Happy School Do’s / Don’ts

Resources:

worksheet: matching sentence halves learners to recycle language from previous tasks e.g Don’t touch someone’s things unless you ask

Unit 3. Sports and Fitness


9.UE1 Use a limited range of abstract nouns and compound nouns

focusing on compound nouns sports equipment / places you play…

Comment:

pre-teach some vocabularyResource:

worksheet: matching compounds tennis racquet, running track worksheet: images of different sports / arranged in squares


talking about the sports you play /things you own

Resource:

worksheet: matching sports / activities to play / do / go

9.L5Understand specific information and detail in both short and extended talk on a range of general and curricular topics with little or without support

listening to a sportsperson talking about their daily regime / things they use do

9.L8

Recognise the attitude or opinion of the speaker(s) in both short and extended talk on a range of general and curricular topics with little or without support

talking about using sports equipment: : learners ask questions to find out what their partner uses pieces of equipment for: Are these running shoes? Do you use the gloves for windsurfing?

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Comment:

- prepare / cut out sports equipment cards for different groups of learners- ensure copies of sports image worksheet are available

Resource:

- multiple-choice / multiple- matching tasks- worksheet [from above]images of different sports each student places different equipment cards


Listening to a talk and choosing the correct answer


Taking turns asking and answering the questions9.UE5

Use a range of questions including how far , how many times, what + noun on a range of general and curricular topics


reading about the life and great moments of an athlete / sports star

Resource:

multiple –choice, yes no doesn’t say tasks

9.R7Recognise the attitude or opinion of the writer in short texts on a range of general and curricular topics

writing: Learners plan and write a series of questions to ask this or another famous sports star for a radio interview … which learners then act out for class

9.W1 Plan, write, edit and proofread work at text level on a range of general and curricular topics with some support

Making a list of sports equipment to do project

9.UE11Use simple forms of reported speech to report statements and commands on a range of general and curricular topics

focusing on reporting simple statements and commands

Resource:

worksheet: learners change direct to reported down simple statements / commands about sports 9.S5 Summarise what others have said on a limited

range of general and curricular topicsreporting what others say to you /tell you to do in a memory game

Resource:

learners write provide context: opening line

9.W5


writing: Learners summarise previous sports star interview into a paragraph.. to be read out as if live post-interview on camera


Reading the article and matching paragraphs to the titles


talking about the different types of exercise learners get

Resource:

worksheet: learners tick and talk about the activities they do

9.S3 Give an opinion at discourse level on a range of general and curricular topics talking about what’s good for what

Resource:

worksheet: labelling image the body / organs


reading about the benefits of doing exercise

102


Comment:


matching activities to what they help with yes / no / doesn’t say and tasks sentence completions


learners write a personal ten-point fitness action plan[resolutions]

Comment:

provide a template /visuals

9.W4Use joined-up handwriting in all written work across the curriculum with appropriate speed and fluency

Working in groups and writing a fitness action plan

Comment:

pre teach key verbs: stretch place etc...Resource:

worksheet: on key exercise verbs


reading instructions on how to conduct a pulse rate experiment

Resource:

- picture sequencing tasks- test completion grid

9.S4

Respond with an increasing flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics

completing a pulse rate experiment and reporting results to whole class

Resource:

worksheet: sentence completion of what test proves

MODULE 2. PAST AND PRESENT Unit 4. Clothes



Talking about what different clothes and accessories can be made of

Resource:

worksheet: matching tasks clothes / accessories to material

9.UE3Use a growing range of adjectives in the correct order in front of nouns on a range general and curricular topics

Focusing on the order of adjectives before nouns

Resource:

worksheet: sorting jumbled adjectives e.g. Black nice leather Italian belt

9.UE9 Use an increasing range of active and passive simple present and forms

Focusing on simple passive forms is made of, can be made from

9.R3Read short simple fiction and non- fiction texts on a range of general and curricular topics with confidence and enjoyment independently

Reading about this year’s must have fashion accessories for boys and girls

Resource:

worksheet: matching and completion tasks necklaces can be made from...

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Telling another student [ranking] your preferences for the accessories. Your partner then

9.S5 Summarise what others have said on a limited range of general and curricular topics Relating your fashion tastes to rest of class

Comment:


multiple-matching guided writing template

9.W6Use independently appropriate layout at text level for an increasing range of written genres on familiar general and curricular topics

Writing a lost property notice.

9.S7 Interact in longer exchanges on a wide range of general and curricular topics Talking about fashion through the ages

Resource:

worksheet images - matching styles to dates.


Reading about clothing and fashion in different historical times

Resource:

diagram labelling and fact or opinion tasks


Ticking fact or opinion and explaining the choice


Reading short advertisements for different clothing and items of uniform

Resource:


9.UE9Use an increasing range of active and passive simple past forms on a range of general and curricular topics

Focusing on language [passive second-hand advertisements] in

Comment:


worksheet: conversion into full sentences; never worn, unwanted present, hardly used, much loved, by last owner

9.W6Use appropriate layout at text level for an increasing range of written genres on familiar general and curricular topics independently

Writing an advertisement for an item to sell

Resource:


Unit 5. Time and Special days


9.L7 Understand both short and extended narratives on a range of general and curricular topics with little or without support

listening about the Roman calendar

Resource:

true / false tasks

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reading and problem-solving tasks around a calendar

Resource:

worksheet: questions for student’s to work out about this year’s calendar.


listening: noting down events dates on the calendar above to

Resource:

complete as listening guide e.g. Circle the second Monday in April

9.UE2Use a range of quantifiers and cardinal, ordinal numbers on a range of general and curricular topics

talking about special calendar days and focusing on ordinal numbers to 31st

Resource:

worksheet: birthdays , national holidays, anniversaries, term dates, How many can you mark on the calendar


reading simple ‘clock / time’ problems relating to digital / analogue am / pm etc… and working out answers

Comments:

pre-teach time ‘word; vocabulary lasts, spends takes, is delayed fortnight, fast / slow etc...Resource:

worksheet: with problems to work out

9.UE12 Use a growing range of prepositions preceding nouns and adjectives in prepositional phrases

focusing on prepositional time phrases with in / at / on and looking at how early / late are used with such phrases

Resource:

worksheet: text completion / time questions student complete then answer. e.g.__ what time does the metro start?

9.S3 Give an opinion at discourse level on a range of general and curricular topics talking about days, hours, second minutes in a

Resource:

cards with numbers 60,366. 28, 14, 2, 365, 52 match to facts: days in a year / weeks in a fortnight


listening about wedding days in two different countries

Comments:

pre-teach: wedding vocabulary ceremony, bride, groom, receptionResource:

multiple-matching / sentence completion tasks


talking about weddings. Learners ask each other about weddings they have been to / heard of and what happened

Resource:

worksheet: timeline before ceremony after words for learners to place on the timeline


reading about a summer fair from history

Resource:

yes / no doesn’t / say task


Reading the short stories about school summer fair and writing the things you can see at the summer fair

105


Resource:

worksheet images tick the things you could see at a summer fair magician, horses etc…

9.UE9Use an increasing range of active and passive simple past forms and used to / didn’t use to for past habits / states

focusing on narrating past events

9.UE10 Use past continuous forms for background, parallel and interrupted past actions Completing story

Resource:

worksheet: sorting jumbled stories

9.UE16 Use conjunctions while, until, as soon as in relating narratives

Focusing on conjunctions and completing sentences

Resource:

worksheet: completing stories putting verbs into correct form


writing a paragraph about a special day. Learners write about something they did / that happened to them that was special

Resource:

write: closing line on board it was a very special day

Unit 6. Inventions


9.S3 Give an opinion at discourse level on a range of general and curricular topics talking about 20th century inventions

Comment:

possibly bring in sets of image cards for learners to sequenceResource:

worksheet timeline activities [ordering]

9.UE9Use an increasing range of active and passive simple past forms on a range of general and curricular topics

focusing on passive forms and by+ agent in talking about inventions and inventors

Resource:

- worksheet: sentence completion - worksheet: famous names/ brands matching

9.L8

Recognise the attitude or opinion of the speaker(s) in both short and extended talk on a range of general and curricular topics with little or without support

talking about what people used to do / use before something was invented

listening Great Inventions in the20th century.

Resource:

worksheet: sentence completion. Before talking films / Before frozen food etc... worksheet: which one came first. e.g. MP3 players / i-Pod worksheet: true / false /


talking about and internet researching what communications devices existed before the phone

Resource:

multiple choice tasks worksheet: images of early telecommunication machines

9.R8 Use familiar paper and digital reference resources to check meaning and extend understanding independently

reading about the invention of the telephone

Comment:possible display opportunity

Resource:yes / no / doesn’t say / multiple-choice task

106



Reading the text and choosing the correct form


writing an imaginary dialogue of Bell’s first phone conversation and acting this out in front of class writing an imaginary telegram from Bell to a friend about successful first phone conversation.

Resource:

guided telegram template


talking about gadgets / technology that learners important. use everyday learners make a list of 8 things they use and rank as most Learners compare lists

9.UE5 Use a range of questions on a range of general and curricular topics

focusing on questions you might want to answer in researching the history of a product

Resource:

worksheet questions to complete Who …Which company

9.R3 Read short simple fiction and non- fiction texts on a range of general and curricular topics with confidence and enjoyment independently

researching in groups a gadget / invention on the internet and in order to answer these questions

Comment:

• guide to primary friendly sitesResource:

When … What … look like? learners use questions as research guide

9.R8

Use familiar paper and digital reference resources to check meaning and extend understanding events on a growing range of general and curricular topics independently

learners prepare a short presentation around 3 images they find relating to their search

Comment:

ICT link help learners save images for subsequent projection display opportunity

9.UE14 Use a range of adverbs [simple and comparative forms] including adverbs of manner

focusing on comparative adverbs and order of adjectives in describing products and their uses

Resource:

worksheet: completing short ads with adjectives and adverbs

9.UE3Use a range of participle adjectives and a growing range of adjectives in the correct order in front of nouns on a range general and curricular topics

talking about new gadgets / products and what they are used for

writing an advertisement for an imaginary product e.g. fold-away bike

Resource:

worksheet: images of gadgets learners speculate about what it is/ does worksheet: new gadget names e.g. the suitcase seat



listening to descriptions of inventions that didn’t work, didn’t catch on

Resource:

worksheet: matching descriptions to images / sketches of inventions.

9.S4


talking about how useful / silly gadgets are learners discuss different pairs of gadgets

Resource:

worksheet: which one’s best?

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MODULE 3. DIFFERENT PEOPLE Unit 7. Survivor’s tales


9.S6Link comment to what others say at sentence and discourse level in pair, group and whole class exchange

Talking about different things you have for safety in different situations

Comments

pre-teach some survival item vocabularyResources

worksheet: matching safety items to activities ... torch, life vest sailing, compass, climbing rope


Listening to the instruction of an airplane safely announcer

Resources

worksheet: learners tick one of two images that corresponds to each instruction


Talking about when something would be of no use to you in an emergency / survival situation

Resources

worksheet clause matching and completion tasks

9.S4


Making sentences using the words

Resources

worksheet with images of compass mobile phone matches dingy radio etc...

e.g. if matches are wet, they don’t work


Reading about a mountain survival situation and rescue

Resources

yes / no / doesn’t say task fact or opinion task

9.R6Recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics

Reading the story and giving the opinion

9.UE15 Use the pattern verb + object + infinitive give / take / send / bring / show + direct / indirect object

Focusing on object patterns in talking about the events in story

Resources

worksheet : correcting a summary of the story

9.W8Punctuate written work at text level for an increasing range of general and curricular topics with some accuracy when writing independently

Punctuating an unpunctuated extract from the story

Resources

worksheet: stream of text to punctuate


Talking about natural disasters and asking another student what they think happens with each one

Comment:

pre-teach natural disaster vocabulary

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Resources

worksheet: learners match natural disasters to parts of the world [on map] where they are common


Reading about natural disasters in headed section: flood avalanche etc...

Resources

multiple matching / completion task learners match missing lines to each section

9.S6Link comments to what others say at sentence and discourse level in pair, group and whole class exchange

Talking about what people should do in different disaster situation.


Listening to an interview in which a survivor recounts her tale of survival

Resources

fact or opinion / multiple choice tasks


Listening to the survivor’s stories and filling in the chart

Resources

worksheet: sentence matching to make true statements about the story

9.S5 Summarise what others have said on a limited range of general and curricular topics Listening to stories again and giving


Focusing on reported speech and remembering what was said

Rewriting direct speech from the story as indirect speech

9.W8Punctuate written work at text level for an increasing range of general and curricular topics with some accuracy when writing independently

Writing a passage of dramatic dialogue from the story

Resources



Talking about [ranking] what you should do first in a survival situation on a desert island

Resources

worksheet: ranking tasks hunt animals build fire find shelter look for food find somewhere to swim etc...

9.UE7Use simple perfect forms to express [recent, indefinite and unfinished past] on a range of general and curricular topics

Using simple perfect form to write a short dairy entry

Resources

- worksheet completion - worksheet [for or since]


Writing a short desert island diary entry. Learners take a sentence from one of previous tasks as their opening line

Comment:

display opportunityResources

Worksheet completion [yet already just never before

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Unit 8. People and Jobs



talking about whose job it is to… listening: ‘What’s my line

Comments:

pre-teach some words focusing on–er –ess –or endingsResources:

worksheet: matching tasks ..help you in a shop… to a compound noun …learners make from jumbled words shop assistant

9.UE1 Use a limited range of compound nouns on a range of general and curricular topics

listening to people describing their job / what they do each day and working out their job’

9.L6

Deduce meaning from context in both short and extended talk on a range of general and curricular topics with little or without support

talking about different things that policemen and policewomen do / don’t do

Resources:

multiple matching tasks

9.UE1Use double genitive structures ‘a friend of theirs’ on a range of general and curricular topics

reading about people who love what they do

Resources:

- worksheet: match words to give activity e.g. control crowds and explain where worksheet: a list of activities tick if police do say who does if police don’t e.g. put out fires

- multiple-matching tasks


focusing on use of double genitive structures

talking about what you heard / what was said asking 5 / 6 learners to read out one line: a cousin of mine is a nurse. Nominating student to report as many as they can remember. e.g. Tania said a cousin of hers is

Comment:

keep team scoresResources:

worksheet: rewriting sentences using double genitive: Sally’s friend is a hairdresser / A friend worksheet: a cousin of mine is ___ a relative of ours is a neighbour … etc... learners complete with people they know

9.L4

Understand the main points in both short and extended talk on a range of general and curricular topics with little or without support

listening to people describing the qualities they need to do their jobs

Resources:


9.UE12Use dependent prepositions following adjectives on a range of general and curricular topics

focusing on prepositions used after adjectives: good at, keen on good with, kind / polite to

Resources:

worksheet: completion and matching tasks

9.W4Use joined-up handwriting in all written work across the curriculum with appropriate speed and fluency

writing down a list of qualities for a job learners read out their descriptions other learners write down what job it is

Comment:

possible ICT / display opportunity writing with photo shopResource:

template: I’m keen on … I’m good at. I’m not bad with / at..etc.... ..so I should be a..?

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9.W3Write about personal feelings and opinions on a limited range of general and curricular topics with some support

writing a paragraph about yourself and what you’d like to be


talking about household jobs / chores learners do / can do

Resources

worksheet: putting chores on a venn diagram: jobs you can do inside / outside house [both

9.L5


Listening to the people’s talk and filling in the chart


reading instructions about conducting a class survey on who does what household chores..

Resource:

tally chart template for learners to write questions on

9.W4 Use joined-up handwriting in all written work across the curriculum with appropriate speed and fluency

writing questions [in groups] for and conducting a class survey using tally charts.

Resource:

different graph templates for showing results

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

presenting result of survey to class by explaining graph

9.UE17

Use if /unless in zero and first conditional clauses

Use a range of defining and non- defining relative clauses with which who that whose whom

Matching sentences using first conditional

focusing on relative clauses to talk about jobs and people who do them

Resource:

worksheet: complete with correct relative pronoun

9.UE6Use a range of pronouns including relative pronouns who which that whom whose on a range of general and curricular topics

punctuating a piece of writing[with no punctuation] in which

Resource:

worksheet: learners complete sentences about people they know My uncle, who _____, works…..

9.L2Understand more complex unsupported questions which ask for personal information

Listening to the short conversations and completing the questions and sentences

Resource:

worksheet: completion task

9.S2 Ask questions to clarify meaning on a range of general and curricular topics Making short dialogues

Resource:

worksheet: prepare sentences which express the situation

9.W8

Punctuate written work at text level for an increasing range of general and curricular topics with some accuracy when writing independently

someone describes their job learners prepare defining relative clause quiz questions for class e.g. think of someone who works up . ladder think of someone with whom a doctor works think of someone whose job is on the beach

listening to and answering questions in a class ‘jobs’ quiz. First student to shout out answer questioner has written on card wins a point

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Comment:

keep team scoresResource:

- worksheet: put commas in relative clause sentences where needed - worksheet: unpunctuated piece of writing

MODULE 4. MAKING DECISIONS

Unit 9. Calculating



talking about numbers and the things [operations] you do with them

Comments

cut out cardsResources

cards: operations symbol and vocabulary matching[= x - + ] etc…


reading to calculate the answers to ‘money’ word problems

Resource

worksheet: with ‘money’ calculation word problems

9.L3Understand more complex questions on a range of general and curricular topics with little or without support

listening: ‘I think of a number’ doing mental maths calculations and writing problems for other

9.UE17 Use if / in zero and first conditional clauses learners which will then be read out for them to solve [Totals / How much change etc…

9.UE2Use a range of quantifiers and cardinal, ordinal numbers and fractions on a range of general and curricular topic

focusing on fractions and percentages

Resources

worksheet: calculating fractions in word problems worksheet: calculating percentage discounts in shops

9.UE5Use a range of questions including how far, how many times, what + noun on a range of general and curricular topics

listening to How many / What percentage questions and giving best estimate as a fraction / percentage

Resources

prepare questions on statistics learners might be able to guess

9.R3

Read short simple fiction and non- fiction texts on a range of general and curricular topics with confidence and enjoyment independently

reading simple logic problems and discussing with other learners how to solve them e.g. chicken, grain and fox

Resources

worksheet: logic problems for learners to read and solve9.L4 Understand the main points in both short

and extended talk on a range of general and curricular topics with little or without support

listening: Line up accordingly, learners listen to instructions about how to line up and race with other groups to organize themselves accordingly

Resources

worksheet: instructions line up according to shoe size / height / month of birth etc…

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reading about palindromes [words numbers that are the same read backwards] and various word and number palindromes for learners to work out and solve

Resources

- prepare questions e.g. Both parents; what’s the palindrome - worksheet: palindrome problems e.g. what was the last year in the 20th century that was a palindrome

9.L3Understand more complex questions on a range of general and curricular topics with little or without support

listening to a quick thinking palindrome quiz

9.UE14Use a range of adverbs [simple and comparative forms] including adverbs of manner

focusing on comparative adverbs[regular and irregular]

Resources

worksheet: completion and matching tasks on comparative adverbs


reading maths problems with adverb questions; who travels more quickly, which one swims faster gets home earlier etc…

Resources

- worksheet: problems and questions - worksheet: Who…… walks further …- …… eats faster …- ….. laughs louder …


discussing personal comparisons with other learners


reading and researching in small groups ideas for a school fair[money-raising stall ideas]

Resources

worksheet: guide to primary friendly sites instructions / websites where to find ideas for primary school fair worksheet: guide to primary friendly sites instructions / websites where to find ideas for primary school fair


discussing in groups and calculating how much money they could make from their stall

Comment

possible display opportunityResources

discussion prompts worksheet price per person, costs, profit, equipment


writing an e-mail to teacher explaining their stall and calculations

Resources


Unit 10. Making Plans



talking about the kinds of things you use for planning

Resources

worksheet: images of things that we use of planning: lists, diary, calendar, post-it notes, note-book, I-phone, I-pod

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listening to different people talking about how they plan things

Resources

multiple-matching images in previous worksheet


reading about different ideas for school charity fund-raising projects

learners choose an idea they think will work for the school in groups and make a plan

Resources

- multiple-matching tasks yes no doesn’t say tasks- guided writing template


giving learners a budget each group presents their idea to the class for learners to vote on best.

Comment

possible display or lead-in to actual fund - raising

9.S8Relate extended stories and events on a growing range of general and curricular topics

Thinking and talking about fundraising ideas at school


reading extracts, reviews, plot synopses of different story class readers and deciding which ones you are going to read over the summer. Learners given a number of books to select

Comment

bring range of readers to classResources

multiple-matching task: titles to genre / type.. worksheet criteria to tick and tally


Reading the holiday plans and punctuating

Comment

possibly show film clips related to stories

9.S4


talking about your choices mingling with other student. Learners find other learners that they can arrange to swap / send readers to

9.UE8

Use a growing range of future forms including be going to [predictions based on present evidence] and will for predictions on a range of general and curricular topics

focusing on ‘be going to’ to talk about decisions [already decided] / resolutions. ‘will’ deciding as you speak

9.S8Relate extended stories and events on a growing range of on general and curricular topics

talking about resolutions, plans and predictions for the summer

Resources

worksheet: list of title

9.W1Plan, write, edit and proofread work at text level on a range of general and curricular topics with some support

writing an e-mail to your teacher about holiday plans / resolutions

Resources

worksheet: completing dialogues with correct verb form.

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9.W8


Making a summer holiday plan and punctuating

Resources

- worksheet: activities tick if already decided / determined to do / possibility guided template:

- readers plan

- English plan

- holiday plans


planning in a small group an internet research challenge

Resources

worksheet: huge collage of similar and different information to find.


deciding who will find what and how. Deciding which search words [maximum 3] to type in reading different internet sources

Resources

Today’s temperature in Rome / name’s of …’s children etc...

9.R8Use familiar paper and digital reference resources to check meaning and extend understanding independently

locating information in class research challenge

Resources

worksheet above


using plan and worksheet above to find as much information as they can in given time limit

9.W7

Spell most high-frequency vocabulary accurately for an increasing range of familiar general and curricular topics when writing independently

reporting back results. Learners write out each piece of information found on a piece of paper

Comment

keep scores

9.S5 Summarize what others have said on a limited range of general and curricular topics

Presenting a plan and giving opinion to other’s talk

9.L8

Recognize the attitude or opinion of the speaker(s) in both short and extended talk on a range of general and curricular topics with little or without support

listening to radio slot about events that are on in the area this weekend

Resources

- worksheet: true / false- worksheet: table completion

9.L5


focusing on use of simple present and present continuous in talking about arrangements, timetables and schedules

Resources

worksheet: text completion tasks

9.UE9 Use an increasing range of active and passive simple present forms reading weekend TV evening schedules

9.UE10 Use present continuous forms with present and future meaning on a range of general and curricular topics

writing an e-mail exchange to a friend suggesting plans for a weekend stay with him / her

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Reading an email exchange and choosing the best title

Resources

multiple-matching / multiple – choice tasks


Reading the bus schedule and answering True or False questions

Comment

possible display opportunityResources

guided writing template integrating content from listening and reading above


Writing an e-mail


Speaking assessment

At the grade 9 learners will be able to produce fluent speaking to express their opinion and interactive listening and speaking ability by participating in whole class or group work. Teacher can use the following types of formative assessment. Either of self-assessment or peer-assessment can be done.

Oral presentation: A short oral presentation can be used for formative assessment. As with first drafts of an essay, there should be a specific focus for formative oral presentations. The focus may be on content, fluency, organization, pronunciation, etc. The final version of the oral presentation is generally summative. Peer evaluation is often used in both formative and summative stages. Peer evaluation works best with a checklist or rubric. Example: Create a new (imaginary) product and try to sell it to the audience.

Play or debate: Preparation for the play or debate is part of formative assessment, but the play or debate itself is often a summative assessment. A short play (or a role-play) will work for intermediate and advanced learners, but a debate works best with more advanced and typically older learners. This is a group assessment. The teacher needs to keep in mind the different roles and expectations for each role in a play, where some learners may be doing much more than others. The roles in a formal debate are more equally divided among the speakers. The audience can serve as peer evaluators; peer evaluation works best with a checklist or rubric.

Examples:

Role-play: Act out the parts in a dialogue in the textbook.

Play: Perform a short play (this could be something that learners create themselves)

Debate: Debate whether or not nuclear power plants should be banned.

Demonstrate/“show me”: This is a physical response to a prompt. It can be formative or summative. The physical response works well with beginners and with young learners. A demonstration can be quite simple or quite elaborate so works with all levels and ages of learners.

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Examples:

Demonstrate how to make your favourite recipe, describing what you are doing in English.

Total Physical Response: Touch your head. Raise your left hand. Close your eyes.

Presentation peer assessment sheet

Name_____

1 2Date:

3 4

Title of presentation____________________________

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

The presentation 1 2 3 4 5

was well-prepared.

began on time

was enjoyable to watch

was well-organized

used interesting materials

Spoke for 2 mins or more

used relevant vocabulary

spoke clearly and confidently (delivery).

Total

Rubric sample of writing a letter

Excellent Good Fair Poor

A format This letter uses correct format.

Either element from the categories is not clearly defined.

This letter does not follow some elements clearly.

Correct formatting is not used in this letter.

Form and content This letter is clear and concise.

This letter mostly is clear.

One of the paragraphs is missing.

The content of this letter does not make sense to the reader.

Language

There are no spelling errors and grammatically correct.

There are minimal

grammar and spelling errors.

There are some

grammar and spelling errors.

There are multiple grammar and spelling errors.

Length The letter is 10 or more sentences.

The letter is 8-9 sentences.

The letter is 5-7 sentences.

The letter is less than 5 sentences.

Punctuation

Writer makes no errors in capitalization and punctuation.

Writer makes 1-2 errors in capitalization and punctuation.

Writer makes 3-4 errors in capitalization and punctuation.

Writer makes more than 4 errors in capitalization and punctuation.

Overall:

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

Collaboration Rubric4 - Thorough Understanding

• Consistently and actively works toward group goals. • Is sensitive to the feelings and learning needs of all group members. • Willingly accepts and fulfils individual role within the group. • Consistently and actively contributes knowledge, opinions, and skills. • Values the knowledge, opinion and skills of all group members and encourages their

contribution. • Helps group identify necessary changes and encourages group action for change.

3 - Good Understanding• Works toward group goals without prompting. • Accepts and fulfils individual role within the group. • Contributes knowledge, opinions, and skills without prompting. • Shows sensitivity to the feelings of others. • Willingly participates in needed changes.

2 - Satisfactory Understanding• Works toward group goals with occasional prompting. • Contributes to the group with occasional prompting. • Shows sensitivity to the feelings of others. • Participates in needed changes, with occasional prompting.

1 - Needs Improvement• Works toward group goals only when prompted. • Contributes to the group only when prompted. • Needs occasional reminders to be sensitive to the feelings of others. • Participates in needed changes when prompted and encouraged. • No respect to others.

Marking grid for writing

LEVEL 2 Me Partner

I have made my writing suit the task and kept on task for at least 100 words.I have included detail to interest the reader such as descriptive words (sometimes).I have spelt simple words correctly and sounded them out appropriately.I have used capital letters and full stops correctly some of the time.I have used clear and neat handwriting (most of the time).I have written in the correct tense (past, present or future) some of the time.I have tried to use different punctuation such as exclamation marks and question marks.

I have tried to break my writing up into sections.

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I think I have done all of them.

LEVEL 3

I have organised my work clearly (a clear beginning, middle and end).I have used capitals, full stops, exclamation marks, question marks correctly.I have used lots of different connectives to link sentences and ideas (next, then etc.)I have used some technical words which suit the subject I am writing about.I have used quotes (speech) and punctuated it mostly accurately.I have used headings and subheadings to break up my writing.

I have written in the correct tense most of the time.

I have used a topic sentence to explain what my paragraph will be about.


LEVEL 4

I have written in the correct style and have thought about the audience.I have used both time connectives and cause and effect connectives throughout.I have used brackets to give extra information or explain a technical term.I have used paragraphs correctly with a topic sentence each time.I have a clear structure to my writing with a beginning that introduces the writing and a summary which sums everything up at the end.My spellings are mostly correct and I have confidently used commas.I have used adventurous language (adjectives, verbs and adverbs).

LEVEL 5

I have used varied sentence openers which are extended.My spellings are nearly all correct and I have use varied grammar correctly (!’?”:;-())I have made my writing lively and interesting and thought about the reader.I have used varied and interesting vocabulary throughout in noun phrases and adverbials.I have confidently used different types of sentence (compound, complex and simple).I have used quotes (speech) and punctuated it correctly and introduced it correctly.I have used alliteration, play on words and other features suited to the task.

I think I have done all of them

My writing is well suited to the task set.


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Performance-based assessments

Performance-based assessments are based on classroom instruction and everyday tasks. You can use performance-based assessments to assess ELLs’ language proficiency and academic achievement through oral reports, presentations, demonstrations, written assignments, and portfolios.

These assessments can include both processes (e.g., several drafts of a writing sample) and products (e.g., team projects). You can use scoring rubrics and observation checklists to evaluate and grade your learners. These assessment tools can help document your ELLs’ growth over a period of time.

When using performance-based assessments, it is important to establish clear and fair criteria from the beginning. It might be helpful to develop these criteria in conjunction with other teachers or specialists at your school. Performance-based assessments promote a wide range of responses and do not typically produce one single, correct answer. Therefore, evaluation of student performances and products must be based on teacher judgment, using the criteria specified for each task.

You can also develop assessment (and instructional) activities that are aimed to your ELLs’ current level of English proficiency. Performance-based assessment activities can concentrate on oral communication and/or reading. Here are examples of commonly-used activity types designed for assessing speaking or reading:

- Reading with partners- Retelling stories- Role playing- Giving descriptions or instructions using visual or written prompts- Oral reporting to the whole class- Telling a story by using a sequence of three or more pictures- Completing dialogue or conversation through written prompts- Debating, either one-on-one or taking turns in small groups- Brainstorming- Completing incomplete stories- Playing games


Example of listening assessment

Self-assessment statement for listening: I can doLow A1/MidA1

- I can understand simple everyday classroom expressions.- I can follow very slow speech with long pauses for me to get the meaning.- I can understand questions and instructions and follow short, simple directions.- I can understand times, numbers and frequently used words and expressions on a

familiar topic.High A1/Low B1

- I can understand enough to manage simple routine exchange without too much effort.- I can generally identify the topic of discussion around me which is produced slowly and

clearly.- I can understand phrases and expressions related to the everyday life situations.- I can understand essential information from short passages on everyday topics which

are spoken slowly and clearly.

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Sample rubric for listeningThis form is designed to help you evaluate a student’s skill in listening. Read the statements below. Then indicate the number from the following scale that reflects your assessment of the student’s mastery of this skill.

1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong1. The student determines exactly what he or she needs to know. 1 2 3 4 52. The student pays careful attention to relevant verbal information. 1 2 3 4 53. The student asks effective questions to clarify verbal information. 1 2 3 4 54. The student encourages others to present information and opinions. 1 2 3 4 5

APPENDIX

(Learning objectives for 6-9 grades)

As grade grows, content expansion is shown in the following tables.

Listening

6th grade Low A1 7th grade Mid A1 8th grade High A1 9th grade Low A2

L1

Understand an increasing range of short, basic, supported classroom instructions

Understand a short sequence of supported classroom instructions

Understand a sequence of supported classroom instructions

Understand longer sequences of classroom instructions with little or without support

L2

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

Understand an increasing range of unsupported questions which ask for personal information

Understand a growing range of unsupported basic questions which ask for personal information

Understand more complex unsupported questions which ask for personal information

L3

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

Understand an increasing range of short unsupported questions on general and curricular topics

Understand a growing range of unsupported basic questions on general and curricular topics

Understand more complex questions on a range of general and curricular topics with little or without support

L4

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

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

Understand the main points of extended talk on a range of general and curricular topics with support

Understand the main points in both short and extended talk on a range of general and curricular topics with little or without support

L5


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

Understand most specific information and detail of short talk on a range of familiar topics with support


L6

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

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

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

Deduce meaning from context in both short and extended talk on a range of general and curricular topics with little or without support

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L7

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

Understand supported narratives on a range of general and curricular topics

Understand supported narratives, including some extended talk, on a range of general and curricular topics

Understand both short and extended narratives on a range of general and curricular topics with little or without support

L8

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

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

Recognize the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics

Recognize the attitude or opinion of the speaker(s) in both short and extended talk on a range of general and curricular topics with little or without support

L9 Understand short songs and rhythms

Identify rhyming words Identify rhymes, and repetition

Identify rhymes, onomatopoeia and rhythm

Speaking


S1

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

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

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

Provide detailed information about themselves and others at discourse level on a range of general topics

S2

Ask questions to find out personal information on an increasing range of general and curricular topics

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

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

Ask questions to clarify meaning on a range of general and curricular topics

S3

Describe basic present and past actions on a limited range of general and curricular topics

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

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

Give an opinion at discourse level on a range of general and curricular topics

S4Use basic vocabulary for a limited range of general and curricular topics

Use basic vocabulary for an increasing range of general and curricular topics

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


S5

Give short, basic descriptions of people and objects at sentence level

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

Organize talk at sentence level using connectors on an increasing range of general and curricular topics

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

S6

Use an increasing range of suitable words, phrases, and sentences during short pair, group and whole class exchanges

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

Communicate meaning clearly at sentence level during pair, group and whole class exchanges

Link comments to what others say at sentence and discourse level in pair, group and whole class exchanges

S7

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

Interact in short, basic exchanges on a limited range of general and curricular topics

Interact in basic exchanges on a growing range of general and curricular topics

Interact in longer exchanges on a wide range of general and curricular topics

S8

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

Relate basic stories and events on an increasing range of general and curricular topics

Relate basic stories and events on a range of general and curricular topics

Relate extended stories and events on a growing range of on general and curricular topics

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Reading


R1

Recognize, identify and sound a limited range of language at text level with support. Recognize the English alphabet in print

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

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

Recognize, identify and sound a growing range of language at text level independently

R2Read and follow familiar instructions for classroom activities with support

Read and follow familiar instructions for classroom activities with some support

Read and follow familiar instructions for classroom activities with little support

Read and follow familiar instructions for classroom activities independently

R3

Begin to read very short, simple, fiction and non-fiction texts with confidence and enjoyment, with support

Read short simple fiction and non-fiction texts on a limited range of general and curricular topics with confidence and enjoyment, with support

Read short fiction and non-fiction texts on an increasing range of general and curricular topics with confidence and enjoyment, with some support

Read short fiction and non-fiction texts on a range of general and curricular topics with confidence and enjoyment, independently

R4

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

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

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

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

curricular topics by using contextual clues

R5

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

Understand some specific information and detail in short, simple texts on an increasing range of general and curricular topics with support

Understand specific information and detail in short, simple texts on a range of general and curricular topics with little or without support

Understand specific information and detail in short, simple texts on a growing range of general and curricular topics independently

R6

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

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

Recognize the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics

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

R7

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

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

Recognize the attitude or opinion of the writer in short texts on an increasing range of general and curricular topics

Recognize the attitude or opinion of the writer in short texts on a range of general and curricular topics

R8Use a simple picture dictionary with more infrequent support

Find books, worksheets and other print materials in a class or school library according to classification with support

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

Use familiar paper and digital reference resources to check meaning and extend understanding independently

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Writing


W1

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

Plan, write and check sentences on an increasing range of general and curricular topics with support

Plan, write, edit and proofread work at text level on an increasing range of general and curricular topics with support

Plan, write, edit and proofread work at text level on a range of general and curricular topics with some support

W2Write short sentences which give basic personal information with support

Write longer sentences on a limited range of general and curricular topics with support

Write a sequence of short sentences in a paragraph on an increasing range of general and curricular topics with some support

Write about factual and imaginary past events, activities and experiences on a range of general and curricular topics with some support

W3Write short familiar instructions for their peers with support

Write short sentences which describe people, places and objects with support

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

Write about personal feelings and opinions on a limited range of general and curricular topics with some support

W4Use joined-up handwriting in a limited range of written work

Use joined-up handwriting in an increasing range of written work

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

Use joined-up handwriting in all written work across the curriculum with appropriate speed and fluency

W5Link words or phrases using basic coordinating connectors with support

Link sentences using basic coordinating connectors with some support

Link sentences into a coherent paragraph using a variety of basic connectors on a limited range of general and curricular topics with some support


W6

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

Use upper and lower case letters accurately when writing names, places and short sentences independently

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

Use appropriate layout at text level for an increasing range of written genres on familiar general and curricular topics independently

W7

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

Spell most familiar high-frequency words accurately during guided writing activities

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

Spell most high-frequency vocabulary accurately for an increasing range of familiar general and curricular topics when writing independently

W8

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

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

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


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Use of English


UE1

Use singular nouns, plural nouns – including some common irregular plural forms – and uncountable nouns, genitive „s/ s‐ to name and label things

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

Use an increasing range of countable and uncountable nouns, including common noun phrases describing times and location, on a range of general and curricular topics

Use a limited range of abstract and compound nouns. Use double genitive structures ‘a friend of theirs’ on an increasing range of general and curricular topics

UE2 Use numbers 1 – 100 to count

Use numbers 1 – 100 to count, use basic quantifiers many, much, not many, a lot of on a limited range of general and curricular topics

Use an increasing range of quantifiers many, much, a lot of on an increasing range of general and curricular topics

Use a range of quantifiers and cardinal, ordinal numbers and fractions on a range of general and curricular topics

UE3

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

Use a limited range of comparative and superlative adjectives

Use common comparative and superlative adjectives to give personal information and on an increasing range of general and curricular topics


Use a range of participle adjectives and a growing range of adjectives in the correct order in front of nouns on a range general and curricular topics

UE4

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

Use determiners a, the, some, any , this, these, that , those to give personal information and on a limited range of general and curricular topics

Use determiners including any each every on a limited range of general and curricular topics

Use a range of determiners including either, neither, both on an increasing range of general and curricular topics

UE5

Use who what and where, how many to ask questions on familiar topics Impersonal you in the question How do you spell that?

Use who what where how many how much to ask questions on a limited range of general and curricular topics. Use why to ask for explanations. Use when to ask when something happens/happened. Use What is/was the weather like? Use What’s the matter?

Use questions including tag questions to seek agreement, and questions to clarify information What time/what else/next? on a limited range of general and curricular topics

Use a range of questions including how far , how many times, what + noun on a range of general and curricular topics

UE6

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

Use demonstrative pronouns to ask and answer basic questions on personal and familiar topics

Use basic personal and demonstrative pronouns, quantitative pronouns some, any, something, nothing anything on a range of general and curricular topics

Use a range of pronouns including relative pronouns who which that whom whose on a range of general and curricular topics

UE7

Use there is / are to make short statements and descriptions Use Have you.. ever…been? to talk about experiences

Use I think... I know... to express basic opinions on a limited range of general and curricular topics. Use a limited range of simple perfect forms…[regular and irregular ] to talk about experiences on a limited range of general and curricular topics

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

Use simple perfect forms to express [ recent, indefinite and unfinished past ] on a range of general and curricular topics

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UE8Use imperative forms [positive and negative] to give short instructions

Use imperative forms with direct and indirect object forms to give a short sequence of instructions

Use future forms will for predictions and be going to talk about already decided plans on a limited range of general and curricular topics

Use a growing range of future forms including be going to [predictions based on present evidence] and will for predictions on a range of general and curricular topics

UE9

Use common simple present forms, including short answer forms and contractions, to give personal information Use common past simple forms [regular and irregular] to describe actions and to narrate simple events including short answer forms and contractions

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

Use simple present forms and simple past regular and irregular forms to describe routines, habits, and states on an increasing range of general and curricular topics

Use an increasing range of active and passive simple present and past forms. Use used to/didn‟t use to for past habits/states on a range of general and curricular topics

UE10

Use common present continuous forms, including short answers and contractions, to talk about what is happening now on personal and familiar topics. Use -ing forms Swimming, Spelling…as nouns to describe familiar and classroom activities

Use present continuous forms to describe events and talk about what is happening now. Use present continuous forms to talk about future arrangements on a limited range of general and curricular topics

Use present continuous forms to talk about present activities and with future meaning. Use past continuous forms for background, on a limited range of general and curricular topics

Use present continuous forms with present and future meaning and past continuous forms for background, parallel and interrupted past actions on an increasing range of general and curricular topics

UE11

Use personal subject and object pronouns, including possessive pronouns mine, yours to give basic personal information and describe things

Use direct and indirect object personal pronouns in descriptions of events and actions on a limited range of general and curricular topics

Use be/look/sound/feel/taste/smell like. Use be made of. Make somebody/something+adj on a limited range of general and curricular topics.

Use simple forms of reported speech to report statements and commands on a range of general and curricular topics.

UE12

Use prepositions of location, position and direction: at, behind, between, in, in front of, near, next to, on, to. Use prepositions of time on in at to talk about days and times. Use with to indicate recipient on personal and familiar topics

Use common prepositions of time on, in, at, after, before to state when things happen. Common prepositions of location, position and direction: at, above, below, behind, between, in, in front of, inside, near, next to, on, opposite, outside, to, under. Use from [origin] with / without [inclusion]. Use be good at + n. Use go for + n on a limited range of general and curricular topics

Use a limited range of prepositions to talk about time and location. Use preposition like to describe things and about to denote topic. Use preposition of direction to, into, out of, from, towards phrases on a limited range of general and curricular topics

Use a growing range of prepositions preceding nouns and adjectives in prepositional phrases. Use dependent prepositions following adjectives on a range of general and curricular topics

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UE13

Use can to make requests and ask permission and use appropriate responses here you are OK. Use must to express obligation. Use have + object + infinitive to talk about obligations. Use will to talk about future intention. Use What/How about + noun /-ing to make suggestions

Use could as a past form of can. Use have (got) to/had to express obligation. Use shall [interrogative] to make offers and will to ask about future intention on a limited range of general and curricular topics

Use might may could to express possibility. Use shall [for suggestions] on a limited range of general and curricular topics

Use a growing range of modal forms including would [polite requests] could [polite requests] needn‟t [lack of necessity] should, ought to [ obligation] on a range of general and curricular topics

UE14

Use adverbs of time and place now today over there to indicate when and where. Use common -ly adverbs to describe actions. Use the adverb too to add information

Use common adverbs of frequency never, a lot. Use adverbs of sequence first next then and direction left right. Use common comparative and superlative adverbs to describe and compare things…more quickly…best on a limited range of general and curricular topics

Use an increasing range of common adverbs [both regular and irregular] simple and comparative forms and adverbs of frequency. Use adverbs of indefinite time yet ever already always. Use adverbs of definite time last week, yesterday on a range general and curricular topics

Use a range of adverbs [simple and comparative forms] including adverbs of manner. Use pre-verbal, post-verbal and end-position adverbs on a range general and curricular topics

UE15

Use ‘Would you like’, ‘Would you like to’ for inviting and using appropriate responses yes please , no thanks. Use declarative what [a/an] + adjective + noun to show feelings

Use common verbs followed by infinitive verb / verb + ing patterns. Begin to use infinitive of purpose. Use want/ask someone to do something. Use be called + n on a limited range of general and curricular topics

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

Use the pattern verb + object + infinitive give/take/send/bring/show + direct/ indirect object. Use some common prepositional verbs on a range of general and curricular topics

UE16Use conjunctions and or but to link words and phrases

Use conjunction because to give reasons on a limited range of general and curricular topics

Use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of general and curricular topics

Use conjunctions while, until, as soon as in relating narratives and if /unless in conditional sentences on a range of general and curricular topics

UE17

Use when clauses to describe simple present and past actions on personal and familiar topics. Use ‘So do I’ to give short answers

Use defining relative clauses with which who where to give personal information

Use if clauses (in zero conditionals). Use where clauses. Use before/after clauses (with past reference). Use defining relative clauses with which who that where to give details on a limited range of general and curricular topics

Use if /unless in zero and first conditional clauses. Use a range of defining and non-defining relative clauses with which who that whose whom on a range of general and curricular topics

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ҮНДСЭН НЭР ТОМЪЁОНЫ ОРЧУУЛГА /Англи-монгол/1 a content агуулга

2 curriculum framework агуулгын хүрээ

3 methodology арга зүй

4 methods and approaches арга, хандлага

5 techniques арга, техник

6 class work анги нийтийн ажил

7 problem solving асуудал шийдвэрлэх

8 group work багийн ажил

9 teaching багшлахуй

10 a teacher’s guide багшийн гарын авлага

11 teacher’s continuous development багшийн тасралтгүй хөгжил

12 teacher’s activity багшийн үйл ажиллагаа

13 teacher-learners’ communication багш, суралцагчийн харилцаа

14 guided writing багшийн зааварчилгааны дагуу бичих

15 fiction/non-fiction text баримтын ба баримтын бус эх

16 self-studying бие даалт

17 a module бүлэг сэдэв

18 a portfolio бүтээлийн сан

19 creative work бүтээлч ажил

20 creative thinking бүтээлч сэтгэлгээ

21 individual work ганцаарчилсан ажил

22 performance гүйцэтгэл

23 a practice lesson дадлага хичээл

24 a sequence дараалал

25 a supported question дөхүүлэх асуулт

26 an extended talk дэлгэрүүлсэн яриа

27 general information ерөнхий мэдээлэл

28 instructions зааварчилгаа

29 an aim, a goal зорилго

30 an objective зорилт

31 reccomendations зөвлөмж

32 knowledge мэдлэг

33 knowledge construction мэдлэг бүтээх

34 a socio-cultural competence нийгэм-соёлын чадамж

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35 a thematic unit нэгж хичээл

36 a unit plan нэгж хичээлийн хөтөлбөр

37 an increasing range гүнзгийрч буй хүрээ

38 multiple intelligences олон талт оюун ухааны чадамж

39 self-assesment, self-evaluation өөрийн үнэлгээ

40 psichomotor өөрийгөө удирдах

41 a wide range өргөн хүрээ

42 a growing range өсөн нэмэгдэж буй хүрээ

43 student-centered teaching суралцагч төвтэй сургалт

44 student’s behaviour суралцагчийн зан байдал

45 a student’s activity суралцагчийн үйл ажиллагаа

46 learners’ motivation суралцагчдын сэдэл тэмүүлэл

47 learner development суралцагчийн хөгжил

48 learners’ communication суралцагчдын харилцаа

49 learners’ needs and interests суралцагчдын хэрэгцээ, сонирхол

50 differentiation суралцагчдын ялгаатай байдал

51 learning суралцахуй

52 learning objectives суралцахуйн зорилт

53 a learning experience суралцахуйн туршлага

54 a scheme of work суралцахуйн удирдамж

55 learning strategies сурах арга барил

56 learning styles сурах хэв шинж

57 teaching / learning enviroment сургалтын орчин

58 teaching / learning materials сургалтын хэрэглэгдэхүүн

59 teaching / learning tools, equipment сургалтын хэрэгсэл

60 learning achievements сурлагын амжилт

61 low secondary education суурь боловсрол

62 a theme, a topic сэдэв

63 affective сэтгэл хөдлөлийн

64 cognitive танин мэдэхүйн

65 specific information тодорхой мэдээлэл

66 project work төсөлт ажил

67 an activity үйл ажиллагаа

68 action research үйлийн судалгаа

69 an assessment үнэлгээ

70 assessment tasks үнэлгээний жишиг даалгавар

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71 an assessment criteria үнэлгээний шалгуур

72 values үнэт зүйл

73 cooperative work хамтын ажил

74 a context хам сэдэв

75 a contextual clue хам сэдвийн дохио

76 a lesson хичээл

77 stages of the lesson хичээлийн үе шат

78 classroom management хичээлийн зохион байгуулалт

79 procedure of the lesson хичээлийн үйл явц

80 classroom research хичээлийн судалгаа

81 cross-curricular links хичээл хоорондын залгамж холбоо

82 quality of the lesson хичээлийн чанар

83 a curriculum, a syllabus хөтөлбөр

84 curriculum devolepment хөтөлбөр боловсруулах

85 evalution of the curriculum хөтөлбөрийн үнэлгээ

86 curriculum framework хөтөлбөрийн хүрээ

87 joined-up handwriting үсэг холбож бичих

88 personal characteristics хувь хүний шинж чанар

89 specific learning outcomes хүлээгдэж буй тодорхой үр дүн

90 general learning outcomes хүлээгдэж буй ерөнхий үр дүн

91 a range ерөнхий сэдвийн хүрээ

92 child development хүүхдийн хөгжил, төлөвшил

93 a discourse level хэл ярианы түвшин

94 a discussion хэлэлцүүлэг

95 an application, use of хэрэглээ

96 limited хязгаарлагдмал

97 a core curriculum цөм хөтөлбөр

98 unsupported questions шууд асуулт

99 critical thinking шүүмжлэлт сэтгэлгээ

100 skills чадвар

101 summative assessment / assessment of learning эцсийн үнэлгээ

102 evaluation of the lesson ээлжит хичээлийн үнэлгээ

103 a lesson plan ээлжит хичээлийн хөтөлбөр

104 inquiry эрэл хайгуул

105 inquire эрэл хайгуул хийх

106 formative assessment / assessment for learning явцын үнэлгээ

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