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LEARNING OBJECTIVESSyllabuscodesCompulsoryElectiveListening Mid A2Listening Mid A2+L1Understand with some support the main points in talk on a range of general and curricular topicsUnderstand with limited support the main points in extended talk on a wide range of general and curricular topicsL2Understand with some support specific information in talk on a range of general and curricular topicsUnderstand with limited support specific information in extended talk on wide range of general and curricular topicsL3Understand with support main points of an argument in talk on a limited range of genera! and curricular topicsUnderstand some of the detail of an argument in extended talk on a wide range of general and curricular topicsL4Understand with support main points of the implied meaning in talk on a limited range of general and curricular topicsUnderstand some of the implied meaning in extended talk on a wide range of general and curricular topicsL5Recognize the opinion of the speaker(s) with support in talk on a limited range of general and curricular topicsRecognize the opinion of the speaker(s) with support in extended talk on a range of general and curricular topicsL6Deduce meaning from context with support in talk on a limited range of general and curricular topicsDeduce meaning from context with support in extended talk on a increasing range of general and curricular topicsL7Begin to recognize typical features at word, sentence and text level of a range of spoken genresRecognize typical features at word, sentence and text level of a growing range of spoken genreL8Understand narratives on a range of general and curricular topicsUnderstand extended narratives on a range of general and curricular topicsSpeaking Mid A2Speaking Mid A2+S1Use formal and informal registers in their talk on a limited range of general and curricular topicsUse formal and informal registers in their talk on a increasing range of general and curricular topicsS2Ask questions to clarify meaning on a range of general and curricular topicsAsk questions to clarify meaning on an increasing range of general and curricular topicsS3Give an opinion at discourse level on a range of general and curricular topicsGive an opinion at discourse level on an increasing range of general and curricular topicsS4Respond with limited flexibility at both sentence and text level to unexpected comments on a range of general and curricular topicsRespond with increasing flexibility at both sentence and text level to unexpected comments on a range of general and curricular topicsS5Summarise what others have said on a limited range of genera; and curricular topicsSummarise what others have said on an increasing range of general and curricular topicsS6Link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesLink comments with increasing flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesS7Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksInteract with peers to negotiate, agree and organize priorities and plans for completing classroom tasksS8Use appropriate subject-specific vocabulary and syntax to talk about a limited range of curricular topicsUse appropriate subject-specific vocabulary and syntax to talk about an increasing range of curricular topicsR1Understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some text typesReading Mid A2R2Understand specific information in texts on a limited range of unfamiliar general and curricular topics, including some text typesR 3Read a limited range of fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics with confidence and enjoymentR 4Understand implied meaning on a limited range of unfamiliar general and curricular topics, including some text typesR 5Recognise typical features at word, sentence and text level in a limited range of written genresR 6Deduce meaning from context on a limited range of unfamiliar general and curricular topics, including some text typesR 7Recognise the attitude or opinion of the writer on a limited range of unfamiliar general and curricular topics, including some text typesR 8Use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understandingR 9Understand the detail of an argument on a limited range of unfamiliar general and curricular topics, including some text typesR10Begin to recognise inconsistencies in argument in short texts on a limited range of general and curricular subjectsWriting Mid A2W1Brainstorm, plan, write and edit written work at text level with support on a range of general and curricular topicsW2Write with some support about factual and imaginary past events, activities and experiences on a range of general and curricular topicsW3Write with support about personal feelings and opinions on a limited range of general and curricular topicsW4Develop coherent arguments supported when necessary by reasons, examples and evidence for a limited range of written genres on general and curricular topicsW5Use with some support style and register appropriate to a limited range of written genres on general and curricular topicsW6Use appropriate layout for a range of written genres on a limited range of general and curricular topicsW7Spell a growing range of high-frequency vocabulary accurately on a range of general and curricular topicsW8Punctuate a range of written work with accuracy on a range of general and curricular topicsUse of English Mid A2UE1Use a range of abstract nouns and compound nounsUse a limited range of gerunds as subjects on a range of general and curricular topicsUE2Use a range of quantifiers for countable and uncountable including several, a plenty of, a number of, and an amount of and fractions and percentages on a range of general and curricular topicsUE3Use a range of comparative structures of adjectives including (not) as...as, like on a range of general and curricular topicsUE4Use a range of determiners including all, half, both (of), in pre-determiner function on a range of general and curricular topicsUE5Use a range of tag questions using a range of simple tenses (present, past, future) on a range of general and curricular topicUE6Use a range of pronouns including reflexive pronouns myself, himself, themselves etc., and indefinite pronouns anybody, anyone and anything and quantitative pronouns everyone, and everything on a range of general and curricular topicsUse possessive adjectives {my, your etc.) in contrast with possessive pronouns {mine, yours etc.) on a range of general and curricular topicsUE7Use a range of simple perfect vs. simple past forms on a range of general and curricular topicsUE8Use a range of present simple vs. present continuous and adverbs of frequency including occasionally, rarely, and frequently on a range of general and curricular topicsUse will for promise, hope, and warning and future continuous forms on a range of general and curricular topics.UE9Use a range of active and passive forms for simple tenses (present, past, future) on a range of general and curricular topicsUE10Use a growing range of present continuous forms to express actions happening around now on a range of general and curricular topicsUE11Use a growing range of direct and indirect speech forms for statements, questions and commands; and some introductory words: say, ask, tell on a range of general and curricular topicsUE12Use a range of adjectives vs. adverbs (in contrast) on a range of general and curricular topicsUE13Use a range of modal forms for a range of functions: have to and must for obligation, have to and need for necessity, may and might for possibility, would and could for polite requests, can and may for permission on a range of general and curricular topics.UE14Use smell/taste/ sound/look/feel/seem + like to indicate manner on a range of general and curricular topicsUE15Use a limited range of infinitive forms after... too/enough on a range of general and curricular topicsUE16Use a range of conjunctions of contrast (although, even though, whereas) and purpose (so that, to) on a range of general and curricular topicsUE17Use Zero, 1 and 2 conditional clauses on a range of general and curricular topicsUse a range of relative clauses including who. which, that, where and when on a range of general and curricular topicsSCHEME OF WORK /compulsory course/This scheme of work is based on a 35-week-academic year, with 4 Modules being covered in 4 terms. Each unit should be covered in 3 weeks based on the provision of 4 hours of classroom English per week.Term 1 (9 weeks/ 36 hours)Term 2 (9 weeks/ 36 hours)Term 3 (9 weeks/ 36 hours)Term 4 (8 weeks/ 32 hours)Module 1. School DaysModule 2. Human DoingsModule 3. From Place to PlaceModule 4. CitizenshipUnit 1. Welcome Back to English Unit 2. Ways of Learning Unit 3. Learning LanguagesUnit 4. Personal Identity Unit 5. Clothing Now and Then Unit 6. On the MoveUnit 7. Celebrations and Places Unit 8. Climate and EnvironmentUnit 9. Good CitizenUnit 10. Helping Others /Volunteering/TERM 1 MODULE 1. SCHOOL DAYS UNIT1. WELCOME BACK TO ENGLISH!SCLearning objectivesActivities and methodologyResourcesS3Give an opinion at discourse level on a range of general and curricular topicsTalking about things students did during their summer holidayWorksheet: given questions:Where did you spend your summer holiday? What did you do?How did you feel?L2Understand with little or no support most specific information in extended talk on a wide range of general and curricular topicsListening to the dialogue between two friends who are talking about how was their holiday.Worksheet: answering true or falseUE14Use smell/taste/ sound/look/feel/seem + like and as to indicate manner on a range of general and curricular topicsFocusing on phrases to indicate manner in statements on how people feel about their holidayMaking sentences using phrases which indicate mannerS6Interact with peers to negotiate classroom tasksStudents talk about their holidayWorksheet: guide questions based on activity 1R10Begin to recognise inconsistencies in argument in short texts on a limited range of general and curricular topicsReading different opinions about summer holidays and identifying an odd opinionWorksheet: short texts on different opinionsW4Develop coherent arguments supported when necessary by reasons, examples and evidence for u limited range of written genres on general and curricular topicsWriting a paragraph about their holiday including how was II liko and reasons and examples that made their holiday boring, exciting and so on. e-Guided writing templateL5Recognise the opinion of the speaker(s) with some support in extended talk on an increasing range of general and curricular topicsListening to people talking about their favourite subjects and reasons why they like themMultiple-matching taskUE4Use a range of determiners including all,half, both [of] in pre-determiner function on a range of general and curricular topicsCompleting summary sentences about discussion aboveSummary of talks in activity 7R9Use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understandingReading findings of the survey on favourite subjects of British studentsWorksheet:true / false / multiple choiceS7Interact with peers to negotiate classroom tasksDoing the class survey to find out who likes which subjectWorksheet: sheet for doing the surveyW3Write with moderate grammatical accuracy on a limited range of general and curricular topics with some supportWriting results of the surveyExample: Most students like English because they think English is fun to learn.Half of them like ... because ...L4Understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topicsListening to different students from very different clubs talk about how they spend their dayWorksheet: decide who takes part in a movie club/ discussion club/ music club/ book clubUE15Use a limited range of prepositional verbs and begin to use common phrasal verbs on a range of general and curricular topicsFocusing on prepositional verbs and common phrasal verbsWorksheet: completing sentences with prepositional verbs and phrasal verbs from the talks in activity 12 Phrasal verbs; take part, come up with, put off and set upPrepositional verbs: agree with, believe in, belongs to and compare withW3Express personal feelings and opinions with some support on a range of general and curricular topicsWriting a paragraph including:Which club you are interested in and take part inWhat advantages they have to improve your English Guided writing template based on activity 12UE12Use a range of adjectives and adverbs to distinguish uses of adjectives and adverbs at sentence and text levelsFocusing on use of adjectives and adverbsCompare how easily / quickly / much better you do these things using different mediaS4Respond with some flexibility at both sentence and text level to unexpected comments on a range of general and curricular topicsDiscussing English clubsWorksheet: discussion questions:Which club are you interested in? Why? What are the advantages of participating in this club?What can you do in this club? Which club is more interesting? In which club do you participate actively?UNIT 2. WAYS OF LEARNINGSCLearning objectivesActivities and methodologyResourcesS3Give an opinion at discourse level on a range of general and curricular topicsHow do you learn new things?Talking to your friend about your experience that you learned something on your own.Worksheet: a set of questionsUE1Use a growing range of abstract nouns and compound nouns.Use a limited range of gerunds as subjects on a range of general and curricular topics.Teacher introduces words related to learning styles.Worksheet: new vocabulary.R3Read a limited range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics with confidence and enjoymentStudents read about learning styles and identify their own learning style.Provide a simple text about learning styles Worksheet on learning stylesS7Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksStudents go around the classroom and find out how many students have the same learning style.Students will use their notebook and pen.UE11Use a growing range of direct and indirect speech forms for statements, questions and commands; and some introductory words: say, ask, tell on a range of general and curricular topics.Students change direct statements into indirect speech using proper introductory verbs.Worksheet: exercise on direct and indirect speeches.R2Understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some text types.Reading about successful people and how they learn things.Worksheet: a reading passage.True, False or Not Mentioned questionsW8Punctuate a range of written work with accuracy on a range of general and curricular topicsSummarizing the similarities and differences of the ways of learning of those successful people using proper punctuation marks.Use a passage from activity 6.W3Develop coherent arguments supported when necessary by reasons, examples and evidence for a limited range of written genres on general and curricular topicsWriting a composition: Do we have to go to school to learn new things or can we learn on our own?A writing template is provided.S6Link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesDo you agree or disagree with this statement? Why or why not?Worksheet: a couple quotations about learning will be provided.L3Understand with support main points of an argument in talk on a limited range of general and curricular topicsHow can we learn using modem technology?Show a short tutorial that teaches how to work on a power point program. Creating a presentation:. youtube. com/watch?v=LTWf8C k8Dk8S5Summarise what others have said on a limited range of general and curricular topicsPresenting about a famous person who is a great learner and talk about how /he/she learns new things.Using the tutorial, students will make a short presentation on Power Point.UE3Use a limited range of comparative structures of adjectives of degree including (not) as...as, on a range of general and curricular topics.Students compare and contrast different people’s actions using adjectives of degree.Worksheet:Students will compare and contrast by connecting sentences into one.R2Understand specific information in texts on a limited range of unfamiliar general and curricular topics, including some text types.Reading about various ways of how high school students from different countries learn.Worksheet: a reading passage Multiple choice, True or False questions. Filling in the gap.UE17Use a growing range of zero, first and second conditional clauses on a range of general and curricular topics.If 1 had .... 1 would/could/might....Worksheet: work on an exercise with the second conditional.W2Write with some support about factual and imaginary past events, activities and experiences on a growing range of general and curricular topicsWhat is your ideal way of learning?Students will write a composition about their desired ways of learning, e.g., ‘1 would learn the best if my teacher came to my home everyday’.L2Understand with some support specific information in talk on a range of general and curricular topicsLet us learn a song!Worksheet: song lyricsS3Give an opinion at discourse level on a range of general and curricular topicsWhat keeps us from learning? Students will identify factors that keep us from learning and find solutions to those problems together.Worksheet: a set of questions will be provided for small group discussion.S1Use formal and informal registers in their talk on a limited range of general and curricular topicsDoing a mini project: Let us learn from each other!Students, in groups, teach other how to make/do things such as doing morning exercises, or making a paper bird etc.L5Recognize the opinion of the speaker(s) with support in talk on a limited range of general and curricular topicsListening to various people talking about their problems that hinder them from learningListen to monologues of different people talking.W1Brainstorm, plan, write and edit written work at text level with support on a range of general and curricular topicsMake time for your learning! How much time do you spend for learning daily?Worksheet: students will write their daily routine/scheduleUE5Use a growing range of questions using a range of simple tenses (present, past, future) Use a range of question tags using simple tenses (present, past, future) on a range of general and curricular topicStudents will make questions to the answers provided beforehand.Worksheet:Gaps for questions Answers are provided.S7Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksComparing daily routines with peers and identifying who spends more time on learningStudents will use their worksheet from activity 13L1Understand with some support the main points in talk on a range of general and curricular topicsListening to a talk about how people with disabilities learnAudio materialUnit 3 Learning languagesscLearning objectivesActivities and methodologyResourcesS3Give an opinion at discourse level on a range of general and curricular topicsTalking about language learning experiences and sharing information about ways to improve language skills comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesL1Understand with some support the main points in talk on a range of general and curricular topicsListening to people talking about language learning experienceWorksheet: match the names of people and activities they do. 4Use a range of determiners including all, half, both (of), in pre-determiner function on a range of general and curricular topics.Focusing on determiners: all, half, both (of)Worksheet: 1. Look at the examples and choose the correct answer. E.g. All students learn 2-3 languages. 1 like all languages. All children need affection.This book is for all purposes.all refers to the groups as individualsall refers to the groups as a conceptLook at the examples and choose the correct answer.E.g. All the people in the room were linguists.All of the people were talking in different languages.Have you written all the words?I've used up all of our paper.All used with uncountable nouns and plural countable nouns proceeded by the or a possessive pronoun refers toto a concrete, physical groupgroup as a conceptLook at the examples and choose the correct answer. E.g.1 had read half a book.1 practiced English half an hour.He ran half a mile this morning.Half is proceeded by an indefinite article (a or an) refers to. a. time b. measurementR2Understand specific information in texts on a limited range of unfamiliar general and curricular topics, including some text typesReading about ways to learn languages and common mistakesWorksheet: put the expressions in the order they appeared, stay motivated set goals set deadlines find inspiring reading treat yourselflearning vocabulary in context avoid destructive habits Pre-teach expressions 16Use a limited range of conjunctions including since, as to express reasons and the structures so...that, such as on a range of general and curricular topics.Focusing on conjunctions of reasons since, as and so... that, such asListening to a person or expert to talk about good ways of learning languages e.g. search for Benny Lewis the Irish polyglot Listening and answering to teacher's questions about his advice to learn languagesWorksheet: Complete the sentences with the correct conjunctions.Pre-prepared worksheet or downloaded audio visuals narratives on a range of general and curricular topicsW7Spell a growing range of high-frequency vocabulary accurately on a range of general and curricular topicsCreating an imaginary language learning online course webWorksheet: visual or screenshot of different activities to make a note with some support style and register appropriate to a limited range of written genres on general and curricular topicsWriting a letter to a language course centre asking how to be involved in a course to improve your language learning skillProviding a guided writing templateW6Use appropriate layout for a range of written genres on a limited range of general and curricular topicsTERM 2 MODULE 2. HUMAN DOINGSUNIT 4. PERSONAL IDENTITYSCLearning objectivesActivitiesResourcesR3Read a limited range of fiction and nonfiction texts on familiar and general and curricular topics with confidence and enjoymentTeacher: pre-teach ancestors /ancestryStudents: reading about what they can learn about their ancestryReading about which parts of the world the ancestors came from etc.Labeling a diagram with the terms for different relativesWorksheet:A reading passage on ancestors and ancestryA family tree diagramHow many generations can you name from your ancestors?R6Deduce meaning from context on a limited range of unfamiliar general and curricular topics, including some text typesWorksheet: terms to label on a family tree chartE.g. cousin, great grandparents, uncle aunt, nephew, second cousin etc.UE5Use a range of questions using a range of simple tenses (present, past, future)Use a range of question tags using simple tenses (present, past, future) on a range of general and curricular topicWorking on the exercise worksheets Working in pairs and checking the answers Asking and answering questions about extended family / relativesMaking up own sentences using a range of simple tensesWorksheet: make questions to ask another studentYou have got 3 cousins, haven’t you?You are the youngest child in your family, aren’t you?Do you know where your ancestors come from? etc.L4Understand with support main points of the implied meaning in talk on a limited range of general and curricular topicsListening to a short dialogue and identify who they are talking aboutFinding out implied meaning of the given words from the dialoguesA short dialogue between two people talking about their relatives Who do they mean by saying my sister’s son?/cousin etc./L6Deduce meaning from context with support in talk on a limited range of general and curricular topicsUE8Use a range of future forms including present continuous and present simple with future meaning on a growing range of general and curricular topics.Listening to the short dialogue again and take a note of sentences expressing future events Studying the situations to understand different functions of present continuous and present simple forms with future meaningWorksheet: a note taking template E.g.: She is meeting her cousin on Monday.His nephew is coming soon.S7Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksHaving a discussion with another student what thequestion was for a given answerWorking in pairs, making up questions for pair’ssentencesE.g. I’m blowing sixteen candles tomorrow. How old are you?Worksheet: What was the question? Next month. I’ll be 16. 1.60 m but I’m qrowinq. lotto. d(5)cvbernet.uk First name or surname?R4Understand implied meaning on a limited range of unfamiliar general and curricular topics, including some text typesReading and matching questions in jokes to punch lineanswersE.g.Man: May 1 bark here?Policeman: Yes, sir. You can bark everywhere.Discrimination of sounds: bark, ?>ark Worksheet: multiple matching Where are they?UE8Use a range of present simple vs. present continuous and adverbs of frequency including occasionally, rarely, and frequently on a range of general and curricular topics.Use will for promise, hope, and warning and future continuous forms on a range of general and curricular pleting sentences about oneself using adverbs of frequencyAfter completing the sentences, the students will check each other’s work or a teacher can show the answers and students do self-assessment.Writing a paragraph about oneself using adverbs of frequencyWorksheet: incomplete sentences and some adverbs of frequency can be givenThe template of a paragraph writing E.g. -Topic sentenceMain bodyConclusionW3Write with some support about personal feelings and opinions on a limited range of general and curricular topicsL2Understand with some support specific information in talk on a range of general and curricular topicsListening to a talk about a personal character Discussing about a personal character in a talk and making sure the specific information according to the given questionsWorksheet: questions such as, What’s her shoe size? How old is his grandfather? etc.S2Ask questions to clarify meaning on a range of general and curricular topicsAsking and answering about personal preferences in doing thingsThis activity can be organized in pairs or in a group discussionWorksheet:Questions such as, How do you usually memorize new words/phone numbers? How do you like spending your free time? etc.S3Give an opinion at discourse level on a range of general and curricular topicsUsing a Venn Diagram and talking about changes in physical appearance and a character from Secondary to High school studentsMaking a list of things that are different between secondary and high school and comparing with another studentWorksheet to complete changes:heightbuildappearanceexperienceWorksheet: complete with an appropriate form of the verbSince the beginning of term Which subjects have you _ a computer for?How many PE lessons have you _? Have youthe headmaster yet?R7Recognise the attitude or opinion of the writer on a limited range of unfamiliar general and curricular topics, including some text typesReading about different views and opinions of being a responsible and independent learner2 or 3 texts with different views and opinionsTexts should be prepared by the teacher or downloadedUE7Use a range of simple perfect vs. simple forms on a range of general and curricular topics.Focusing on the use of perfect forms to talk about what has happened / what students have done in first few weeks of high pleting sentences using the verbs in bracketsS6Link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesAsking and answering questions about hobbiesWorksheet: Useful expressions to talk about hobbies such as, / am interested in..., 1 am keen on..., 1 have a great interest in...W1Brainstorm, plan, write and edit written work at text level with support on a range of general and curricular topicsWriting a letter to an imaginary friend abroad telling him /her about new school / secondary experience so far.Worksheet: template for a draft and planL 1Understand with some support the main points in talk on a range of general and curricular topicsListening to a talk about friendshipWorksheet:Questions to identify a general ideaUE1Use a range of abstract nouns and compound nouns.Use a limited range of gerunds as subjects on a range of general and curricular topics.Rewriting the sentences by putting verbs into the gerundsWorksheet:It’s important to learn foreign languages. Learning foreign languages is important.S2Ask questions to clarify meaning on a range of general and curricular topicsAsking and answering about personal preferences in doing thingsThis activity can be organized in pairs or in a group discussionWorksheet:Questions such as, How do you usually memorize new words/phone numbers? How do you like spending your free time? etc.S3Give an opinion at discourse level on a range of general and curricular topicsUsing a Venn Diagram and talking about changes in physical appearance and a character from Secondary to High school studentsMaking a list of things that are different between secondary and high school and comparing with another studentWorksheet to complete changes:heightbuildappearanceexperienceWorksheet: complete with an appropriate form of the verbSince the beginning of term Which subjects have you _ a computer for?How many PE lessons have you _? Have youthe headmaster yet?R7Recognise the attitude or opinion of the writer on a limited range of unfamiliar general and curricular topics, including some text typesReading about different views and opinions of being a responsible and independent learner2 or 3 texts with different views and opinionsTexts should be prepared by the teacher or downloadedUE7Use a range of simple perfect vs. simple forms on a range of general and curricular topics.Focusing on the use of perfect forms to talk about what has happened / what students have done in first few weeks of high pleting sentences using the verbs in bracketsS6Link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesAsking and answering questions about hobbiesWorksheet: Useful expressions to talk about hobbies such as, / am interested in..., 1 am keen on..., 1 have a great interest in...W1Brainstorm, plan, write and edit written work at text level with support on a range of general and curricular topicsWriting a letter to an imaginary friend abroad telling him /her about new school / secondary experience so far.Worksheet: template for a draft and planL 1Understand with some support the main points in talk on a range of general and curricular topicsListening to a talk about friendshipWorksheet:Questions to identify a general ideaUE1Use a range of abstract nouns and compound nouns.Use a limited range of gerunds as subjects on a range of general and curricular topics.Rewriting the sentences by putting verbs into the gerundsWorksheet:It’s important to learn foreign languages. Learning foreign languages is important.UNIT 5. CLOTHING NOW AND THENSCLearning objectivesActivities and methodologyResourcesUE14Use a range of prepositional verbs Use smell/taste/ sound/look/feel/seem + like to indicate manner on a range of general and curricular topics.Focusing on the prepositional verbs in the context of clothing students complete and then decide in which sentences the particle can come after the object and explore other rulesWorksheet: complete each sentence with a particle [with off on for at etc.]1 like shopping clothes in markets.I’ve just put my coat to go out.That’s new stock but there is some items ... sale.W4Develop coherent arguments supported when necessary by reasons, examples and evidence for a limited range of written genres on general and curricular topicsWriting cartoon captions using above verbs for a range of clothes / dressing situation cartoonsWorksheet: ‘clothing’ cartoons e.g. trying things on in shops / looking in mirrors etc.L6Deduce meaning from context with support in talk on a limited range of general and curricular topicsListening and inferring what the clothing problem isWorksheet:A who has put on weight B who has lost a button C a problem with their belt etc.R1Understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some text typesReading about different sizes and measurements for clothes and students work out their measurements and complete a tableTable to complete a shoe size, shoe width fitting, a waist size, a trouser length, a collar size, etc.S3Give an opinion at discourse level on a range of general and curricular topicsTalking about which country/region an item of clothing typically comes from and what clothing could be made fromWorksheet:Which part of the world are these clothes from?Which ones are made from ?cottonsilkanimal skinparts of a treefur etc.L6Deduce meaning from context with support in talk on a limited range of general and curricular topicsListening and matching items of clothing to their indigenous namesWorksheet: multiple matching to pictures A kimono etc.UE1Use a range of abstract nouns and compound nounsUse a limited range of gerunds as subjects on a range of general and curricular topicsFocusing on words that qualify uncountable clothing words e.g. item, piece, suitWorksheet: which of these words are uncountableR2Understand specific information in texts on a limited range of unfamiliar general and curricular topics, including some text typesReading about Mongolian traditional clothing / costume / jewelryClothing: deel, boots, hat etc.S7Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksDebating about pros and cons wearing uniformAdvantages: expressing equality Disadvantages: spending more on clothesW6Use appropriate layout for a range of written genres on a limited range of general and curricular topicsDesigning and writing about an ideal uniform...is designed for people ... can be worn ... can also be useless ... etc.Power point or other presentation writing templateR6Deduce meaning from context on a limited range of unfamiliar general and curricular topics, including some text typesReading in small groups about an adaptable clothes item: e.g. solar panel caps, GPS shoes, inflatable coat hangers, JakPaks, reversible jackets etc.Different short texts on adaptable / multipurpose clothing products.R8Use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understandingChecking meaning of unknown wordsin a digital dictionaryresearching ‘product’ further onlineWorksheet: looking at the highlighted words and discuss with other students what they could mean worksheet: find out aboutdifferent versions / models - price rangewho it is really useful for... etc.UE9Use a range of active and passive forms for simple tenses (present, past, future) on a range of general and curricular topics.Focusing on the use of present passive and passive forms after modalsW1Brainstorm, plan, write and edit written work at text level with support on a range of general and curricular topicsWriting a short presentation on modern adaptable clothes to present to rest of the class.Unit 6SCLearning objectivesActivities and methodologyResourcesR2Understand specific information in texts on a limited range of unfamiliar general and curricular topics, including some text typesReading about different types of transportation around the world. This text practices reading genre for general information and for main ideas.Reading to the descriptions again and answering the given question. Focusing on students’ answers and stimulating students’ comprehension. Choosing the best appropriate reading materials for the students’ level. Encouraging students to guess from the context any words they are not sure aboutMatching the means of transport to the picturesAppropriate level text about different types of transportation around worldS3Give an opinion at discourse level on a range of general and curricular topicsFocusing on features of different transportations in different countriesMaking students work in groups: each group will choose one country and prepare a description of transport system in it. Groups will report to the whole class.Matching the means of transport to the picturesWorksheet: complete the missing informationL5Recognize the opinion of the speaker(s) with support in talk on a limited range of general and curricular topicsListening to people’s views on transport in their city: a speaker from Mongolia, a speaker from Canada and a speaker from UKTrue / false and multiple-choice tasksS6Link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesListening to the texts again and taking notes according to the table individuallywork groups of 4-5, filling the table then comparing their answersWorksheet: e.g.MongoliaCanadasimilaritiesdifferencesW6Use appropriate layout for a range of written genres on a limited range of general and curricular topicsAfter discussion, writing the own views on transportations in a local placeR3Read a limited range of fiction and nonfiction texts on familiar and some unfamiliar general and curricular topics with confidence and enjoymentReading about the historical development and present situation of Mongolian transportation Mind mapping historical chronological development of transportation in pairsMind map e.g. horse relay station, camel caravan, oxcart, courier mailR5Recognise typical features at word, sentence and text level in a limited range of written genres a range of active and passive forms for simple tenses (present, past, future) on a range of general and curricular topicsFocusing on the use of simple past [active and passive] formsWorksheet: text on development of transportations in the country to complete [appropriate past form]S6Link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesTalking differences about Mongolian transportations in the past and nowWorksheet: in the past... now ...S3Give an opinion at discourse level on a range of general and curricular topicsDiscussing the present situation in own cities/towns/soumsCase about own cities, towns and soumsUE14Use a range of prepositional verbs Use smell/taste/sound/look/feel/seem + like to indicate manner on a range of general and curricular topics.Focusing on prepositional and phrasal verbs in talking about getting to and from school / town /cityWorksheet: 1 get to school foot. Being on a plane makes me nervous. 1 haven’t travelled muchtrain.L5Recognize the opinion of the speaker(s) with support in talk on a limited range of general and curricular topicsListening to issues that students have with their journey to schoolWorksheet: completionMy dad sometimes drops me _ at school.1 usually get school at eight.S2Ask questions to clarify meaning on a range of general and curricular topicsHaving a small group discussion using guided questionsHow do you get to your school?How much time do you spend when you get to your school?W1Brainstorm, plan, write and edit written work at text level with support on a range of general and curricular topicsDescribing a way to schoolIs it easy / difficult to get to your school? Explain why?Guided writing templateTERM 3 MODULE 3. FROM PLACE TO PLACE UNIT 7. CELEBRATIONS AND PLACESSCLearning objectivesActivities and methodologyResourcesS7Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksTalking about celebrations in different countries. Focusing students’ attention on the topic to help them think of different celebrations around the world Eliciting a variety of questions related to the topicWorksheet: some pictures, short videos and photos of celebrations to encourage their talking e.g. Which of these celebrations do you have in your country?L1Understand with some support the main points in talk on a range of general and curricular topicsListening to the descriptions and matching them to the picture of celebrationsMaking students to listen to the descriptions as many times as needed.Explaining vocabulary in the descriptions if necessary Listening to the descriptions again and answering the given questionFocusing on students answers and stimulating students’ comprehensionOptional: makinq students to plav in pairs. One describes a celebration the other says what celebration it is.Worksheet: prepare four or five short descriptions of different celebrations e.g. Halloween, Naadam, New Years Eve, Children’s dayWorksheet: prepare questions e.g. what, where, why ...What type of celebration / festival is being celebrated?Where is it celebrated?What special customs are followed during this festivalsWhat are the people's feelings about it?How do people celebrate it?6Link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesWorking in groups, choosing from the descriptions then enriching and discussing the given the celebrationshttD://esol.britishcouncil.orq/sutes/default/f iles/attachments/informational- paqe/Unit%202 Festival celebrations.pdfUE9Use a growing range of active and passive forms for simple tenses (present, past, and future) on a range of qeneral and curricular topics.Focusing on the use of active and passive forms to talk about chosen celebrationsR1Understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some text typesReading the texts and choosing the best appropriate topics.Worksheet: prepare three of four texts about different celebrationR2Understand specific information in texts on a limited range of unfamiliar general and curricular topics, including some text typesRereading the texts and doing the multiple choice activities according to the given informationWorksheet: multiple choice activityS3Give an opinion at discourse level on a range of general and curricular topicsWorking in pairsDescribing the picture to the friend. Keep mind ... what the people are doing, what they are doing, do you celebrate it in your country? If yes, how....Worksheet: prepare the pictures with the people are celebration kinds of eventsS8Use appropriate subject-specific vocabulary and syntax to talk about a limited range of curricular topicsW3Write with support about personal feelings and opinions on a limited range of general and curricular topicsWriting about a description about favourite celebrations using the promptsGiving the students the prompts in order to encourage them to writeWorksheet:Name of the celebration When ...How ...Where ...L1Understand with some support the main points in talk on a range of general and curricular topicsReading and listening to the sentences, then filling in the missing words / expressionsChoosing the sentences from the texts in the next task.Worksheet: a. Japanese ...an English ...the American ...R3Read a limited range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics with confidence and enjoymentReading the texts about some celebrations / festivals. Putting the correct celebrations / festivals after each question. Celebrations / festivals can be repeated more than once.Choosing the texts which are appropriate for the students’ age, interest and attitude.Worksheet: prepare texts about celebrations / festivals in specific countriese.g. Which celebration(s) /festival(s) ...is / are celebrated in Asian countriesgive (s) people to wear national costumes and so onS6Link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesUsing the given prompts, making notes about celebrations / festivals.Working in pairs and telling each other one of themWorksheet: prompts Date...Location...Activities ...Costumes ... Features ...UE5Use a growing range of questions using a range of simple tenses (present, past, future)Use a range of question tags using simple tenses (present, past, future) on a range of general and curricular topicDoing tasks and practicing simple tenses in the structures Focusing on the question words when answering questionshtto:// transDortati on-activities/-httD://learnenqlish.britishcouncil.ora/en/R2Understand specific information in texts on a limited range of unfamiliar general and curricular topics, including some text typesAnswering the questions and explaining the words / expressions underlinedAllowing students enough time to do the task. The students will explain the meaning of the words / expressions underlined, if the students find it difficult to understand them, help by giving an example or synonymW1Brainstorm, plan, write and edit written work at text level with support on a range of general and curricular topicsDividing the class into small groups and ask students to choose special celebration in own country or in another country. Students do research on their chosen celebration and make a poster then present to the whole classR5Recognise typical features at word, sentence and text level in a limited range of written genresReading a text about ‘Mongolian Tsagaan Sar’Filling the text with words from the box e.g. gift, visiting elders etc ...Reading a text about "New Year’s Eve in Canada’ Filling the text with words derived in boldR8Use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understandingAfter reading two texts filling the table and then comparing the two eventsWorksheet: e.gMongoliaCanadaTimePreparationFoodActivitiesW4Develop coherent arguments supported when necessary by reasons, examples and evidence for a limited range of written genres on general and curricular topicsWriting a description of the event using own wordsUE9Use a growing range of active and passive forms for simple tenses (present, past, and future) on a range of general and curricular topics.Making sentences with passive verbsS3Give an opinion at discourse level on a range of general and curricular topicsListening to the people talking about celebrations /festivals which they are involved inMatching the statements to the correct speakersWorksheet: e.g.1. This person is invited to the birthday party,This person has been to her / hiswedding.This person attended his / her friend’sgraduation ceremony and so onS8Use appropriate subject-specific vocabulary and syntax to talk about a limited range of curricular topicsListening again and choosing one of the speaker and then acting out. Students make take notes while they are listening to the descriptions.Choosing an appropriate listening material for the students levelE.g. hello, everybody. Yesterday was special day for me. 1 attended ...W2Write with some support about factual and imaginary past events, activities and experiences on a growing range of general and curricular topicsWriting a description of celebrations / festivals which attendedPrompt cards: includebrief introduction of the eventlocation (where it takes place)the time and reason of itpeople’s feelings or commenting on theeventUNIT 8. CLIMATE AND ENVIRONMENTSCLearning objectivesActivities and methodologyResourcesS7Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksTeacher: showing some weather symbols and elicit students by asking questions.Students: talking about different types of weather, working with other students to decide what different weather symbols mean matching words to symbolsWeather symbols: e.g. a thunder and lightning symbol etc.S8Use appropriate subject-specific vocabulary and syntax to talk about a limited range of curricular topicsStudents: matching words to symbolsTeacher: using a think-pair-share activity for checking each other’s workWorksheet: symbols above and words / phrases to matchR1Understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some text typesReading and matching short paragraphs on temperature, type of rain and air pressure to diagramsParagraphs on weather phenomena and diagrams to matchUE8Use a range of future forms including present continuous and present simple with future meaningUse will for promise, hope, and warning and future continuous forms on a range of general and curricular topics.Use a wide range of present simple vs. present continuous using a limited range of adverbs of frequency including occasionally, rarely, and frequently on a range of general and curricular topics.Focusing on ‘going to’ to make predictions [present evidence] and 'wilf probable future in interpretingTeacher: asking students work individually on worksheetWorksheet:interpreting various weather map pictures of tomorrow’s weatherW8Punctuate a range of written work with accuracy on a range of general and curricular topicsStudents: Writing a weather forecast based on a picture representationTeacher: providing the groups with assistance and involve every student into the activity Focusing on punctuationsEach group is given a different pictorial weather map formal and informal registers in their talk on a limited range of general and curricular topicsStudents: Presenting TV weather forecast in small groups to rest of class Teacher: asking the students to use role play rubric as a peer assessmentProject weather maps aboveL1Understand with some support the main points in talk on a range of general and curricular topicsPre-listening activityPlaying the listening and ask some questions such as What is the listening about and can you guess what it might be?Pre-teach words monsoon arid equator drought floods hurricane etc...L2Understand with some support specific information in talk on a range of general and curricular topicsStudents: listening and labelling a world climate map according to the code keyTeacher: giving clear instructions before the listeningIncomplete climate map of the worldR1Understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some text typesStudents: reading about climatic conditions that cause extreme weather phenomena around the worldTeacher: simplifying the texts for the students before giving to themWorksheet: terms from above text to be defined or explainedUE17Use a growing range of relative clauses including who, which, that, where and when on a growing range of general and curricular topics.Students: working independently on some website with relative clauses Teacher: focusing on relative clauses in defining and explaining weather phenomenaWorksheet:weather phenomena and relative clausesS8Use appropriate subject-specific vocabulary and syntax to talk about a limited range of curricular topicsStudents: speaking about photographs showing the aftermath of extreme weather and saying what has happened.Teacher: preparing some questions for students to work in pairsPhotographs of aftermath of different extreme eventsUE1Use a growing range of abstract nouns and compound nouns.Use a limited range of gerunds as subjects on a range of general and curricular topics.Students: speaking about different compound words and words with prefixes and suffixes related to ecology might mean Teacher: finding some photos of ecology and environmental problems.Worksheet: food miles, greenhouse gases, deforestation, habitat shift etc.S2Ask questions to clarify meaning on a range of general and curricular topicsStudents: asking T if assumptions are correct Teacher: preparing some questionsShort descriptions of stages of green houseR1Understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some text typesStudents: reading and matching short paragraphs to diagrammatic explanation of greenhouse effectTeacher: organizing a pair work activity and peer assessmentEffects to match to diagramsS8Use appropriate subject-specific vocabulary and syntax to talk about a limited range of curricular topicsTeacher: speaking about weather words above are cause or consequence of greenhouse effectStudents: working in pair on the information gap worksheetPrepare information a gap worksheetW4Develop coherent arguments supported when necessary by reasons, examples and evidence for a limited range of written genres on general and curricular topicsStudents: writing a summary explanation of the greenhouse effect to accompany a simple process diagramSimple greenhouse effect process diagram guided writing templateR9Understand the detail of an argument on a limited range of unfamiliar general and curricular topics, including some text typesStudents: reading different text and tabledata about global warmingTeacher: organizing a “Jig saw“ reading activityTables and short texts on global warmingL5Recognize the opinion of the speaker(s) with support in talk on a limited range of general and curricular topicsStudents: listening to different predictionsTeacher: preparing some multiple choice questions to help the students. If needed play the listening more than twiceWorksheet: which speakers are scientists [s] non-specialists [n]S6Link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesStudents: talking about easiest environment- friendly measures households can takeTeacher: organizing a class debating about the recycling and packagingGrowing own food daily ‘zero power’ times recycling all, packaging, every family member using bicycles etc.W5Use with some support style and register appropriate to a limited range of written genres on general and curricular topicsStudents: writing a letter to the headmaster suggesting ‘green’ things the school can doTeacher: motivating students and provides with the information about green thingsGuided writing templateTERM 4 MODULE 4. CITIZENSHIPUNIT 9. GOOD CITIZENSCLearning objectivesActivities and methodologyResourcesL1Understand with some support the main points in talk on a range of general and curricular topicsStudents: Watching a video “A good citizen”. And choosing an appropriate topic to the listening Teacher: Preparing a small multiple choice worksheet with for the listening an opinion at discourse level on a range of general and curricular topicsStudents: Talking about the rules of good citizen Teacher: asking students to work in pairs to discuss and tell about a good citizen’s rulesR 1Understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some text types“What is a good citizen?”Students: reading the characteristics of a good citizen and arrange them in order of importance by placing Teacher: organizing a pair work or group work activityDse1/citiz3.htmW1Brainstorm, plan, write and edit written work at text level with support on a range of general and curricular topicsStudents: Drawing a mind mapping and write as many rules as they canTeacher: using a mind mapping activity under a topic good citizenS6Link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesStudents: watching the video about “A real life hero” Teacher: preparing some questions to organize a small discussion about the humanity and human nature.What is the most important role being a human? .. .etc J QTiZCFaUE6Use a growing range of indefinite pronouns anybody, anyone and anything and quantitative pronouns everyone, and everything on a range of general and curricular topics.Students: working on a worksheet individually Teacher: preparing some worksheet with indefinite pronouns which might describe about human nature or good citizen and etc.httD://qrammar, Darts-of-soeech/Dronouns/indefinite-Dronoun-worksheets.htmlR6Deduce meaning from context on a limited range of unfamiliar general and curricular topics, including some text typesStudents: reading the text and answer the question “What really is a hero, anyway?”Teacher: simplifying the text and prepares some questions from the text and focus on the indefinite pronouns alsohttD://raDroiect.ora/bloa/entrv/what-really-is-a-hero-anvwavW3Write with support about personal feelings and opinions on a limited range of general and curricular topicsStudents: Answering the question Do you know someone who is a hero in your school or town? Even it can be your mother or father. Write about them.Teacher: Asking the students to write about someone who is a hero for them.R3Read a limited range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics with confidence and enjoymentStudents: reading the factual text about “Family education”Teacher: simplifying the text for students and focus on the meaning “Families are the foundation of our societyhttDs://ncfr.orq/sites/default/files/dow nloads/news/fle fact sheet 2011.DdfS6Link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesStudents: talking about the rule of a good childTeacher: preparing some guide questions for students how to be a good family member, good brother, good sister, school friend and etc.Worksheet for counter circle or double line activity for the studentsL2Understand with some support specific information in talk on a range of general and curricular topicsStudents: listening to the song and filling in the missing wordsTeacher: preparing the song words for filling in exercise a growing range of zero, first and second conditional clauses on a range of general and curricular topics.Students: learning the second conditional Teacher: preparing a worksheet for conditionalshtW/perfect-enelish- suDport- files/conditionals zero form.DdfR2Understand specific information in texts on a limited range of unfamiliar general and curricular topics, including some text typesStudents: reading the text and work on it Teacher: preparing a pre-reading activity can be suggested and prepares a worksheet to answer the questions using conditionalshtto://busvteacher.ora/17048-conditionals-readina-comDrehension-and-SDeakina.htmlS3Give an opinion at discourse level on a range of genera! and curricular topicsStudents: talking about own bad habits which needs to quit.Teacher preparing discussion questions for students Group activity can be suggestedWorksheetBad habits to quite for a healthy life Bad habits to quit for being a good citizen Bad habits to quit for a successful study etc...W1Brainstorm, plan, write and edit written work at text level with support on a range of general and curricular topicsStudents: writing a list of bad habits for oneself, classmates, school children, an Ulaanbaatar citizen, Teacher: organizing an interesting activity to write a list in pairs or groupshttD://answers.answers/threa dview/id/726515.htmlabove list can help them to get some ideaR7Recognise the attitude or opinion of the writer on a limited range of unfamiliar general and curricular topics, including some text typesStudents: reading the children’s essay and Teacher: choosing one of the essays and prepares a worksheet for the students which ran be fitted to the teaming objectivehttD://lcsd.k12.wa.us/~wwesterbera/l a6/citizen essavs.htmW3Write with support about personal feelings and opinions on a limited range of general and curricular topics. .. - __ -. - _Students: writing an essay ‘How can us Mongolian be a good citizen” or “ wtiat’s the influence of a good citizen to be a developed country”Teacher helping students to write an essayUNIT 10. HELPING HANDSSCLearning objective _Activities and methodologyResourcesS7Interact with peers to negotiate, agree and organize priorities and pldns for completing classroom tasksStudents: discussing in pairs guessing possible types of volunteeringTeacher: preparing some questions about volunteeringhtto://www,vo!unteerinacentraic?astora.au/what-tvDes-of-vokjnteer-rotes-are-availabteUE13Use a growing range of modal forms for a range of functions: have to and must for obligation, have to and need to for necessity, may and might for possibility, would and could for polite requests, can and may for permission, mustn’t for prohibition on a range of general and curricular topics.Students: working individually on a worksheet and learning the rules of modal verbsTeacher: focusing on the modals have to, need, may might, can and mayWorksheet for modal verbs which is connected to volunteering Use grammar reference from the workbook “Upstream intermediate B2”L5Recognize the opinion of the speaker(s) with support in talk on a limited range of general and curricular topicsStudents: listening to the video about modals and answer the questionsTeacher: preparing some questions related to the topic lela-chanturia 19.htmlW5Use with some support style and register appropriate to a limited range of written genres on general and curricular topicsStudents: doing the matching with modal verbs to the volunteering types and write some sentences as an exampleTeacher: sorting out some types of volunteering from the link htto://volunteerinqcentralcoast.orq.au/what- tvoes-of-volunteer-roles-are-availableMatching exercise with volunteering type of work and modalsL2Understand with some support specific information in talk on a range of general and curricular topicsStudents: listening to the CD and filling in the gaps.Teacher: preparing a pre-listening activity, some questions who can they trust most, and how about how can they help their friends anizing a peer assessment after listening implied meaning on a limited range of unfamiliar general and curricular topics, including some text typesStudents: reading the text and talking about the “Learning part”.Teacher: focusing on “Learning part” and helps them to work on implied meaninghttD://thrillinqfact.2012/11/h elpinq-hands-2.phpS8Use appropriate subject-specific vocabulary and syntax to talk about a limited range of curricular topicsStudents: role playing for the students which is about helping their friendsTeacher: preparing a role play focused on the use of modal verbsVarious situations should be prepared Example: helping a friend who is depressed, a friend who is addicted to PC game, who is in love, who breaks up etc..UE17Use a growing range of zero, first andStudents: working on a worksheetGrammar roforonce of Conditional 7oro,second conditional clauses on a range of general and curricular topics.Teacher: preparing some materials which focus on of the zero, first and second conditionalsfirst and secondS5Summarise what others have said on a limited range of general and curricular topicsStudents: working in groups and preparing some presentation about giving helping hands when somebody needsTeacher: preparing some question to organize group work to discuss what can they do if they were volunteersExample questions:What can you do when your friend is depressed?How can you help herders or people during the natural disaster in Mongolia? Have you ever thought about helping people during the tsunami in Japan or some other natural disaster around the world? What did people do in Mongolia?W6Use appropriate layout for a range of written genres on a limited range of general and curricular topicsStudents: filling in a volunteer application form Teacher: focusing on conditionals to fill in the form an opinion at discourse level on a range of general and curricular topicsStudents: writing some lists of works in which they can do volunteering in Mongolia or at schoolTeacher: preparing a mind-mapping activityList of volunteering work aboveW1Brainstorm, plan, write and edit written work at text level with support on a range of general and curricular topicsStudents: discussing in groups choosing one volunteering workTeacher: helping students to choose an appropriate and doable topic for studentsSuggestions: meet some official people such as a school or khoroo social workers and learn about possible volunteering works and ideasS3Give an opinion at discourse level on a range of general and curricular topicsStudents: doing project work as a group and reporting the results to the classTeacher: giving students enough time limit to accomplish their project workLetting students to be assessed by the social workers from school or khoroo after presenting their project. Also they need to have comments from the people who get help from the studentsSuggestions: display or distribute their jobs as PP or posters to the school bulletin for the other students or school administratorsFeedback from school or khoroo social workers and teachersW4Develop coherent arguments supported when necessary by reasons, examples and evidence for a limited range of written genres on general and curricular topicsSCHEME OF WORK /Elective course/This scheme of work is based on a 35-week-academic year, with 4 Modules being covered in 4 terms. Each unit should, therefore, be covered in 2 weeks based on the provision of 5 hours of classroom English per week.TERM 1(9 weeks / 36+9 hours)TERM 2(9 weeks / 36+9 hours)TERM 3(9 weeks / 36+9 hours)TERM 4(8 weeks / 32+8 hours)Module 1. Live and LearnModule 2. One WorldModule 3. Around the GlobeModule 4. Social LifeUnit 1. In and Out of School Unit 2. Learn to Learn Unit 3. Languages of the WorldUnit 4. My own Identity Unit 5. Designing Clothes Unit 6. Transportation Then and NowUnit 7. Festivals Around the world Unit 8. Environment ProtectionUnit 9. Human Values Unit 10. Local CommunityTERM 1 MODULE 1. LIVE AND LEARNUNIT 1. IN AND OUT OF SCHOOLSCLearning objectivesActivities and methodologyResourcesS3Give an opinion at discourse level on an increasing range of general and curricular topicsTalking about things students should / should be allowed to bring to schoolWorksheet: tick /crossI-pods pets mobiles trainers portable gaming devices jewellery make- up etc...L2Understand with limited support specific information in extended talk on a wide range of general and curricular topicsListening to students from different schools talking about what they should / shouldn’t be allowed to bring to schoolWorksheet: matching items to the speakersUE14Use a range of modal forms for a range of functions: obligation, necessity, possibility, prohibition on a range of general and curricular topicsFocusing on modals in statements on what is good / bad for students at schoolMatch one of the modal ideas to: obligation, necessity, possibility, prohibition to each opinionL5Recognize the opinion of the speaker(s) with support in extended talk on a range of general and curricular topicsListening to school manager talking about allowed or not allowed items to bring to schoolWorksheet: completing sentences by listening to the talkS6Link comments with flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesStudents discuss whether they agree with the opinions mentioned in the talkWorksheet: follow-up discussion questions can be givenR10Begin to recognise inconsistencies in argument in short texts on a limited range of general and curricular subjectsReading different opinions about wearing school uniforms from different stakeholders: parents, students, teachers, headmasters and shopkeepers etc... in a magazine articleWorksheet what is the weakest argument put forward by each personS3Give an opinion at discourse level on an increasing range of general and curricular topicsTalking about how they would like to change their school uniforms (design, colour, material etc.)Worksheet: Asking and answering questions How would you like to change the design/ colour of your uniform? Why?W4Develop coherent arguments supported when necessary by reasons, examples and evidence for a limited range of written genres on general and curricular topicsWriting a letter in response to the magazine in response to the article setting out students view.Guided writing templateW8Punctuate a range of written work with accuracy on a range of general and curricular topicsGuided writing templateL5Recognise the opinion of the speaker(s) with support in extended talk on an range of general and curricular topicsListening to people talking about ways to improve concentrationMultiple-matching taskS7UE4Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksDiscussing what things help students to concentrate [groups of 4 - 6]Worksheet[tick /cross]Use a range of determiners including all, half, both [of]in pre- determiner function on a range of general and curricular topicsCompleting summary sentences about discussion aboveBackground music using a computer giving yourself rewards regularly changing media working in a group taking regular breaks etc...R9Understand the detail of an argument on a limited range of unfamiliar general and curricular topics, including some extended textsReading about how to improve your memoryWorksheet: true / false / multipleS5Summarise what others have said on an increasing range of general and curricular topicsTalking about ways of improving memory based on reading selection Talking about which ways do they often use to improve their memoryThis task can be set as pair or group workW3Write with support about personal feelings and opinions on a limited range of general and curricular topicsWriting a set of personal resolutions for concentration/ memory improvementMost students Half...All of... etc.UE8Use a range of present simple vs. present continuous and adverbs of frequency including occasionally, rarely, and frequently on a range of general and curricular topics.Use will for promise, hope, and warning and future continuous forms on a range of general and curricular topics.Choice tasksS7Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksTalking about the amount of time you spend doing things in and out of school.Worksheet make a list of different activities you do in and out of schoolUE15Use a limited range of infinitive forms after... too/enough on a range of general and curricular topics.Telling other students about their pie charts Focusing on verbs used with infinitive and gerund structures in talking about how students spend their time in and out ofschoolMake two pie charts showing % of time spent doing themL4Understand some of the implied meaning in extended talk on a wide range of general and curricular topicsListening to different students from very different school environments talking about how they spend their dayWorksheet: complete each sentence in relation to your pie chartW3Write with support about personal feelings and opinions on a limited range of general and curricular topicsReading the tape script of one of the pupils heard on the recording and writing a series of questions that students want to ask them1 spend a lot 1 waste quite 1 prefer 1 hope 1 need to make time etc.W2Write with some support about factual and imaginary past events, activities and experiences on a range of general and curricular topicsWriting an email to above pupil talking about how school must be different and integrating some of above questionsGiven prompts:A attends a specialist school B is home- schooledC has to spend a lot of time helping the teacher etc...S4Respond with increasing flexibility at both sentence and text level to unexpected comments on a range of general and curricular topicsTalking about the use of media and how students do things / access thingsstudents discuss what they do in relation to the averagePie chart average amount of time spent on each media platform by 8 - 18 year olds WorksheetUE12Use a range of adjectives vs. adverbs (in contrast) on a range of general and curricular topics.Focusing on comparative adverb structures in talking about students use of mediaCompare how easily / quickly / much better you do these things using different mediaR1Understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended text typesReading about the number of hours young people spend using electronic devices in a weekHomework: paper / computer presents: shops /internet emails: mobile/laptop etc...W1Brainstorm, plan, write and edit written work at text level with support on a range of general and curricular topicsMaking a pie chart of students own media useTick the statements that the writer of this text would agree withW4Develop coherent arguments supported when necessary by reasons, examples and evidence for a limited range of written genres on general and curricular topicsWriting a short report explaining the time spent doing different thingsGuided report template background national data personal data conclusionsS8Use appropriate subject-specific vocabulary and syntax to talk about an increasing range of curricular topicsReport their explanation to the class Teacher: sets the time limit and ask students to explain their chartsUsing their pie charts and reportingUnit 2 learn to learnSCLearning objectivesActivities and methodologyResourcesS3Give an opinion at discourse level on an increasing range of general and curricular topicsTeacher: Are you a good learner?Teacher provides useful expressions such as:The biggest challenge 1 face with is ...The best way of learning is ...Worksheet:A set of questions such as:What is the best way of learning for you? What is the biggest challenge you have for learning?S4Respond with increasing flexibility at both sentence and text level to unexpected comments on a range of general and curricular topicsDo you know any successful learners from Mongolia? Who can you name and why?Students name the people and explain why they choose to talk.L1Understand with limited support the main points in extended talk on a wide range of qeneral and curricular topicsListen to the biography of Byambin RenchinWorksheet: questions for the listening taskR3Read a limited range of fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics with confidence and enjoymentLearning from others: Read about Byambin Renchin who is a great example of learning new things by widely managing his time.Worksheet: a short biography and story about Byambin Renchin and a photo of him.S6Link comments with increasing flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesDiscussion based on the reading text and listening about RenchinWorksheet: questions that are directed to the discussionW6Use appropriate layout for a range of written genres on a range of general and curricular topicsNote-taking!Worksheet is provided for the use of the reading passage activity 3.S7Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksWhat can we learn from great people ?Based on the passage from Activity 2, Students express their opinions.S1Use formal and informal registers in their talk on an increasing range of general and curricular topicsProject work: students bring a photo of a person who showed a good example of learning things in an effective way.Students present one by one.S7Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksClassroom survey: explore how your peers learn new thingsWorksheet: a survey questionsW2Write with some support about factual and imaginary past events, activities and experiences on a range of general and curricular topicsMake a to-do list (A weekly plan)!Worksheet: to-do list template.S7Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksStudents share their weekly plan to their peers.S7Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksStudents report back the fulfillmentL5Recognize the opinion of the speaker(s) with support in extended talk on a range of general and curricular topicsLearning by watching: let us watch a cartoon!Watch a short animated filmS6Link comments with increasing flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesTalking about the cartoon!Discussion on what students have learned from the cartoon watched (activity 7)L4Understand some of the implied meaning in extended talk on a wide range of general and curricular topicsListening to various people talking about their reading habitWorksheet: questions related to the listening taskS3Give an opinion at discourse level on an increasing range of general and curricular topicsLearning by reading: Book opens a whole world to you!Worksheet: a set of questions about the importance of reading.UNIT 3. LANGUAGES OF THE WORLDSCLearning objectivesActivities and methodologyResourcesS3Give an opinion at discourse level on a increasing range of general and curricular topicsTalking about how many languages they can name. What countries are they spoken? What are advantages of speaking different languages? have you ever known any person who speaks more than 4 languages?UE 4Use a range of determiners including all, half, both (of), in pre-determiner function on a range of general and curricular topics.Focusing on the use of all, half, both, such, and quite as determinersWorksheet: multiple choice task e.g.... are going to the lecture, a. all we b. all us c. all of usWhere did ...brochures come from? a. all b. all of these c. all theseBoth ... speak either German or French, a. we b. us c. of usIt's .... difficult word to remember! a. a such b. such a c. suchR2Understand specific information in texts on a limited range of unfamiliar general and curricular topics, including some extended text typesReading about people of different countries who knows different languagesWorksheet: multiple matchingR5Recognise typical features at word, sentence and text level in a limited range of written genresMultiple-matching reading taske.g. A. who speaks Portuguese at home ...UE 16Use a range of conjunctions of contrast (although, even though, whereas) and purpose (so that, to) on a range of general and curricular topicsFocusing on conjunctions of reasons since, as and of a cause and effect so...that, such a/...thatWorksheet: complete the sentences with conjunctions. E.g. 1. Learning foreign languages ...difficult I'm giving up! 2. It's ... a great word...any person likes to hear it many times.Worksheet: Use as or since in the sentences.Note: A sand since are used when the reason is already well known and is therefore usually less important.^. ... the show had already started, we went back to the door and luckily found some empty seats there.' 2. ...you have forgotten your book, I'll borrow mine. Worksheet: Complete the sentences with so or such.R3Read a limited range of fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics with confidence and enjoymentThe language of SingaporeComplete the fact file about Singapore Answer the questions.Worksheet: match the words to their meanings, e.g.bilingualpolyglotmother tonguefluencyaccentinflection -JS3Give an opinion at discourse level on a increasing range of general and curricular topicsThe advantage of knowing languagesL6Deduce meaning from context with support in extended talk on a increasing range of general and curricular topicsListening to interviews about advantages of knowing languagesListening to "How to Be Fluent in English Using Facebook - My Experience Learning Language Online" and take a note the way of learning a language using FacebookWorksheet: match the person and the reason why they learn the languagesL8Understand extended narratives on a range of general and curricular topics questions to clarify meaning on an increasing range of general and curricular topicsGiving views about knowing languages in group workS5Summarise what others have said on an increasing range of general and curricular topicsS6Link comments with increasing flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesTaking a class survey: How good are you at learning a new language?Go to the web link and have some idea at with some support about factual and imaginary past events, activities and experiences on a range of general and curricular topicsWriting a short paragraph about results of the surveyTERM 2 MODULE 2. ONE WORLD UNIT 4. MY OWN IDENTITYSCLearning objectivesActivities and methodologyResourcesR 3Read a limited range of fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics with confidence and enjoymentTeacher: pre-teaching human origin, ancestryStudents: reading about the origin of man and completing the chart in a chronological orderMaking own family treeWorksheet:A reading passage on origin of mankind A chart to fill in chronological orders from the passage.R 6Deduce meaning from context on a range of unfamiliar general and curricular topics, including some extended text typesWorksheet:Make your own family tree using a family tree templateW 6Use appropriate layout for a range written genres on a limited range of general and curricular topicsStudents: writing a brief summary for the passageTeacher: providing with plan and techniques for writing a summaryWorksheet: guided writing templateUE5Use a range of tag questions using a range of simple tenses (present, past, future) on a range of general and curricular topicAsking and answering questions based on the given passageWorksheet:Passage questions such as:Early man migrated from Africa, didn’t they? Mongolians are descendants of Chinggis Khan, aren’t they? etc.,L4Understand some of the implied meaning in extended talk on a wide range of general and curricular topicsListening to a short dialogue about ‘Where are we going?’Multiple-matching task focused on implied meaningWhat did she mean by saying...?The word ...has a similar meaning as...L6Deduce meaning from context with support in extended talk on an increasing range of general and curricular topicsUE8Use a range of present simple vs. present continuous and adverbs of frequency including occasionally, rarely, and frequently on a range of general and curricular topics.Use will for promise, hope, and warning and future continuous forms on a range of general and curricular topics.Listening to the short dialogue again and take a note of events happening in the future.Studying the situations to understand the different functions of present continuous and present simple forms with future meaningWorksheet:Note taking templateS7Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksAsking and answering questions with a partner about their near and far future plans.Worksheet:What are you doing tomorrow?What time does your favorite program start tonight?What are you going to do in next five years?W 1Brainstorm, plan, write and edit written work at text level with support on a range of general and curricular topicsStudents: writing a short paragraph about your future plansTeacher: if necessary, provides students with a modol paragraphUnderstand implied meaning on a limited range of unfamiliar general and curricular topics, including some extended text typesReading a personality quiz and identifying yourselfWorksheet: Personality quizR4UE8Use a range of present simple vs. present continuous and adverbs of frequency including occasionally, rarely, and frequently on a range of general and curricular topics.Use will for promise, hope, and warning and future continuous forms on a range of general and curricular topics.Students: describing the best friend’s characterTeacher: providing students with a model of description of personal character.Worksheet:Guided writing templateW3Write with some support about personal feelings and opinions on a limited range of general and curricular topicsL2Understand with limited support specific information in extended talk on a wide range of general and curricular topicsTeacher: pre-teaching words related to personal characters.Students: listening to a talk about personal characterWorksheet:Answering True or False questions He always helps others. (T or F)S2Ask questions to clarify meaning on an increasing range of general and curricular topicsConducting a group survey to identify personal character types of group membersWorksheet:Filling in a survey tableS3Give an opinion at discourse level on an increasing range of general and curricular topicsWatching a short video and discussing about the main and supporting rolesWorksheet:The main role is medium-height and good-looking. Also he is very generous and kind etc.R7Recognise the attitude or opinion of the writer on a limited range of unfamiliar general and curricular topics, including some extended text typesReading a passage about interesting hobbies and identify the writer’s attitudeWorksheet:Choose the correct answer. What is the writer’s attitude? To criticize To inform To warn ...UE7Use a range of simple perfect vs. simple past forms on a range of general and curricular topics.Focusing on the use of simple perfect and simple past formsCompleting a paragraph using the verbs in brackets.S6Link comments with increasing flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesConducting a class survey on hobbies and interestsWorksheet:Survey table with questions.W1Brainstorm, plan, write and edit written work at text level with support on a range of general and curricular topicsTeacher: providing a template of pros and cons essay and useful expressions such as making friends, bullying etc.,Students: writing pros and cons essay on transferring to a new schoolWorksheet:Guided writing templateL 1Understand with limited support the main points in extended talk on a wide range of general and curricular topicsListening to a talk show about being a good friendWorks heet: Answering questions. What character is the most/least important to be a good friend according to the talk?UE1Use a range of abstract nouns and compound nounsUse a limited range of gerunds as subjects on a range of general and curricular topicsMaking sentences using gerunds as subjects of the sentencesWorksheet: provided example sentences Choosing career is very important.Being a good friend requires a lot of good characters.W3Write with support about personal feelings and opinions on a limited range of general and curricular topicsWriting an opinion essay on what makes a good friend.Worksheet:A template of opinion essayUNIT 5. DESIGNING CLOTHESSCLearning objectivesActivities and methodologyResourcesL8Understand extended narratives on a range of general and curricular topicsListen to the man talking and fill in the worksheet and answer the questionTeacher: preparing a worksheet with some fill in gaps and questions with peers to negotiate, agree and organize priorities and plans for completing classroom tasksDiscussing in class the video and exchange their own idea about fashion now and then.Teacher: preparing some questions which give chance to negotiate and ask or answer each other about fashion and clothing nowadays.Worksheet:Questions :Does fashion go around in a circle? Why? How important is fashion to you?UE14Use a range of prepositional verbs Use smell/taste/ sound/look/feel/seem + like to indicate manner on a range of general and curricular topics.Focusing on the prepositional verbs in the context of clothingStudents: completing and then deciding in which sentences the particle can come after the object and explore other rulesTeacher: focusing on verbs iook/feel/seem+ like to indicate manner e.g. This pair of boots seems like old fashion. It seems like too dull.Worksheet: complete each sentence with a particle [with off on for ate tc.]/ like shopping clothes in markets.I’ve just putmy coat to go out.That’s new stock but there is some items ... sale.W4Develop coherent arguments supported when necessary by reasons, examples and evidence for a limited range of written genres on general and curricular topicsWriting cartoon captions using above verbs for a range of clothes / dressing situation cartoons Teacher: providing with a guiding template with some phrasal verbs or idioms on clothing: e.g. kick off, throw on, wrap up OR burn a hole in one’s pocket, dress to kill, fit like a gloveWorksheet: ‘clothing’ cartoons e.g. trying things on in shops / looking in mirrors etc.L6Deduce meaning from context with support in talk on a range of generalListening and inferring what the clothing problem is Teacher: exploring more complicated ideas on a clothingWorksheet:A who has put on weightand curricular topicsIndustry in a ylubul contuxtb who has lost u button C a problem with their belt etc. NLwgk4R1Understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some text typesReading about different sizes and measurements for clothes and students work out their measurements and complete a tableDoing a survey of two friends in your class and report using the table above Teacher: providing useful expressions with reporting a surveyTable to complete a shoe size, shoe width fitting, a waist size, a trouser length, a collar size, etc. n/search?a=sizes+an d+measurements+for+clothes&biw=965&bi h=634&tbm=isch&tbo=u&source=univ&sa=X&ved=0CC4QsARaFQoTCPDuuK6Ba8kCFU73YwodGnACPaS3Give an opinion at discourse level on an increasing range of general and curricular topicsTalking about which country/ region an item of clothing typically comes from and what clothing could be made from Doing a project in a group on above topic and present to the classMatching the material and clothing Teacher: assisting students to be creativeWorksheet: which part of the world are these clothes from and which ones are made from:cottonsilkanimal skinparts of a treefur etc. meaning from context with support in extended talk on a increasing range of general and curricular topicsListening and matching items of clothing to their indigenous namesTeacher: exploring a talk between middle-aged person and a child talking about clothes that are not used anymore e.g. We used to weardeel, when we were schoolchildren.Worksheet: multiple matching to pictures a kimono etc. a range of abstract nouns and compound nounsUse a range of gerunds as subjects on a range of general and curricular topicsFocusing on words that qualify uncountable clothing wordse.g. item, piece, suitFocusing on using gerunds as subjectse.g. Wearing three - piece suit makes him look older thanhis age.Worksheet: which of these words are uncountableR2Understand specific information in texts on a limited range of unfamiliar general and curricular topics, including some text typesReading about Mongolian traditional clothing / costume / jewelleryWorking in groups designing any kind of traditional clothing Teacher: focusing on using effective reading strategy and assisting to do researchMultiple choice task: clothing Words: dee/, boots, hat etc. bid/trad costumes en.htmlS7Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksTeacher: focusing on rules of debating: time management,keeping discipline, roles of participants etcStudent: Debating about pros and cons wearing uniformAdvantages: expressing equality Disadvantages: not stylish 6LaoakfE appropriate layout for a range of written genres on a limited range of general and curricular topicsDesigning and writing about your ideal uniform focusing on using passive forms Teacher: providing a writing template to write a good paragraphIs designed for people., can be worn... can also be used as...etc.Power point or other presentation writing template meaning from context on a limited range of unfamiliar general and curricular topics, including some text typesReading in small groups about an adaptable clothes item: e.g. solar panel caps, GPS shoes, inflatable coat hangers, JakPak, reversible jackets etc.Teacher: providing post reading tasks in which students can deduce meaning of words and expressions from contextDifferent short texts on adaptable / multipurpose clothing products clothing/R8Use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understandingTeacher: offering more digital references Student: Checking meaning of unknown words in a digital dictionary Researching a ‘product’ further onlineWorksheet: looking at the highlighted words and discuss with other students what they could mean Worksheet: find out about different versions /models - a price range - who it is really useful for etc.S8Use appropriate subject-specific vocabulary and syntax to talk about a increasing range of curricular topicsWorking in pairs and play “Tic-Tac-Toe” game. Every time when they see words they have to say a sentence using new vocabulary.Solar panel cups GPS shoesInflatable coat hangerJakPakReversi ble jacketHeat jacketTeacher: checking if the students are using new vocabulary at a sentence levelWorksheet:“Tic-Tac-Toe” chart with new vocabulary wordsUE9Use a growing range of active and passive forms for simple tenses (present, past, future) on a range of general and curricular topics.Focusing on the use of present passive and passive forms after modalse.g. GPS shoes can be used for travelling, hiking and plete tasks with correct active and passive formsW1Brainstorm, plan, write, edit and proofread written work at text level with some support on a range of general and curricular topicsWriting a short presentation on modern adaptable clothes to present to rest of the classTeacher: providing with outline of a presentation and useful words and expressions before the activityA writing templateUnit 6 Transportation then andnowSCLearning objectivesActivities and methodologyResourcesR2Understand specific information in texts on a limited range of unfamiliar general and curricular topics, including some extended text typesReading about different types of transportation around the worldTeacher: The text should have more than 150 words about the different transportation in different countrieshttD://2010/02/25/around-the-world-on-10-unique-transport-modes/; source=web&cd=5&cad=ria&uact=8&ved=0CDqQFiA EahUKEwi227rY94LJAhUOxWMKHd2 A2E&url=htto%3A%2F%2F%2F2010%2F02%2F25%2Faround-the-world-on-10-unique-transDort-modes%2F&usq=AFQiCNEioJBvHuqcOfav7FJvvUbfLExIbwS3Give an opinion at discourse level on an increasing range of general and curricular topicsFocusing on features of different transportations in different countries Teacher: preparing some questions for the students as a “Double line activity”Find and tell which transport is from where and tell abouttheir featuresQuestions:Is there any differences between the different transportationsCan you see any features on each transportation?Can you name the traditional Mongolian transportation? Which one is still used? etc.L5Recognize the opinion of the speaker(s) with some support in extended talk on a range of general and curricular topicsStudent: Listening to people’s views on transport in their city Teacher: preparing some true / false and multiple choice task questions True / false and multiple- choice tasksL6Deduce meaning from context with support in extended talk on an increasing range of general and curricular topicsStudent: Listening to the talk again and answer the questions. Questions for the contextL7Recognise typical features at word, sentence and text level of a growing range of spoken genreStudent: After listening to the talk, doing vocabulary and sentence structure exercises Teacher: Preparing worksheet a limited range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics with confidence and enjoymentReading about the historical development and present situation of Mongolian transportationTeacher: finding the text that needs to be simplified for the students. monqolia economv transportation.html2 mind maps , one with ancient and another with modern transportation in Mongolia e.g. horse relay station, camel caravan, oxcart, courier mail Bus, trolleybus, articulated busR5Recognise typical features at word, sentence and text level in a limited range of written genresUE9Use a growing range of active and passive forms for different tenses on a range of general and curricular topics.Focusing on the use of active and passive forms of simple present, simple past, and present perfectWorksheet: text on development of transportations in the country to complete [appropriate present, past and present perfect form]Mongolian most popular transportation was based on a yak, horse, camel, ox, and reindeer.And now our transport system has changed a lot.In everyday life in Ulaanbaatar the bus, trolleybus, articulated bus, taxi are used widely as a public transportationS3Give an opinion at discourse level on an increasing range of general and curricular topicsDiscussing the present situation of transportation in own cities/towns/soums Teacher: preparing an information gap activity on the transportation statistics for studentshttD://kokudokeikaku.qo.ip/wat2/23 monaol.pd fFor example:Transportation statistics: Railways: total: 1,908 km (2010). Roadways: total: 49,249 km; paved: 4,800 km; unpaved: 44,449 km (2013).S6Link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesTalking about differences of Mongolian transportations in the past and now Teacher: preparing a pair activity “knee to knee”; organizing a presentation competition in classWorksheet: in the past... now ...Prepare a presentation about Mongolian transportation changes and present it to classS8Use appropriate subject-specific vocabulary and syntax to talk about a increasing range of curricular topicsUsing the subject-specific vocabulary related to the Mongolian transportations in the past and nowPrepare vocabulary for the contextUE14Use smell/taste/ sound/look/feel/seem + like to indicate manner on a growing range of general and curricular topics.Focusing on prepositional and phrasal verbs in talking about getting to and from school / town /cityTeacher: preparing some suitable exercises for student. flashcards/senses.Dhp Worksheet:1 get to schoolfoot. It seems healthyway for me.Being a plane makes me nervous.lt makesme annoyed1 haven’t travelled muchtrain.But itseems cheaper to travel by.L5Recognize the opinion of the speaker(s) with support in extended talk on a range of general and curricular topicsListening to issues that students have with their journey to school in different countries Teacher: playing the movie and letting the students to find the issue. The teacher needs to shorten the movie for the students. Worksheet completion Where are the children from?How do they get to school?What’s the issue to use this type of transport for these children?S2Ask questions to clarify meaning on an increasing range of general and curricular topicsHaving a small group discussion using guided questionsTeacher: preparing some guided questions for the students and using a “counter circle” or other type of pair speaking activityHow do you get to school?How much time do you spend to get to your school? Have you ever cycle to your school?Is it possible to cycle to your school? etc.S7Interact witli peers to negotiate, agree and organize priorities and plans for completing classroom tasks1 alklng about students' opinion according to the guided questions in the previous taskDo you think...?In my opinion...Is it Ok if 1 say that...W3Write with support about personal feelings and opinions on a limited range of general and curricular topicsWriting a paragraphTeacher: choosing one topic for student’s writingE.g.: “Do students need a school bus?”Suggested links writing template. 3MODULE 3. AROUND THE GLOBEUNIT 7. FESTIVALS AROUND THE WORLDSCLearning objectivesActivities and methodologyResourcesS7Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksStudents: talking about different festivals in the worldTeacher: preparing some pictures for students to give some ideasWorksheet: make a list about festivals with date / origins /UE1Use a growing range of abstract nouns and compound nouns.Teacher: focusing on abstract nouns in talking about festivalsStudents: working on abstract noun and make sentencesActivities worksheet:origin and traditional belief, symbol celebration, highlight custom, legend etc.Example: excitement, joy, cowardice, desire etc.content/grammar-rules/nouns/abstract-nouns/R8Use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understandingStudents: checking meaning of unknown words in a dictionaryTeacher: letting the students use an English - English dictionaryuse each word to make a statement about festivals. emlii. com/78e50642/22-Breathtakina- Festivals-Around- The-World- That- You-Must-See- Before-You-DieL8Understand extended narratives on a range of general and curricular topicsStudents: Listening and watching the video and answer the questions Teacher: preparing a worksheet with some questions on it. what others have said on an increasing range of general and curriculur topicsStudents: Following the guide question and discuss in pairs about the video above Teacher: preparing some questions related to the videoWorksheet:What does “haerfest” mean?How do people decorate churches?R1Understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some text typesStudents: reading the text “The most highlighted festivals around the world” Teacher: preparing a Jig Saw reading activityWorksheet:from your reading of the text make a statementS8Use appropriate subject-specific vocabulary and syntax to talk about an increasing range of curricular topicsStudents: working on new vocabulary words which they find from their reading.Teacher: organizing an ask and answerWorksheet:New vocabulary words from the reading.L3Understand some of the detail of an argument in extended talk on a wide range of general and curricular topicsStudents: listening about top festivals in South-East AsiaTeacher: providing a worksheet with some questions about the topic. Map of south-east Asia: circle countries which is stated in the listeningUE9Use a growing range of active and passive forms for simple tenses (present, past, and future) on a range of general and curricular topics.Students: researching and reading about Chinese lunar new year, lantern festivals in order to answer direct questionsWorksheet:What are the lanterns made from? Who takes part?What are they decorated with? When are lantern festivals?Which countries celebrate lanterns?R2Understand specific information in texts on a limited range of unfamiliar general and curricular topics, including some extended textsStudents: focusing on the present simple passive in talking about festivals, custom, ceremonies etc...Teacher: finding an appropriate text about one festivalWorksheet: text completion appropriate layout for a range of written genres on a growing range of general and curricular topicsStudents: writing about differences between Christmas and Lunar new year festivals Teacher: preparing guide questions for the studentsUsing the research questions as a guide Students prepare a short power point [or other]S1S7Use formal and informal registers in their talk on a increasing range of general and curricular topics Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksStudents: presenting to the rest of the classPresentation for the rest of the classUE13Use a growing range of modal forms for a range of functions: have to and must for obligation, have to and need to for necessity, may and might for possibility, would and could for polite requests, can and may for permission, mustn’t for prohibition on a range of general and curricular topics.Students: working in pairs and writing a list of safety instructionsTeacher: focusing on the use of modals in explaining what is needed / what to avoid in doing somethingWorksheet: completing [appropriate model form] a set of instructions on lantern safety with children. cheshirefire.qov.uk/public- safetv/campaiqns/outdoor-safetv/lantern-safetvR9Understand the detail of an argument on a limited range of unfamiliar general and curricular topics, including some text ? —ci — —■curricular topics.Students: reading / researching how to make flying [rising] lanterns Teacher: preparing a worksheet forskvlanternsonline.co.uk/instructions-for-useR9Understand the detail of an argument on a limited range of unfamiliar general and curricular topics, including some textStudents: reading / researching how to make flying [rising] lanterns Teacher: preparing a worksheet forskvlanternsonline.co.uk/instructions-for-useI V| inottfutltinlh Id itmkn nuttiM mi Him folio winy points what makes it rise materials needed safety issues typical decorationW4Develop coherent arguments supported when necessary by reasons, examples and evidence for a limited range of written genres on general and curricular topicsStudents: writing a guide for members of other groups- using notes above Teacher: explaining how to make and fly a lanternGuided writing templateUE16Use a limited range of conjunctions including since, as to express reasons and the structures so...that, such as on a range of general and curricular topics.Students: swapping their instructions with other group members and attempting to use them to build a working lantern Teacher: finding an instruction with conjunctionsWorksheet:Instruction with conjunctionR2Understand specific information in texts on a limited range of unfamiliar general and curricular topics, including some text typesStudents: testing their lanterns in a safe environmentTeacher: organizing an outdoor activityW2Write with some support about factual and imaginary past events, activities and experiences on a growing range of general and curricular topicsStudents: learning how to make own lantern Teacher: using writing rubricsWorksheet: text completionUNIT 8. ENVIRONMENT PROTECTIONSSCLearning objectivesActivities and methodologyResourcesS1Use formal and informal registers in their talk on a increasing range of general and curricular topicsStudents: walking around the class and talk to other students about trees. They change partners often and share your findings.In pairs / groups, talking about these topics or words from the article. What will the article say about them? What can you say about these words and your life? trees. html#ixzz3vJ2aiinv trees.htm l#ixzz3vJ2wVkDXGiven words for the discussion: good news / bad news / planet / estimated / trillion / zeroes / change / number / human / activity / example / Europe / farmland / deforestation / a century ago / effortL1Understand with limited support the main points in extended talk on a wide range of general and curricular topicsStudents: Listening to the text “Earth has lost half of its trees because of humans” Finding main and specific information from the text.Teacher: creating simple tasks for the students level trees.htmlE.g. a. find a gistanswer the questionsmatching the Qs and AsW4. Il It It >i ils In mwlil Hi itaft nil 1 IlH Ti i III iwlll(|points wlwit makes It rise materials needed safety issues typical decorationDevelop coherent arguments supported when necessary by reasons, examples and evidence for a limited range of written genres on general and curricular topicsStudents: writing a guide for members of other groups- using notes above Teacher: explaining how to make and fly a lanternGuided writing templateUE16Use a limited range of conjunctions including since, as to express reasons and the structures so...that, such as on a range of general and curricular topics.Students: swapping their instructions with other group members and attempting to use them to build a working lantern Teacher: finding an instruction with conjunctionsWorksheet:Instruction with conjunctionR2Understand specific information in texts on a limited range of unfamiliar general and curricular topics, including some text typesStudents: testing their lanterns in a safe environmentTeacher: organizing an outdoor activityW2Write with some support about factual and imaginary past events, activities and experiences on a growing range of general and curricular topicsStudents: learning how to make own lantern Teacher: using writing rubricsWorksheet: text completionUNIT 8. ENVIRONMENT PROTECTIONSSCLearning objectivesActivities and methodologyResourcesS1Use formal and informal registers in their talk on a increasing range of general and curricular topicsStudents: walking around the class and talk to other students about trees. They change partners often and share your findings.In pairs / groups, talking about these topics or words from the article. What will the article say about them? What can you say about these words and your life?httD://1509/150905- trees. html#ixzz3vJ2aiinvhttD://1509/150905- trees. html#ixzz3vJ2wVkDXGiven words for the discussion: good news / bad news / planet / estimated / trillion / zeroes / change / number/ human / activity / example / Europe / farmland / deforestation / a century ago / effortL1Understand with limited support the main points in extended talk on a wide range of general and curricular topicsStudents: Listening to the text “Earth has lost half of its trees because of humans” Finding main and specific information from the text.Teacher: creating simple tasks for the students levelhttD://1509/150905- trees, htm IE.g. a. find a gistanswer the questionsmatching the Qs and AsL2Understand with limited support specific information in extended talk on wide range of general and curricular topicsListening to the text again and filling the sentences with words to hear. Each word will be given twice.(Remember to use the correct spelling and capital letters, etc.). com/1509/150905-trees- spellinq.htmL4Understand some of the implied meaning in extended talk on a wide range of general and curricular topicsStudents: Listening to the text again and guessing the answersTeacher: giving students enough time to think.Students should work individually.E.g.: good news and bad news regarding the number of treeson your planeton hour planeton our planeton owe planet trees . htm I#ixzz3vlzj PiOvUE2Use a growing range of quantifiers for countable and uncountable nouns including several, a plenty of a number of and an amount of and fractions, percentages on a range of general and curricular topicsStudents: Learning the usage of quantifiers for countable and uncountable nouns including several, a plenty of a number of and an amount of and fractions, percentagesTeacher: preparing the material focusing on the listeningWorksheet which explains UE2 and lots of exercises for practicingL3Understand some of the detail of an argument in extended talk on a wide range of general and curricular topicsListening to the text again and filling in the gapsE.g. There is good news and bad news (1)of trees on our planet. trees.html#ixzz3vJ0DUHfAS8Use appropriate subject-specific vocabulary and syntax to talk about a increasing range of curricular topicsStudents: Talking about how to protect the environmentTeacher: enabling students with vocabulary related to the environment protectionWorksheet, postersR1Understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended text typesStudents: Reading the text “Earth has lost half of its trees because of humans”, then doing the text jumbles activity in groups. Teacher: Searching the text and activities then apply in your situation specific information in texts on a limited range of unfamiliar general and curricular topics, including some extended text typesRereading the text and unjumble the questionsE.g. the word 'tree'What springs to mind when you hear?R2Understand specific information in texts on a limited range of unfamiliar general and curricular topics, including some extended text typesStudents: Rereading the text and work in pairs. Ask and answer the questions. Teacher: letting students check the answers in pairse.g.S1: What did you think when you read the headline? S2: Why is it important to hug trees?R4Understand Implied meaning on a limited range of unfamiliar general and curricular topics, including some text typesRereading the loxt than find Iho questions with implied meaningsE.g.: What will Earth be like in one thousand years from now?S3Give an opinion at discourse level on a increasing range of general and curricular topicsDiscussing “What have humans done to the earth and how can we reverse the damage?” Completing this table with a partner(s). Change partners often and share what you wrote. trees . htm l#ixzz3vJ 3xvZMwThe damageHow we can reverse itRiversOceansAirAnimalsForestsS2Ask questions to clarify meaning on an increasing range of general and curricular topicsStudents: Interviewing other students and write down their answers.Teacher: observing students’ interview and check the comprehensione.g.I.What did you think when you read the headline? 2What springs to mind when you hear the word 'tree'? 3.How important are trees to you? trees . htm I#ixzz3 wC ET9oi DS6Link comments with increasing flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesStudents: Discussing the Mongolian situation about trees and its protection Teacher: preparing questions which leads to the discussionE.g.Why is important to grow trees?How is in Mongolia the situation of growing and protecting trees?What do you think how many trees will Mongolians loose a year? etc.W4Develop coherent arguments supported when necessary by reasons, examples and evidence for a limited range of written genres on general and curricular topicsStudents: Looking at the trees around the city write the article about them or make a posterTeacher: organizing out of the city tourPoster activityWriting an article about the environment its protectionW1Brainstorm, plan, write and edit written work at text level with support on a range of general and curricular topicsStudents: Dividing students into groups by their interestTeacher: instructing students to do the research on the Mongolian situation by own self to inform the groupsProject work: Trees and their protection in MongoliaL8Understand extended narratives on a range of general and curricular topicsStudents: Listening to the text about ecotourismTeacher: preparing questions for comprehension ecotourism-4.html#ixzz3wzTGqVd3L6Deduce meaning from context with support in extended talk on a increasing range of general andPreparing dialogues about environment protection, role play them to other groups, the others will listen and deduce meaningWords for making the dialoguecurricular topicsTeacher: providing students with resources for making the dialogue and clarify the proper topic for each groupUE17Use growing range of zero, first and second conditional clauses on a range of general and curricular topics Use growing range of relative clauses including who, which, that, where and when on growing range of general and curricular topicsLearning conditionals Students: preparing presentationPPTWorksheetsS7Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksStudents: Discussing about animals and its protectionTeacher: providing materials for making discussionse.g. LeopardYou think the leopard is the best creature to see in the wild. Tell the others three reasons why. Tell them why their creatures aren't so interesting to look at. Also, tell the others which is the least interesting of these (and why): whale, python or polar bear and think about how to protect themW1Brainstorm, plan, write, and edit written work at text level with support on a range of general and curricular topicsStudents: Writing an opinion on topic what will happen if some of the animals disappeared?Teacher: facilitating, assisting, checkingBirds, cats, wolves etc.TERM 4MODULE 4. SOCIAL LIFEUNIT 9. HUMAN VALUESSCLearning ObjectivesActivities and methodologyResourcesS3Give an opinion at discourse level on an increasing range of general and curricular topicsTalking about values and their typesWorksheet: sort out the words and expressions in the correct column of personal value, social value, political value, economic value, religious valueWords and expressions: action, attitude, equality, honesty, justice, freedom, national pride, liberty, welfare, civic responsibility, democracy, ownership of properties, worship, behavioral beliefs, respecting others, personal autonomy, health, safety, intelligence ues.html 3460c0b1f30ded9?qo=leafPageFeaturedContentR6Deduce meaning from context on a limited range of unfamiliar general and curricular topics, including some text typesReading an inspirational story and answering questionsWorksheet: look at the highlighted words and discuss with other students what they could mean a growing range of indefinite pronouns anybody, anyone and anything and quantitative pronouns everyone, everything, nobody, no one and none on a range of general and curricular topicsFocusing on quantitative pronouns everyone, everything, nobody, no one and noneWorksheet: complete each gap with an appropriate phrase below, e.g.None did anything.Anyone would do it.Nobody did.Worksheet: Correct the errors in each sentence, e.g.1 arrived at the conference room too early and nobody was there. (Spoken English)They ask me for help because none they have dealt with this kind of issue before.L6Deduce meaning from context with support in extended talk on an increasing range of general and curricular topicsListening and working out how two people are relatedWhat human value is mentioned in it? Who was the boy? What happened to a man? etc. FI3NQVd4UE 13Use a growing range of modal forms for a range of functions: to be supposed to for obligation, to be allowed to for permission, and mustn’t and not to be allowed to for prohibition on a range of general and curricular topics.Focusing on modal verbs for different functionsActivity using the ideas at 10. Local communityscLearning objectivesActivities and methodologyResourcesS3Give an opinion at discourse level on an increasing range of general and curricular topicsThe five most interesting cities in the world according to travellers’ or statistical data; national dataList of: The cost of a km - taxi ride The cost of a cup of coffeeL5Recognise the opinion of the speaker(s) with support in extended talk on a range of general and curricular topicsListening to descriptions of hometowns;Listening for correct incorrect information true / false / multiple Town and country selling-moving/9811261/Town-versus-country-what- our-readers-think.htmlR10Begin to recognise inconsistencies in argument in short texts on a limited range of general and curricular subjectsReading: living in a city; famous citiesList of the five most interesting cities in the world...W5Use with some support style and register appropriate to a limited range of written genres on general and curricular topicsWriting about an interesting country not giving the name of the country to guess.Exchanging informationUE1Use a growing range of abstract nouns and compound nouns on a range of general and curricular topicsCompleting the information Teacher: providing students with resources for making the dialogue and clarify the proper topic for each groupThe three most interesting cities in my country...UE17Use growing range of zero, first and second conditional clauses on a range of general and curricular topics Use growing range of relative clauses including who, which, that, where and when on growing range of general and curricular topicsLearning conditionals Students: preparing presentationPPTWorksheetsS7Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksStudents: Discussing about animals and its protectionTeacher: providing materials for making discussionse.g. LeopardYou think the leopard is the best creature to see in the wild. Tell the others three reasons why. Tell them why their creatures aren't so interesting to look at. Also, tell the others which is the least interesting of these (and why): whale, python or polar bear and think about how to protect themW1Brainstorm, plan, write, and edit written work at text level with support on a range of general and curricular topicsStudents: Writing an opinion on topic what will happen if some of the animals disappeared?Teacher: facilitating, assisting, checkingBirds, cats, wolves etc.TERM 4MODULE 4. SOCIAL LIFEUNIT 9. HUMAN VALUESSCLearning ObjectivesActivities and methodologyResourcesS3Give an opinion at discourse level on an increasing range of general and curricular topicsTalking about values and their typesWorksheet: sort out the words and expressions in the correct column of personal value, social value, political value, economic value, religious valueWords and expressions: action, attitude, equality, honesty, justice, freedom, national pride, liberty, welfare, civic responsibility, democracy, ownership of properties, worship, behavioral beliefs, respecting others, personal autonomy, health, safety, intelligence ues.html 3460c0b1f30ded9?qo=leafPageFeaturedContentR6Deduce meaning from context on a limited range of unfamiliar general and curricular topics, including some text typesReading an inspirational story and answering questionsWorksheet: look at the highlighted words and discuss with other students what they could mean implied meaning on a limited range of unfamiliar general and curricular topics, including some text typesUE6Use a growing range of indefinite pronouns anybody, anyone and anything and quantitative pronouns everyone, everything, nobody, no one and none on a range of general and curricular topicsFocusing on quantitative pronouns everyone, everything, nobody, no one and noneWorksheet: complete each gap with an appropriate phrase below, e.g.None did anything.Anyone would do it.Nobody did.Worksheet: Correct the errors in each sentence, e.g.1 arrived at the conference room too early and nobody was there. (Spoken English)They ask me for help because none they have dealt with this kind of issue before.L6 UE 13Deduce meaning from context with support in extended talk on an increasing range of general and curricular topicsListening and working out how two people are relatedWhat human value is mentioned in it? Who was the boy? What happened to a man? etc. FI3NQVd4Use a growing range of modal forms for a range of functions: to be supposed to for obligation, to be allowed to for permission, and mustn't and not to be allowed to for prohibition on a range of general and curricular topics.Focusing on modal verbs for different functionsActivity using the ideas at 10. Local communitySCLearning objectivesActivities and methodologyResourcesS3Give an opinion at discourse level on an increasing range of general and curricular topicsThe five most interesting cities in the world according to travellers’ or statistical data; national dataList of: The cost of a km - taxi ride The cost of a cup of coffeeL5Recognise the opinion of the speaker(s) with support in extended talk on a range of general and curricular topicsListening to descriptions of hometowns;Listening for correct incorrect information true / false / multiple Town and country to recognise inconsistencies in argument in short texts on a limited range of general and curricular subjectsReading: living in a city; famous citiesList of the five most interesting cities in the world...W5Use with some support style and register appropriate to a limited range of written genres on general and curricular topicsWriting about an interesting country not giving the name of the country to guess.Exchanging informationUE1Use a growing range of abstract nouns and compound nouns on a range of general and curricular topicsCompleting the informationThe three most interesting cities in my country...S6Link comments with increasing flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesComparing with a partner.The cost of a km taxi ride in my city The cost of a cup of coffee in my cityUE14Use a growing range of prepositions preceding nouns and adjectives in prepositional phrasesMatching the questions in column A with the answers in column B. Then practice the conversations.Multiple-matching taskW6Use appropriate layout for a range of written genres on a limited range of general and curricular topicsWriting a postcard to a classmate about the city or place where you spent your last vacation.Vacation postcardsL2Understand with limited support specific information in extended talk on a wide range of general and curricular topicsListening to the conversation about people from different cities talking about restaurants, transportation, apartments and shopping etc.Multiple-matching task with peers to negotiate, agree and organize priorities and plans for completing classroom tasksTalking about the city or hometown they live in.What’s it like?What’s your city or hometown like?R2Understand specific information in texts on a limited range of unfamiliar general and curricular topics, including some text typesReading the descriptions of citiesTrue / false / multipleUE13Use a growing range of modal forms for a range of functions: to be supposed to for obligation, to be allowed to for permission, and mustn’t and not to be allowed to for prohibition on a range of general and curricular topics.Describing places to visit and things you allowed to do or not allowed to doGiven promptsW1Brainstorm, plan, write and edit written work at text level with support on a range of general and curricular topicsWriting a plan for one-day tour of your city for visitors. Groups of 4-5 Including information for morning, afternoon, and evening activities.First, And then, shouldS6Link comments with increasing flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesDiscussing what things should tourists see in your country, do etc. [groups of 4 - 6]L6Deduce meaning from context with support in extended talk on an increasing range of general and curricular topicsListening to people talking about their hometowns.Worksheet [writing Y for yes and N for no.]W5Use with some support style and register appropriate to a limited range of written genres on general and curricular topicsWriting about neighborhoodWords for each item inside or outside thecircle to show where it is.Exchanging informationL4Understand some of the implied meaning in extended talk on a wide range of general and curricular topicsListening to the conversations. Finding the places on the map.S7Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksTalking about public buildings Matching town words with the symbols.House drawing in a circle.Which of these buildings and places are less than two kilometres from where you live?S5Summarise what others have said on an increasing range of general and curricular topicsReporting to the class. What places and things are in the community in the picture? What is there in your community?Symbols of bank, cinema, library, nightclub, post office, sports centre, theatre, police station.What’s this? Perhaps it’s a bank. I think it’s a theatreThere is a cinema in my town. Is there a cinema in your town? Are there any banks in your town? Short answersS7Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasksTalking about the places. With your conversation partner, choose a place in your community. Asking someone for directions to get there.Post office, university, museum etc.Excuse me, where’s the main square? It’s near the post office. How do I get to Florist?Take a left, take a right, go straightR1Understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some texts .Reading about a real townAnswer the questionsS8Use appropriate subject-specific vocabulary and syntax to talk about an increasing range of curricular topicsTalking about your favorite cities with expressions from boxes A (adjectives) and N(nouns).In line A adjectives in line B nouns Lovely buildings, interesting museums, modern buildings etc.S6Link comments with increasing flexibility to what others say at sentence and discourse level in pair, group and whole class exchangesTalking about neighborhood and neighbors in the community focusing on question structuresMatching the numbers and the words. Community mapWhat’s in the neighborhood? What are the people doing?Community garden, parking space, riding a bike, drug store, grocery store etc.S4Respond with increasing flexibility at both sentence and text level to unexpected comments on a range of general and curricular topicsAsking and answering the questionsHow do you like your neighbors? Are they friendly? Helpful? Angry? Noisy?How can neighbors helpyou? Do your neighbors help you? If yes, how?What kinds of problems can people have with theirneighbors?S3Give an opinion at discourse level on an increasing range of general and curricular topicsDrawing a map of your neighborhood. Showing your map to your classmates and talk about your neighborhood.different drawingL7Recognise typical features at word, sentence and text level of a growing range of spoken genresListening and matching the numbers with the wordsFire department, bank items, stamps , post office, ATM etc.Young people are helping their community r-community-and-you/ do-yo u r-co m m u n ity appropriate subject-specific vocabulary and syntax to talk about an increasing range of curricular topicsAsking and answering the questions with your class. Make a list.What do you do when you go to the post office? When do you call 101?What do you do when you go to the bank?What do you need to get a cash from ATM?What should you do if there’s a fire in your home?W3Write with some support about personal feelings and opinions on a limited range of general and curricular topicsWriting about a dream town.Guided writing template ? ................
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