Tamos-education.kz
Scheme of Work – English as a Second Language Stage 6
Overview
This scheme of work is based on a 12 week term, with each module being covered in 4 weeks. Each unit should, therefore, be covered in 2 weeks based on the provision of 5–6 hours of classroom English per week.
|TERM 1 |TERM 2 |TERM 3 |
|Module 1A: My World |Module 2A: Great Discoveries |Module 3A: Making Decisions |
|Unit 1 All About Me |Unit 7 Inventions |Unit 13 Going Shopping |
|Unit 2 At School |Unit 8 Famous Explorers |Unit 14 Calculating |
|Module 1B: Entertainment |Module 2B: Different People |Module 3B: Adventures |
|Unit 3 Sports and Fitness |Unit 9 Work and Jobs |Unit 15 Holidays and Travels |
|Unit 4 Films |Unit 10 Communicating |Unit 16 Survivors’ Tales |
|Module 1C: Past and Present |Module 2C: Living Things |Module 3C: Our Class |
|Unit 5 Clothes and Accessories |Unit 11 Character and Behaviour |Unit 17 Making Plans |
|Unit 6 Time and Special Days |Unit 12 Animal Habits |Unit 18 A Year of English |
Module 1A: My World
Unit 1: All About Me
|Framework Code |Learning Objective |Activities |Resources |Comments |Time |
|6S1 |Provide detailed information about themselves |Talking about relatives and completing the names|Worksheet: names of relatives, years | |100–120 |
| |and others at discourse level on a wide range |of relatives in a family tree |of birth | |minutes |
| |of general topics | |to complete | | |
| | | | | | |
| |Ask questions to clarify meaning on a range of| |Worksheet: questions to ask about | | |
|6S2 |general and curricular topics | |family members: oldest/youngest etc. | | |
| | | | | | |
| |Understand the main points of a wide range of | | | | |
| |short, simple texts on general and curricular |Reading about names in different cultures |Multiple-matching yes/no/doesn’t say | | |
|6Rm1 |topics by using contextual clues | |tasks | | |
| | | | | | |
| |Understand the main points in both short and | | | | |
| |extended talk with little or no support on a |Listening to different people explaining how |Multiple-matching and | | |
| |range of general and curricular topics |they got their name |summary completion tasks | | |
|6Lm1 | | | | | |
| |Link sentences into coherent text using a | | | | |
| |variety of basic connectors on a range of |Writing a paragraph about different names in |Guided writing template | | |
| |general and curricular topics when writing |your country | | | |
| |independently | | | | |
|6Wo1 | | | | | |
|6Ug2 |Use a growing range of adjectives in the |Focusing on adjectives for describing people and|Worksheet: sorting adjectives into | |100–120 minutes |
| |correct order in front of nouns on a range |their appearance |opposite pairs e.g. long/short | | |
| |general and curricular topics | |wavy/straight | | |
| | | | | | |
| |Understand specific information and detail in |Listening to different descriptions of people |Worksheet: ordering adjectives in | | |
|6Ld1 |both short and extended talk on a range of | |descriptions | | |
| |general and curricular topics with little or | | | | |
| |no support | |Multiple-matching tasks | | |
| | | | | | |
| |Provide detailed information about themselves |Talking about and describing yourself and your | | | |
| |and others at discourse level on a wide range |partner |Worksheet: table completion of |Display opportunity | |
|6S1 |of general topics | |different features | | |
| | | | | | |
| |Link sentences into coherent text using a | | | | |
| |variety of basic connectors on a range of |Writing a description of your hero/idol for a |Guided writing template | | |
| |general and curricular topics when writing |young person’s magazine |Meet _______ . | | |
|6Wo1 |independently | |If you don’t know her/him, check | | |
| | | |her/him out. | | |
|6Uf3 |Use simple perfect forms to express [recent, |Focusing on things you have done before now |Worksheet: sorting jumbled questions,| |100–120 minutes |
| |indefinite and unfinished past] on a range of | |e.g. | | |
| |general and curricular topics |Learners ask and answer questions |highest been building in what | | |
| | | |you walk longest ever. | | |
| |Deduce meaning from context in both short and |Listening to conversations where people | | | |
|6Ld2 |extended talk on a range of general and |experience things for the first-time |Worksheet: matching question | | |
| |curricular topics with little or no support | |beginnings | | |
| | |Talking about things you’ve done/haven’t done |and endings? e.g. | | |
| |Provide detailed information about themselves | |Have you ever been _____ ? | | |
| |and others at discourse level on a wide range | | | | |
|6S1 |of general topics | | | | |
| | |Learners then relate statements their partner |Completion task: | | |
| |Link comments to what others say at sentence |makes to themselves |It’s the first time she’s received | | |
| |and discourse level in pair, group and whole | |___ . | | |
| |class exchanges | | | | |
|6S6 | | | | | |
| | | |Worksheet: sentence completion e.g. | | |
| | | |I’ve never _________ | | |
| | | |______________ a lot. | | |
| | | |I’ve only ever ______. | | |
|6Rd2 |Understand independently specific information |Reading a short text about the life of young | | |60–80 minutes |
| |and detail in short, simple texts on a range |Mozart | | | |
| |of general and curricular topics | | | | |
| | | | | | |
| |Recognise the difference between fact and | |Worksheet: fact or opinion task | | |
|6Rd1 |opinion in short, simple texts on a wide range|Reading about the things Mozart could do/did at | | | |
| |of general and curricular topics |different ages | | | |
| | | | | | |
| |Plan, write, edit and proofread work at text | |Poem template: |Display opportunity | |
| |level with some support on a range of general | |I can’t play like Mozart but ______ .| | |
| |and curricular topics | | | | |
|6Wa1 | |All about me ‘dictation’ poem. |Learners arrange different | | |
| |Recognise, identify and sound independently a |Dictate to learners 10 to 12 pieces of |information about themselves into a | | |
| |wide range of language at text level |information about themselves to include in a |poem | | |
| | |poem. e.g. your shoe size, | | | |
| | |something about your name etc. | | | |
|6Rg1 | | | | | |
| | |Learners read out poems | | | |
Module 1A: My World
Unit 2: At School
|Framework Code |Learning Objective |Activities |Resources |Comments |Time |
|6Rm1 |Understand the main points of a wide range of |Reading school signs and notices |Completion task with jumbled | |50–70 minutes |
| |short, simple texts on general and curricular | |adjectives | | |
| |topics by using contextual clues | | | | |
| | | |Matching signs to where you’d see | | |
| |Begin to use some common prepositional verbs | |them – use above visual | | |
|6Ug6 |on a range of general and curricular topics |Focusing on common prepositional verbs | | | |
| | | |Worksheet: matching and completion |Prepare instruction | |
| |Understand longer sequences of classroom | |tasks with common verbs e.g. sit up, |sequences. e.g. | |
| |instructions with little or no support |Listening and following different sequences of |face towards etc. |face towards the board | |
|6Ld4 | |classroom instructions | | | |
|6S6 |Link comments to what others say at sentence |Completing from memory with another learner |Template of weekly class timetable |Pre-teach subjects/names of|70–90 |
| |and discourse level in pair, group and whole |weekly class timetable. Learners fill in |for learners to fill in |school activities |minutes |
| |class exchanges |timetabled lessons and activities. | | | |
| | | | | | |
| |Provide detailed information about themselves |Talking about other lessons, activities, clubs |Worksheet: tick activities you’d like| | |
|6S1 |and others at discourse level on a wide range |they would like in or after school |e.g. drama, cooking classes, judo | | |
| |of general topics | |etc. | | |
| | | |Put on your timetable above and tell | | |
| |Use a growing range of modal forms including |Focusing on modals in the context of what you |another learner. | | |
| |would [polite requests] could [polite |might write in emails/letters | | | |
|6Uf8 |requests] | |Worksheet: matching and completion | | |
| |needn’t [lack of necessity] | |tasks | | |
| |should, ought to [obligation] | | | | |
| | |Writing an e-mail to the headteacher about a | | | |
| |Use independently appropriate layout at text |class/extra lesson you’d like | | | |
| |level for a growing range of written genres on| |Guided writing template | | |
|6Wo3 |familiar general and curricular topics | | |Possible display | |
| | | | |opportunity | |
| | | | | | |
|6Ld2 |Deduce meaning from context in both short and |Listening about schools in the past and what |Labelling task: images of ink well, | |100–120 |
| |extended talk on a range of general and |teachers/children used to do |cane, dunce’s cap, slate, lines book | |minutes |
| |curricular topics with little or no support | |etc. | | |
| | | | | | |
| |Summarise what others have said on a range of |Learners tell each other what they heard about | | | |
|6S5 |general and curricular topics |the objects |Worksheet: sentence completion | | |
| | | |relating to images above. | | |
| |Use a range of active and passive past forms | |e.g. Before pens ______ . | | |
| |and used to/didn’t use to for past |Focusing on language for talking about | | | |
|6Uf5 |habits/states on a range of general and |habits/states in the past |Worksheet: text summary completion | | |
| |curricular topics | |task | | |
| | | | | | |
| |Understand the main points of a wide range of | | | | |
| |short, simple texts on general and curricular | |Multiple-choice | | |
| |topics by using contextual clues |Reading about Victorian children at work and the|yes/ no/ doesn’t say tasks | | |
|6Rm1 | |jobs the used to do | | | |
| |Write with some support about factual and | | | | |
| |imaginary past events, activities and | | | | |
| |experiences on a growing range of general and |Writing a diary entry as a Victorian working |Guided writing template | | |
| |curricular topics |child | | | |
|6Wc1 | | | | | |
| | | | | | |
|6Lm1 |Understand the main points in both short and |Listening to learners talking about different |Multiple-matching tasks | |80–100 |
| |extended talk with little or no support on a |problems at school | | |minutes |
| |range of general and curricular topics | | | | |
| | | | | | |
| |Link comments to what others say at sentence | |Worksheet: matching problems to | | |
|6S6 |and discourse level in pair, group and whole |Talking about what kind of behaviour causes |causes | | |
| |class exchanges |problems | | | |
| | |at school | | | |
| |Use if/unless in zero and first conditional | | | | |
| |clauses | |Worksheet: completion task | | |
|6Uf10 | |Focusing on conditional forms in talking about |if/unless | | |
| |Spell most high-frequency vocabulary |behaviour and rules | | |Display |
| |accurately for a range of familiar general and| |Worksheet: matching sentence halves |Encourage learners to |opportunity |
|6Ug7 |curricular topics when writing independently |Making a poster: A Happy School | |recycle language from | |
| | | | |previous tasks e.g. | |
| | |Do’s/Don’ts | |Don’t touch someone’s | |
| | | | |things unless you ask. | |
Module Review
|Learning Objective |Activities |Assessment |Time |
|Listening, Reading, Use of English, Speaking and Writing tasks on a |Use a range of multiple-matching, multiple-choice, |Use tasks to assess core module learning objectives and |90–120 |
|range and blend of topics and themes relating to describing people |yes/no/doesn’t say, sentence and text completion and|monitor progress |hours |
|and personal characteristics, education, school life and events and a|guided speaking and writing tasks | | |
|range of module learning objectives | | | |
Module 1B: Entertainment
Unit 3: Sports and Fitness
|Framework Code |Learning Objective |Activities |Resources |Comments |Time |
|6Ld1 |Understand specific information and detail in |Listening to a sportsperson talking about their |Multiple-choice/multiple-matching |Prepare/cut out sports |40–50 minutes |
| |both short and extended talk |daily regime/things they use do |tasks |equipment cards for | |
| | | | |different groups of | |
| |Recognise the attitude or opinion of the |Talking about using sports equipment: learners |Worksheet: [from above] |learners | |
|6Lo1 |speaker(s) in both short and extended talk |ask questions to find out what their partner |images of different sports: each | | |
| | |uses pieces of equipment for e.g. |learner places different equipment |Ensure copies of sports | |
| |Provide detailed information about themselves |Are these running shoes? |cards on different sports, out of |image worksheet are | |
| |and others at discourse level on a wide range |Do you use the gloves for windsurfing? |view of other learners |available | |
|6S1 |of general topics | | | | |
| | | | | | |
| |Understand more complex unsupported questions | | | | |
| |which ask for personal information | | | | |
| | | | | | |
|6Ld3 | | | | | |
|6Rd2 |Understand independently specific information |Reading about the life and great moments of an |Multiple choice, yes/no/ doesn’t say | |70–90 |
| |and detail in short, simple texts on a range |athlete/sports star |tasks | |minutes |
| |of general and curricular topics | | | | |
| | | | | | |
| |Recognise the attitude or opinion of the | | | | |
|6Rg3 |writer in short texts on a wide range of |Writing: learners plan and write a series of |Worksheet: question prompts | | |
| |general and curricular topics |questions to ask this or another famous sports | | | |
| | |star for a radio interview, which learners then | | | |
| |Plan, write, edit and proofread work at text |act out for class | | | |
| |level with some support on a range of general | | | | |
|6Wa1 |and curricular topics | | | | |
|6Uf7 |Begin to use simple forms of reported speech |Focusing on reporting simple statements and |Worksheet: learners change direct to | |70–90 minutes |
| |to report statements and commands on a range |commands |reported | | |
| |of general and curricular topics | | | | |
| | | |Learners write down simple | | |
| |Summarise what others have said on a range of | |statements/commands about sports | | |
| |general and curricular topics | | | | |
|6S5 | |Reporting what others say to you/tell you to do | | | |
| |Link sentences into coherent text using a |in a memory game. |Provide context: opening line | | |
| |variety of basic connectors on a range of | | | | |
| |general and curricular topics when writing |Writing: learners summarise previous sports star| | | |
|6Wo1 |independently |interview into a paragraph, to be read out as if| | | |
| | |live post-interview on camera | | | |
| |Recognise, identify and sound independently a | | | | |
| |wide range of language at text level | | | | |
| | | | | | |
| | | | | | |
|6Rg1 | | | | | |
|6S1 |Provide detailed information about themselves |Talking about the different types of exercise |Worksheet: learners tick and talk | |90–120 minutes |
| |and others at discourse level on a wide range |learners get |about the activities they do | | |
| |of general topics | | | | |
| | | |Worksheet: labelling image the | | |
| |Give an opinion at discourse level on a range | |body/organs | | |
|6S3 |of general and curricular topics |Talking about what’s good for what | | | |
| | | |Matching activities to what they help| | |
| |Recognise the difference between fact and | |with | | |
| |opinion in short, simple texts on a wide range|Reading about the benefits of doing exercise | | | |
|6Rd1 |of general and curricular topics | |Yes/no/doesn’t say and sentence | | |
| | | |completion tasks | | |
| |Understand independently specific information | | |Display opportunity | |
| |and detail in short, simple texts on a range | | | | |
| |of general and curricular topics | | | | |
| | | |Provide a template/visuals | | |
|6Rd2 |Use joined-up handwriting in all written work | | | | |
| |across the curriculum with appropriate speed | | | | |
| |and fluency | | | | |
| | |Writing a personal ten-point fitness action plan| | | |
| |Use a growing range of future forms including |[resolutions] | | | |
|6Wa2 |be going to [predictions based on present | | | | |
| |evidence] | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
|6Uf4 | | | | | |
|6Ld4 |Understand longer sequences of classroom |Listening and following sets of instructions for|Worksheet: on key exercise verbs |Pre-teach key verbs: |70–100 |
| |instructions with little or no support |warm-up/stretching exercises | |stretch, place etc. |minutes |
| | | | | | |
| |Understand specific information and detail in |Listening to what pulse rate is and how to check|Multi-matching picture tasks | | |
|6Ld1 |both short and extended talk on a range of |it | | | |
| |general and curricular topics with little or | | | | |
| |no support | | | | |
| | | |Picture sequencing tasks | | |
| |Read and follow independently familiar | | | | |
| |instructions for classroom activities |Reading instructions on how to conduct a pulse | | | |
|6Rf1 | |rate experiment | | | |
| |Respond with increasing flexibility at both | |Test completion grid | | |
| |sentence and discourse level to unexpected | | | | |
| |comments on a range of general and curricular | |Worksheet: sentence completion of | | |
|6S4 |topics |Completing a pulse rate experiment and reporting|what test proves | | |
| | |results to whole class | | | |
Scheme of W
Module 1B: Entertainment
Unit 4: Films
|Framework Code |Learning Objective |Activities |Resources |Comments |Time |
|6Lg1 |Understand both short and extended narratives |Listening: The history of the movies |Timeline completion | |50–60 minutes |
| |with little or no support on a range of | | | | |
| |general and curricular topics | |Multiple-matching tasks | | |
| |Use a range of pronouns including relative | | | | |
| |pronouns who, which, that, whom, whose on a |Focusing on relative clauses |Worksheet: Oscar definitions | | |
|6Ut4 |range of general and curricular topics |in definitions of people/things in movies |completion e.g. | | |
| |Use a range of defining and non-defining | |Best Actress | | |
| |relative clauses with which, who, that, whose,| |the person who acts the best in a | | |
| |whom | |female role | | |
| | |Memorising where things are in turning over | |Prepare/cut up sets of | |
| | |cards matching game |Definition/movie word cards e.g. |cards | |
|6Ut7 | | |costume designer - person who makes | | |
| | | |the clothes | | |
|6Rm1 |Understand the main points of a wide range of |Reading: What’s on at the movies? |Multiple-match tasks | |70–90 |
| |short, simple texts on general and curricular | |matching descriptions to type of film| |minutes |
| |topics by using contextual clues | | | | |
| | | | | | |
| |Recognise the attitude or opinion of the | |Worksheet: completing short | | |
|6Rg3 |writer in short texts on a wide range of | |descriptions of film with adjectives | | |
| |general and curricular topics | | | | |
| | | | | | |
| |Use a growing range of participle adjectives | |Worksheet: ordering jumbled | | |
| |and a growing range of adjectives in the |Focusing on descriptive adjectives |adjectives | | |
|6Ug2 |correct order in front of nouns on a range |[participles] in short movie review texts | | | |
| |general and curricular topics | |Worksheet to prompt recollection | | |
| | | |a film on DVD/on TV | | |
| |Relate extended stories and events on a | |at the cinema/on my computer etc. | | |
| |growing range of on general and curricular |Ranking films you’ve seen recently and telling | | | |
| |topics |another learner about them | | | |
|6S8 | | | | | |
|6Ld1 |Understand specific information and detail in |Listening: watching movie trailers partly as |Worksheet: viewing completion |Cue trailers |70–90 |
| |both short and extended talk on a range of |input for writing a short movie review |Which movie stars …? | |minutes |
| |general and curricular topics with little or | |Which movie is a comedy? | | |
| |no support | | | | |
| | | | | | |
| |Write with some support about personal |Writing a short film review recommending a film |Provide a review template | | |
|6Wc2 |feelings and opinions on a limited range of |learner has seen recently | |Display opportunity | |
| |general and curricular topics | | | | |
| | | | | | |
| |Recognise, identify and sound independently a |Reading out their reviews. Other learners guess | | | |
| |wide range of language at text level |which movie it is and also ask further questions| | | |
|6Rg1 | |to help them. | | | |
| |Ask questions to clarify meaning on a range of| | | | |
| |general and curricular topics |Surveying learners quickly as to their favourite| | | |
| | |movie. List 8 well-known movies. Vote out | |Choose movies that you | |
|6S2 | |movies, until you have a final round winner. | |would be able to show | |
| | | | |subsequently | |
|6Lg1 |Understand both short and extended narratives |Watching previously chosen movie |Worksheet: viewing guide | |90–120 |
| |with little or no support on a range of | |in sections e.g. | |minutes |
| |general and curricular topics | |Name three locations in the movie. | | |
| | | |What was your favourite line? | | |
| | | |What was your favourite scene? | | |
|6Ug7 |Spell most high-frequency vocabulary |Writing questions in preparation for a movie |Templates/models for writing |Prepare some quiz |50–70 |
| |accurately for a range of familiar general and|quiz |different types of quiz question for |questions/rounds |minutes |
| |curricular topics when writing independently | |different rounds e.g. | | |
| | | |Who starred in___? |Think of a way of keeping | |
| |Understand more complex | |Who played ____? |scores | |
| |questions on a range of general and curricular| |Complete the film title: A Bug’s | | |
|6Ld3 |topics with little or no support |Asking and answering questions about movies in a|_____ | | |
| | |class quiz. Learners confer in groups when | | | |
| |Give an opinion at discourse level on a range |producing and answering questions. | | | |
| |of general and curricular topics | | | | |
| | | | | | |
|6S3 | | | | | |
Module Review
|Learning Objective |Activities |Assessment |Time |
|Listening, Reading, Use of English, Speaking and Writing tasks on a |Use a range of multiple-matching, multiple-choice, yes|Use tasks to assess core module learning objectives and |90–120 |
|range and blend of topics and themes relating to athletes, modern |no doesn’t say, sentence and text completion and |monitor progress |hours |
|sports, fitness, the entertainment industry, TV and film and a range |guided speaking and writing tasks | | |
|of module learning objectives | | | |
Module 1C: Past and Present
Unit 5: Clothes and Accessories
|Framework Code |Learning Objective |Activities |Resources |Comments |Time |
|6Wo3 |Use independently appropriate layout at text |Writing a lost property notice |Guided writing template |Possible display | |
| |level for a growing range of written genres on| | |opportunity | |
| | | | | | |
| |familiar general and curricular topics | | | | |
|6S7 |Keep interaction going in longer exchanges on |Talking about fashion through the ages |Worksheet: images – matching styles | |120–140 |
| |a wide range of general and curricular topics | |to dates | |minutes |
| | | | | | |
| |Understand independently specific information |Reading about clothing and fashion in different | | | |
|6Rd2 |and detail in short, simple texts on a range |historical times |Diagram labelling and fact or opinion| | |
| |of general and curricular topics | |tasks | | |
| | | | | | |
| |Recognise the difference between fact and | | | | |
| |opinion in short, simple texts on a wide range| | | | |
|6Rd1 |of general and curricular topics | | | | |
| | | | | | |
| |Use a range of active and passive simple past | | | | |
| |forms and used to/didn’t use to for past | | | | |
| |habits/states on a range of general and | | | | |
| |curricular topics |Focusing on simple past passive and used to be | | | |
|6Uf5 | |worn etc. | | | |
| |Understand specific information and detail in | |Worksheet: gapped text | | |
| |both short and extended talk on a range of | |and sentence matching tasks | | |
| |general and curricular topics with little or | | | | |
| |no support | | | | |
| | |Listening to historical descriptions of clothing| | | |
|6Ld1 |Write with some support about factual and |and fashionable looks | | | |
| |imaginary past events, activities and | |Multiple matching tasks | | |
| |experiences on a growing range of general and | | | | |
| |curricular topics | | | | |
| | | | | | |
| | |Writing a paragraph on a particular historical |Guided writing template | | |
|6Wc1 | |clothes look | |Possible display | |
| | | | |opportunity | |
|6Ug6 |Begin to use some common prepositional verbs |Focusing on prepositional and phrasal verbs used|Worksheet: images/cartoons | |90–120 |
| |on a range of general and curricular topics |for talking about clothes do up hang up try |different clothes situations | |minutes |
| | |on, put on, take off dress up | | | |
| |Give an opinion at discourse level on a range | | | | |
|6S3 |of general and curricular topics |Talking about when and why you need to do these | | | |
| | |things | | | |
| |Understand longer sequences of classroom | |Worksheet: with questions | | |
| |instructions with little or no support |Listening: ‘Scarecrow Races’ |Name two occasions you need to dress | | |
|6Ld4 | | |up | | |
| |Deduce meaning from context in both short and | | | | |
| |extended talk | |Ask one learner from a group to act |Bring in props and | |
| | |Listening to people in different clothes |as a scarecrow |accessories for dressing up| |
|6Ld2 |Recognise the attitude or opinion of the |shopping situations |and issue instructions to other group| | |
| |speaker(s) in both short and extended talk on | |members to dress them up. Race with | | |
| |a range of general and curricular topics with | |another group. | | |
|6Lo1 |little or no support | | | | |
| | | |Multiple-choice tasks | | |
|6S6 |Link comments to what others say at sentence |Talking about why different people wear uniforms|Worksheet: images of police officers,| |80–100 minutes |
| |and discourse level in pair, group and whole | |nurses, school children, soldiers, | | |
| |class exchanges | |footballers etc. | | |
| | | | | | |
| |Respond with increasing flexibility at both |Talking about features of different uniforms |Worksheet: Why do … | | |
|6S4 |sentence and discourse level to unexpected | |firefighters wear hard hats? | | |
| |comments on a range of general and curricular | |soldiers wear brown and green? | | |
| |topics | |doctors wear white? etc. | | |
| | | | | | |
| |Understand the main points of a wide range of |Reading short advertisements for different | | | |
| |short, simple texts on general and curricular |clothing and items of uniform |Multiple-matching tasks. | | |
|6Rm1 |topics by using contextual clues | | | | |
| | | |Worksheet: conversion into full | | |
| |Use a range of active and passive simple past |Focusing on language [passive] in second-hand |sentences; | | |
| |forms on a range of general and curricular |advertisements |never worn, unwanted present, hardly | | |
| |topics | |used, much loved, by last owner | | |
|6Uf5 | | | | | |
| |Use independently appropriate layout at text | |Guided writing template | | |
| |level for a growing range of written genres on|Writing an advertisement for an item to sell | | | |
| |familiar general and curricular topics | | | | |
| | | | | | |
|6Wo3 | | | |Possible display | |
| | | | |opportunity | |
Module 1C: Past and Present
Unit 6: Time and Special Days
| Framework |Learning Objective |Activities |Resources |Comments |Time |
|Code | | | | | |
|6Rd2 |Understand independently specific information |Reading simple ‘clock/time’ problems relating to|Worksheet: with problems to work out |Pre-teach time vocabulary |70–90 |
| |and detail in short, simple texts on a range |digital/analogue am/pm etc. and working out | |e.g. |minutes |
| |of general and curricular topics |answers |Worksheet: text completion/time |lasts, spends, takes, is | |
| | | |questions learners complete then |delayed, | |
| |Use a growing range of prepositions preceding |Focusing on prepositional time phrases with |answer e.g. |fortnight, fast/slow | |
|6Ug4 |nouns and adjectives in prepositional phrases |in/at/on |__ what time does the metro start? |etc., | |
| | |and looking at how early/late are used with such| | | |
| |Give an opinion at discourse level on a range |phrases |Cards with: numbers 60, 366, 28, 14, | | |
| |of general and curricular topics | |2, 365, 52 | | |
| | |Talking about days, hours, second, minutes in |Match to facts: days in a year/weeks| | |
|6S3 | |a... |in a fortnight | | |
|6Ld1 |Understand specific information and detail in |Listening about wedding days in two different |Multiple-matching/sentence completion|Pre-teach: wedding |70–90 |
| |both short and extended talk on a range of |countries |tasks |vocabulary e.g. |minutes |
| |general and curricular topics with little or | | |ceremony, bride, groom, | |
| |no support | |Worksheet: timeline |reception | |
| |Understand more complex unsupported questions | |before ceremony, after | | |
| |which ask for personal information | | | | |
|6Ld3 |Relate extended stories and events on a | |Words for learners to place on the | | |
| |growing range of on general and curricular | |timeline | | |
| |topics | | | | |
| | | | | | |
|6S8 | |Talking about weddings. Learners ask each other | | | |
| | |about weddings they have been to/heard of and | | | |
| | |what happened. | | | |
|6Rd2 |Understand independently specific information |Reading about a summer fair from history |Yes/no doesn’t/say task | |100–120 |
| |and detail in short, simple texts | | | |minutes |
| | | |Worksheet: images | | |
| |Recognise the attitude or opinion of the | |tick the things you could see at a | | |
|6Rg3 |writer in short texts on a wide range of | |summer fair | | |
| |general and curricular topics | |magician, horses etc. | | |
| | | | | | |
| |Use a range of active and passive simple past | | | | |
| |forms and used to/didn’t use to for past |Focusing on narrating past events |Worksheet: sorting jumbled stories | | |
|6Uf5 |habits/states | | | | |
| | | |Worksheet: completing | | |
| |Use past continuous forms for background, | |stories putting verbs into correct | | |
| |parallel and interrupted past actions | |form | | |
| | | | | | |
|6Uf6 |Use conjunctions while, until, as soon as in | | | | |
| |relating narratives | | | | |
| | | | | | |
| |Write with some support about factual and | | | | |
|6Ut6 |imaginary past events, activities and | | | | |
| |experiences on a growing range of general and | |Write closing line on board: | | |
| |curricular topics |Writing a paragraph about a special day. |‘It was a very special day.’ | | |
|6Wc1 | |Learners write about something they did/that | | | |
| | |happened to them that was special. | | | |
Module Review
|Learning Objective |Activities |Assessment |Time |
|Listening, Reading, Use of English, Speaking and Writing tasks on a |Use a range of multiple-matching, multiple-choice, |Use tasks to assess core module learning objectives and |90–120 |
|range and blend of topics and themes relating to clothing and dress, |yes/no/doesn’t say, sentence and text completion and |monitor progress |hours |
|modern accessories, special occasions and times of the year and a |guided speaking and writing tasks | | |
|range of module learning objectives | | | |
Module 2A: Great Discoveries
Unit 7: Inventions
|Framework Code |Learning Objective |Activities |Resources |Comments |Time |
|6S3 |Give an opinion at discourse level on a range |Talking about and internet researching what |Worksheet: images of early | |90–120 |
| |of general and curricular topics |communications devices existed before the phone |telecommunication machines | |minutes |
| | | | | | |
| |Use independently familiar paper and digital |Reading about the invention of the telephone | | | |
|6Rd3 |reference resources to check meaning and | | | | |
| |extend understanding | | | | |
| | | | | | |
| |Understand independently specific information |Writing an imaginary dialogue of Bell’s first |Yes/no/doesn’t say multiple-choice | | |
| |and detail in short, simple texts on a range |phone conversation and acting this out in front |task | | |
|6Rd2 |of general and curricular topics |of class | | | |
| | | | | | |
| |Write with some support about factual and |Writing an imaginary telegram from Bell to a | | | |
| |imaginary past events, activities and |friend about successful first phone conversation| | | |
| |experiences on a growing range of general and | | | | |
|6Wc1 |curricular topics | | | | |
| | | |Guided telegram template | | |
| | | | |Possible display | |
| | | | |opportunity | |
|S6 |Link comments to what others say at sentence |Talking about gadgets/technology that learners | | |90–120 |
| |and discourse level in pair, group and whole |use everyday. Learners make a list of 8 things | | |minutes |
| |class exchanges |they use and rank as most important. Learners | | | |
| | |compare lists. | | | |
| |Use a growing range of questions on a range of| | | | |
|6Ut3 |general and curricular topics |Focusing on questions you might want to answer | | | |
| | |in researching the history of a product | | | |
| |Read independently a range of short simple | |Worksheet: questions to complete e.g.| | |
| |fiction and non-fiction texts with confidence |Researching in groups a gadget/invention on the | | | |
|6Rg2 |and enjoyment |internet and in order to answer these questions.|Who ____ ? | | |
| | | |Which company _____ ? | | |
| |Use independently familiar paper and digital | |When _________? |Guide to primary friendly | |
| |reference resources to check meaning and | |What ______ look like ? |sites | |
| |extend understanding | | | | |
|6Rd3 | | |Learners use questions as research |ICT link | |
| |Relate extended stories and events on a |Learners prepare a short presentation around 3 |guide |help learners save images | |
| |growing range of on general and curricular |images they find relating to their search | |for subsequent projection | |
| |topics | | | | |
| | | | |Display opportunity | |
|6S8 | | | | | |
|6Uf2 |Use a range of adverbs [simple and comparative|Focusing on comparative adverbs and order of |Worksheet: completing short ads with | |80–100 |
| |forms] including adverbs of manner |adjectives in describing products and their uses|adjectives and adverbs | |minutes |
| |Use a growing range of participle adjectives | | | | |
| |and a growing range of adjectives in the | | | | |
|6Ug2 |correct order in front of nouns on a range | | | | |
| |general and curricular topics | | | | |
| |Give an opinion at discourse level on a range | | | | |
| |of general and curricular topics | |Worksheet: images of gadgets learners| | |
| |Plan, write, edit and proofread work at text |Talking about new gadgets/products and what they|speculate about what it is/does | | |
| |level with some support on a range of general |are used for | | | |
|6S3 |and curricular topics | |Worksheet: new gadget names e.g. the | | |
| | |Writing an advertisement for an imaginary |suitcase seat | | |
| | |product e.g. fold-away bike |Guided writing template | | |
| | | | | | |
|6Wa1 | | | | | |
|6Ld2 |Deduce meaning from context in both short and |Listening to descriptions of inventions that |Matching descriptions to | |60–80 |
| |extended talk on a range of general and |didn’t work/didn’t catch on |images/sketches of inventions | |minutes |
| |curricular topics with little or no support | | | | |
| |Respond with increasing flexibility at both | | | | |
| |sentence and discourse level to unexpected |Talking about how useful/silly gadgets are. | | | |
| |comments on a range of general and curricular |Learners discuss different pairs of gadgets. |Worksheet: Which one’s best? | | |
|6S4 |topics | | | | |
Second Language Stage 6
Module 2A: Great Discoveries
Unit 8: Famous Explorers
| Framework Code |Learning Objective |Activities |Resources |Comments |Time |
|6Rm1 |6Wa2Understand the main points of a wide range|Reading: ‘Getting Tea out of China’ [e.g. story |Worksheet: sorting into a sequence | |120–140 |
| |of short, simple texts on general and |of Robert Fortune] |jumbled chronological events | |minutes |
| |curricular topics by using contextual clues | | | | |
| | | |Worksheet: relating to events in | | |
| |Use conjunctions while, until, as soon as in |Focusing on narrative verb forms and |Reading sentence matching/completion| | |
|6Ut6 |relating narratives |conjunctions |tasks | | |
| | | | | | |
| |Use past continuous forms for background, | |Worksheet: text summary completion | | |
|6Uf6 |parallel and interrupted past actions on a | |task | | |
| |range of general and curricular topics | | | | |
| | | | | | |
| |Understand both short and extended narratives | | | | |
| |with little or no support on a range of | |Three-option multiple choice task on| | |
| |general and curricular topics |Listening to a dramatic narration of an episode|actions, thoughts and feelings | | |
|6Lg1 | |In above story | | | |
| |Write with some support about factual and | | | | |
| |imaginary past events, activities and | |Guided writing template | | |
| |experiences on a growing range of general and | | | | |
| |curricular topics |Writing [e.g. diary entry] an imaginary account| | | |
|6Wc1 | |based on an incident/detail in above | | | |
| | |Listening/Reading | | | |
|6Rd1 |Recognise the difference between fact and |Reading about the Aztecs and their civilisation |True/false and yes/no/doesn’t say | |80–100 |
| |opinion in short, simple texts on a wide range| |tasks | |minutes |
| |of general and curricular topics | | | | |
| |Use the pattern verb + object + infinitive | | | | |
| |give/take/send/bring/show + direct/indirect | |Worksheet: learners match parts of | | |
| |object |Focusing on verb patterns in describing customs |sentences according to information in| | |
|6Ut5 |Write with some support about factual and |and practices |above Reading |possible display | |
| |imaginary past events, activities and | | |opportunity | |
| |experiences on a growing range of general and |Talking about Aztec customs by saying what they |Worksheet: images of different Aztec | | |
| |curricular topics |give/take/send/bring/show with direct objects |objects | | |
| | | | | | |
|6Wc1 | |Writing an imaginary eye-witness account of | | | |
| | |meeting the Aztecs for the first time |Guided writing template | | |
|6Ld1 |Understand specific information and detail in |Listening about Spanish explorers in the ‘New |Multiple-matching of names to images |You could play a clip from |90–110 |
| |both short and extended talk on a range of |World’ | |film relating to these |minutes |
| |general and curricular topics with little or | |Worksheet: matching agents [by] to |events to add context | |
| |no support | |actions was taken, were sent back | | |
| |Use a range of active and passive simple | | | | |
| |present and past forms on a range of general | |Worksheet: rewriting sentences using | | |
|6Uf5 |and curricular topic |Focusing on simple past passive forms in the |passive forms | | |
| | |context of discovery and exploration | | | |
| |Understand independently specific information | |Text summary completion | | |
| |and detail in short, simple texts on a range | |task Image matching/labelling tasks | | |
| |of general and curricular topics |Reading about Aztec and Spanish confrontations | | | |
|6Rd2 | |[e.g. the siege of Tenochtitlan] | | | |
|6S8 |Relate extended stories and events on a |Collective class telling of the story of the |Images from previous |Cut out images from |50–70 |
| |growing range of on general and curricular |Aztecs/Spanish |listening/reading tasks plus others |pervious tasks and present |minutes |
| |topics |in groups of 4 or 5 with at least one image card|on individual cards |as cards | |
| |Link comments to what others say at sentence |per learner. Learners plan their telling of the | | | |
|6S6 |and discourse level in pair, group and whole |history. Then whole class, each learner in | | | |
| |class exchanges |turn, tell the story collectively. | | | |
| |Understand more complex questions on a range | | | | |
| |of general and curricular topics with little |Listening to quiz questions about China and New | | | |
| |or no support |World discoveries above |Quiz: questions to read out. e.g. In| | |
|6Ld5 | | |which century ______ ? | | |
Module Review
|Learning Objective |Activities |Assessment |Time |
|Listening, Reading, Use of English, Speaking and Writing tasks on a |Use a range of multiple-matching, multiple-choice, |Use tasks to assess core module learning objectives and |90–120 |
|range and blend of topics and themes relating to science and discovery,|yes/no/doesn’t say, sentence and text completion and |monitor progress |hours |
|useful inventions, exploration and history and a range of module |guided speaking and writing tasks | | |
|learning objectives | | | |
Scheme
Module 2B: Different People
Unit 9: Work and Jobs
|Framework Code |Learning Objective |Activities |Resources |Comments |Time |
|6Ut1 |Use double genitive structures: e.g. a friend |Reading about people who love what they do |Multiple-matching tasks | |60–80 |
| |of theirs on a range of general and curricular| | | |minutes |
| |topics | | | | |
| |Begin to use simple forms of reported speech |Focusing on use of double genitive structures | | | |
|6Uf7 |to report statements and commands on a range | |Worksheet: rewriting sentences using | | |
| |of general and curricular topics |Talking about what you heard/what was said. |double genitive: Sally’s friend is a | | |
| | |Ask 5/6 learners to read out one line: a cousin|hairdresser/A friend. | | |
| | |of mine is a nurse. Nominate learner to report | | | |
| | |as many as they can remember e.g. |Worksheet: | | |
| | |Tania said a cousin of hers is... |A cousin of mine is ___ | | |
| | | |A relative of ours is | | |
| | | |A neighbour ______ etc. | | |
| | | |Learners complete with people they |Keep team scores | |
| | | |know. | | |
|6Lm1 |Understand the main points in both short and |Listening to people describing the qualities |Multiple-matching tasks | |90–110 |
| |extended talk with little or no support on a |they need to do their jobs | | |minutes |
| |range of general and curricular topics | | | | |
| | | | | | |
| |Begin to use dependent prepositions following | | | | |
|6Ug5 |adjectives on a range of general and |Focusing on prepositions used after adjectives: | | | |
| |curricular topics |good at, keen on, good with, kind/polite to |Worksheet: completion and matching |Possible ICT/display | |
| | | |tasks |opportunity writing with | |
| |Use joined-up handwriting in all written work | | |photo shop | |
| |across the curriculum with appropriate speed |Writing down a list of qualities for a job. | | | |
|6Wa2 |and fluency |Learners read out their descriptions and other |Template: | | |
| | |learners write down what job it is. |I’m keen on ______. | | |
| |Write with some support about personal | |I’m good at ________. | | |
| |feelings and opinions on a limited range of |Writing a paragraph about yourself and what |I’m not bad with/at ____ etc. | | |
| |general and curricular topics |you’d like |So I should be a...? | | |
|6Wc2 | |to be | | | |
|6S1 |Provide detailed information about themselves |Talking about household jobs/chores learners |Worksheet: putting chores on a Venn | |90–120 |
| |and others at discourse level on a wide range |do/can do |diagram: jobs you can do | |minutes |
| |of general topics | |inside/outside house [both] | | |
| | | | | | |
| |Use a range of determiners including neither, | | | | |
|6Ut2 |both | | | | |
| | | | | | |
| |Understand more complex unsupported questions | |Set of instructions about: | | |
|6Ld3 |which ask for personal information | |-writing questions | | |
| | | |-doing the survey | | |
| |Ask questions to clarify meaning on a range of| |- putting the results into a | | |
| |general and curricular topics | |graph | | |
|6S2 | | |- presenting the results to | | |
| |Read and follow independently familiar | |the class | | |
| |instructions for classroom activities | | | | |
| | | | | | |
|6Rf1 |Use joined-up handwriting in all written work |Reading instructions about conducting a class | | | |
| |across the curriculum with appropriate speed |survey on who does what household chores | | | |
| |and fluency | | | | |
| | |Writing questions [in groups] for and conducting|Tally chart template for learners to | | |
|6Wa2 |Summarise what others have said on a range of |a class survey using tally charts |write questions on | | |
| |general and curricular topics | | | | |
| | | | | | |
| | |Presenting result of survey to class by |Different graph templates for showing| | |
| | |explaining graph |results | | |
|6S5 | | | | | |
|6Ut7 |Use a range of defining and non-defining |Focusing on relative clauses to talk about jobs |Worksheet: complete with correct | |90–120 |
| |relative clauses with which, who, that, whose,|and people who do them |relative pronoun | |minutes |
| |whom | | | | |
| |Use a range of pronouns including relative | | | | |
|6Ut4 |pronouns who, which, that, whom, whose on a | |Worksheet: learners complete | | |
| |range of general and curricular topics | |sentences about people they know | | |
| |Punctuate written work at text level for a | |My uncle, who _____, works _________ | | |
| |range of general and curricular topics with | |. | | |
| |some accuracy when writing independently | | | | |
| | | | | | |
|6Wo2 | |Punctuating a piece of writing [with no |Worksheet: put commas in relative | | |
| | |punctuation] in which someone describes their |clause sentences where needed | | |
| | |job | | | |
| | | | | | |
| | | |Worksheet: unpunctuated piece of | | |
| | |Learners prepare defining relative clause quiz |writing | | |
| | |questions for class e.g. | | | |
| | |Think of someone who works up a ladder. | | | |
| | |Think of someone with whom a doctor works. | | | |
| | |Think of someone whose job is on the beach. | | | |
| | | | | | |
| | |Listening to and answering questions in a class | | | |
| | |‘jobs’ | | | |
| | |quiz. First learner to shout out answer | | | |
| | |questioner has written on card wins a point. | | | |
| | | | |Keep team scores | |
Module 2B: Different People
Unit 10: Communicating
|Framework Code |Learning Objective |Activities |Resources |Comments |Time |
|6S3 |Give an opinion at discourse level on a range |Talking about gestures/making sounds and when |Worksheet: Find a gesture e.g. | |80–100 |
| |of general and curricular topics |they have to be used |say yes/no/.thank you/stop/don’t etc.| |minutes |
| | | | | | |
| |Recognise the difference between fact and |Reading about the use of gestures in different |Worksheet: When do people | | |
|6Rd1 |opinion in short, simple texts on a wide range|countries and cultures |whistle/clap/hug? etc. | | |
| |of general and curricular topics | | | | |
| | | | | | |
| |Understand specific information and detail in | |Fact or opinion tasks | | |
| |both short and extended talk on a range of |Listening to someone describing different | | | |
| |general and curricular topics with little or |gestures |Matching task | | |
|6Ld1 |no support | |images of aircraft taxiing signals | | |
|6Uf7 |Begin to use simple forms of reported speech |Focusing on reported speech |Worksheet: rewriting direct speech | |70–90 |
| |to report statements and commands on a range | |as reported speech/matching tasks | |minutes |
| |of general and curricular topics | | | | |
| | | | | | |
| |Summarise what others have said on a range of | | | | |
| |general and curricular topics | |Worksheet: gestures to show you | | |
|6S5 | |Talking in groups about different gestures you |like/dislike/don’t care/don’t believe|Model a few gestures and | |
| |Spell most high-frequency vocabulary |can make and what they mean |etc. |suggest interpretations | |
| |accurately for a range of familiar general and| | | | |
| |curricular topics when writing independently |Making gestures and others in class report/write|Learners write down in notebooks what| | |
|6Ug7 | |down what you said |they think was said/they were told | | |
| | | | | | |
| | | | | | |
|6Lo1 |Recognise the attitude or opinion of the |Listening to voice/recorded messages |Multiple-matching tasks | |60–80 |
| |speaker(s) in both short and extended talk on| | | |minutes |
| |a range of general and curricular topics with| | | | |
| |little or no support | | | | |
| | | | | | |
| |Use present continuous forms with present and| | | | |
| |future meaning on a range of general and |Focusing on phone language and talking about |Worksheet: completion/matching tasks | | |
|6Uf6 |curricular topics |arrangements | | | |
| | | | |You might like to record | |
| |Respond with increasing flexibility at both | | |learners leaving messages | |
| |sentence and discourse level to unexpected | | |and ask other learners to | |
| |comments on a range of general and curricular|Replying to voice messages and leaving a message |Tapescripts of messages in previous |listen and say which | |
|6S4 |topics |in reply |listening task |message they are responding| |
| | | | |to | |
| | | | | | |
|6Uf8 |Use a growing range of modal forms including |Focusing on modal forms |Worksheet: sentence | |60–80 |
| |would [polite requests] could [polite | |rewriting/completion tasks | |minutes |
| |requests] needn’t [lack of necessity] should,| | | | |
| |ought to [obligation] |Focusing on functional [modal forms] language in |Worksheet: matching phone questions | | |
| | |phone calls |/statements to short | | |
| |Use joined-up handwriting in all written work| |modal responses | | |
| |across the curriculum with appropriate speed | | | | |
|6Wa2 |and fluency |Writing [completing] short phone dialogues and | | | |
| | |acting these out in front of class | | | |
|6Ld4 |Understand longer sequences of classroom |Talking about and explaining an instant message |Show screen on board and |Set up learners through |60–80 |
| |instructions with little or no support |forum |explain/answer questions about they |skype or some other forum |minutes |
| | | |have to do | | |
| |Ask questions to clarify meaning on a range of| | |ICT link | |
|6S2 |general and curricular topics | | | | |
| | | |Worksheets A/B: giving learners | | |
| |Read and follow independently familiar | |different things to communicate to | | |
| |instructions for classroom activities | |each other | | |
|6Rf1 | |Reading instructions for instant messaging task | | | |
| |Write with some support about personal | | | | |
| |feelings and opinions on a limited range of | | | | |
| |general and curricular topics |Writing to each other in an instant messaging | | | |
|6Wc2 | |forum | | | |
Module Review
|Learning Objective |Activities |Assessment |Time |
|Listening, Reading, Use of English, Speaking and Writing tasks on a |Use a range of multiple-matching, multiple-choice, |Use tasks to assess core module learning objectives and |90–120 |
|range and blend of topics and themes relating to jobs and working |yes/no/doesn’t say, sentence and text completion and |monitor progress |hours |
|situations, means of communication and modern technology and a range of|guided speaking and writing tasks | | |
|module learning objectives | | | |
Scheme
Module 2C: Living Things
Unit 11: Character and Behaviour
| Framework Code |Learning Objective |Activities |Resources |Comments |Time |
|6Lg1 |Understand both short and extended narratives |Listening to the first half of a short story and|Worksheet: tick the adjectives which | |60–80 |
| |with little or no support on a range of |predicting what the key characters will do |best describe each character | |minutes |
| |general and curricular topics | | | | |
| | | | | | |
| |Use a growing range of future forms including |Focusing on making predictions |Worksheet: What do you think will | | |
|6Uf4 |be going to [predictions based on present | |happen? [tick] | | |
| |evidence] and will for predictions on a range | |Is there anything else you think the | | |
| |of general and curricular topics | |characters will do? | | |
| | | | | | |
| |Read independently a range of short simple | | | | |
| |fiction and non-fiction texts with confidence | |Tick your predictions which were | | |
| |and enjoyment |Reading the second half of the short story and |right | | |
|6Rg2 | |check which predictions were correct | | | |
|6Rm1 |Understand the main points of a wide range of |Reading signs instructing people to do/not do |Common signs e.g. no running by the | |90–110 |
| |short, simple texts on general and curricular |things |pool | |minutes |
| |topics by using contextual clues | | | | |
| | | | | | |
| |Use if/unless in zero and first conditional | | | | |
|6Uf10 |clauses |Talking about what will happen if people disobey|Worksheet: If someone | | |
| | |the signs | | | |
| |Understand the main points of a wide range of | | | | |
|6Rm1 |short, simple texts on general and curricular |Reading jokes about people’s behaviour and |Multiple-matching task | | |
| |topics by using contextual clues |matching the punch lines to the jokes | | | |
| | | | | | |
| |Relate extended stories and events on a |Memorising, practising [to yourself] and then | | | |
| |growing range of on general and curricular |telling short jokes to the whole class | |Prepare joke cards for each| |
|6S8 |topics | |Short jokes and ask them to |learner | |
| | | |memorise/practice | | |
|6Uf5 |Use a range of active and passive simple |Focusing on language for describing people e.g. |Worksheet: Choose the correct verb | |80–100 |
| |present forms on a range of general and |looks/talks/sounds like etc. | | |minutes |
| |curricular topics | |Worksheet: Who do like to dress | | |
| | | |like?/Would you like to sing like? | | |
|6Rf1 |Read and follow independently familiar |Reading about a character and acting out | | | |
| |instructions for classroom activities |character roles in a class mingling activity |Role cards: | | |
| |Write with some support about factual and | |looks…a bit shy | | |
| |imaginary past events, activities and |Writing - after mingling in character for about |has a … [nervous laugh] |Prepare character role | |
| |experiences on a growing range of general and |ten minutes – a description of two of the |walks like … an old man |cards | |
|6Wc1 |curricular topics |characters that they met |says ‘Oh dear’ all the time. | | |
| | | | |You could bring in dressing| |
| | | |Guided writing template |up props too | |
| | | | | | |
| | | | | | |
| | | | | | |
|6Lo1 |Recognise the attitude or opinion of the |Listening to different reactions |Multiple-matching tasks: | |80–100 |
| |speaker(s) in both short and extended talk on a | |How does the person feel? | |minutes |
| |range of general and curricular topics with | | | | |
| |little or no support | | | | |
| | | | | | |
| |Give an opinion at discourse level on a range of| |Worksheet: when do you say ____ ? | | |
|6S3 |general and curricular topics |Talking about what you say in different | | | |
| | |situations |Worksheet: prompted dialogue | | |
| |Recognise the attitude or opinion of the | |completion | | |
| |speaker(s) in both short and extended talk on a | | | | |
|6Lo1 |range of general and curricular topics with |Listening and matching reactions to what is |Multiple-matching of answers to what | | |
| |little or no support |said to you |you hear | | |
| | | |e.g. Is it alright if I don’t | | |
| |Write with some support about personal feelings | |come?/It doesn’t matter. | | |
| |and opinions on a limited range of general and | | | | |
| |curricular topics | |e-mail to reply to/guided writing | | |
|6Wc2 | |Writing a response e-mail to a friend reacting |prompts | | |
| | |to his/her news | | | |
| | | | | | |
Module 2C: Living Things
Unit 12: Animal Habits
| Framework Code |Learning Objective |Activities |Resources |Comments |Time |
|6Ld1 |Understand specific information and detail in |Listening about where animals |Worksheet: map on which learners mark|Pre-teach |90–120 |
| |both short and extended talk on a range of |migrate to |migration paths of animals |migrate, hibernate, grow |Minutes |
| |general and curricular topics with little or no | | |fur | |
| |support | |True/false task | | |
| | | | | | |
| |Give an opinion at discourse level on a range of| | | | |
|6S3 |general and curricular topics |Talking about which animals do what in winter |Worksheet: classification of | | |
| | |migrate, hibernate, grow fur |different animals | | |
| |Understand independently specific information | | | | |
| |and detail in short, simple texts on a range of |Researching and reading about the winter habits| | | |
|6Rd2 |general and curricular topics |of a particular animal on the Internet |Worksheet: questions to answer | | |
| | | | |Guide to primary friendly | |
| |Link sentences into coherent text using a | | |sites | |
| |variety of basic connectors on a range of |Writing a short description of what your chosen| | | |
| |general and curricular topics when writing |animal does in winter | | | |
|6Wo1 |independently | |Guided writing prompts | | |
| | | | |Possible display | |
| | | | |opportunity | |
| | | | | | |
|6S3 |Give an opinion at discourse level on a range of|Talking about Emperor Penguins |Worksheet: true/false task e.g. | |60–80 |
| |general and curricular topics | |Emperor Penguins lay eggs. | |minutes |
| | | | | | |
| | | |Yes/no/doesn’t say task | | |
| |Understand independently | | | | |
|6Rd2 |specific information and detail in short, simple|Short reading about Emperor Penguins | | | |
| |texts on a range of general and curricular | |Worksheet: questions as viewing guide| | |
| |topics | | | | |
| | | | | | |
| |Deduce meaning from context in both short and |Watching and listening to a short extract from | | | |
|6Ld2 |extended talk on a range of general and |the film ‘The March of the Penguins’ | | | |
| |curricular topics with little or no support | | | | |
|6Ld2 |Deduce meaning from context in both short and |Listening to animal to sounds. |Worksheet: matching the sound heard | |50–70 |
| |extended talk on a range of general and | |to an animal | |minutes |
| |curricular topics with little or no support | | | | |
| | | |Worksheet: matching verbs to animal | | |
| |Identify rhymes, onomatopoeia and rhythm | |sounds | | |
|6Lg2 | | |moo, meow, tweet, cry, hiss, buzz |Give an example of strange | |
| |Spell most high-frequency vocabulary accurately | | |onomatopoeia e.g. | |
| |for a range of familiar general and curricular | | |The mice are mooing. | |
|6Ug7 |topics when writing independently |Writing an onomatopoeia poem entitled: ‘Save | |Save our world. | |
| | |our world ‘ | |and encourage learners to | |
| |Recognise, identify and sound independently a | | |write a twelve line poem. | |
| |wide range of language at text level | | | | |
| | | | |Display opportunity | |
| | | | | | |
|6Rg1 | |Reading poems out to the rest of the class | | | |
| | | | | | |
|6S3 |Give an opinion at discourse level on a range of|Talking about the names of animals and their |Worksheet: matching names of young to|Elicit and pre-teach some |110–140 |
| |general and curricular topics |young |animals [anagrams/incomplete words] |vocabulary |Minutes |
| | | | | | |
| |Use a growing range of questions including how | |Worksheet: question matching and | | |
|6Ut3 |far, how many times, what? + noun on a range of |Focusing on questions: |completion | | |
| |general and curricular topics |How many times a year _____ ? |tasks | | |
| | |How long is it before ______ ? | | | |
| |Give an opinion at discourse level on a range of|How long does it take for ___ ? | | | |
| |general and curricular topics |What sort of food ____ ? | | | |
| | |Learners speculate about answers. | | | |
|6S3 |Understand specific information and detail in |How long is it before a chick can fly/foal can | | | |
| |both short and extended talk on a range of |walk? etc. | | | |
| |general and curricular topics with little or no | | | | |
| |support |Listening about animals and their young [for | | | |
|6Ld1 | |half the class] |Worksheet: [table completion] | | |
| |Understand independently specific information | | | | |
| |and detail in short, simple texts on a range of |Reading about animals and their young [for half| | | |
| |general and curricular topics |the class] |Worksheet: [table completion |Ensure that the two groups | |
| | | | |do not distract each other | |
|6Rd2 | |Asking and answering questions to complete the | | | |
| | |missing information from their table | | | |
|6S2 |Ask questions to clarify meaning on a range of | | | | |
| |general and curricular topics | | | | |
| | | | | | |
| |Keep interaction going in longer exchanges on a | | | | |
|6S7 |wide range of general and curricular topics | | | | |
| | | | | | |
| |Link sentences into coherent text using a | | | | |
| |variety of basic connectors on a range of | | |Possible display | |
|6Wo1 |general and curricular topics when writing |Writing a short paragraph about an animal and | |opportunity | |
| |independently |its young of their choice |Guided writing template | | |
Module Review
|Learning Objective |Activities |Assessment |Time |
|Listening, Reading, Use of English, Speaking and Writing tasks on a |Use a range of multiple-matching, multiple-choice, |Use tasks to assess core module learning objectives and |90–120 |
|range and blend of topics and themes relating to people’s behaviour and|yes/no/ doesn’t say, sentence and text completion and|monitor progress |hours |
|attitudes, wildlife and animal habitats and a range of module learning |guided speaking and writing tasks | | |
|objectives | | | |
Module 3A: Making Decisions
Unit 13: Going Shopping
|Framework Code |Learning Objective |Activities |Resources |Comments |Time |
|6Rd2 |Understand independently specific information |Reading short advertisements/notices for |Multiple-matching and multiple choice| |50–60 |
| |and detail in short, simple texts on a range |products/offers |tasks | |minutes |
| |of general and curricular topics | | | | |
| | | |Worksheet: images of contrasting | | |
| |Keep interaction going in longer exchanges on |Talking about which type of product you’d choose|pairs of products | | |
|6S7 |a wide range of general and curricular topics |[this one’s too/not …enough] | | | |
| | | |Worksheet: learners complete with | | |
| |Use a range of determiners including neither,| |both/either/ neither in relation to | | |
| |both on a range of general and curricular | |above task e.g. John didn’t like | | |
|6Ut2 |topics | |either bike. | | |
|6Ut5 |Use the pattern verb + object + infinitive |Focusing on verbs and object patterns in talking|Worksheet: learners complete |Pre-teach names of |60–80 minutes |
| |with give/take/send/bring/show + |about service situations |sentences about what happens in |different shop/service | |
| |direct/indirect object on a range of general | |different service situations |assistants | |
| |and curricular topics |Naming things different people do to you/for you| | | |
| |Deduce meaning from context in both short and | |Blank cards: on back learners write | | |
| |extended talk on a range of general and |Listening to people describing what they do in |two things a person e.g. shoe shop | | |
| |curricular topics with little or no support |shop/service situations |assistant does for you. | | |
|6Ld2 | | |[guessing/scoring points] | | |
| | | | | | |
| | | | | | |
| | | |Multiple-matching task | | |
|6Lm1 |Understand the main points in both short and |Listening about what’s important to people when |Worksheet: true/false and | |80–100 |
| |extended talk |they shop |multiple-matching tasks | |minutes |
| | | | | | |
|6Lo1 |Recognise the attitude or opinion of the |Listening and completing a quiz about | | | |
| |speaker(s) in both short and extended talk on |international chains/brands | | | |
| |a range of general and curricular topics with | | | | |
| |little or no support | | | | |
| | | |List of questions [recorded or read | | |
| |Understand more complex questions on a range | |out] e.g. What do Starbucks sell? | | |
|6Ld5 |of general and curricular topics with little | | | | |
| |or no support | |Elicit names of local | | |
| | | |retailers/retail chains and discuss | | |
| |Link sentences into coherent text using a | |what they sell | | |
| |variety of basic connectors on a range of | | | | |
|6Wo1 |general and curricular topics when writing |Writing [class compilation activity] an entry |Template for writing a short shopping| | |
| |independently |for a local shopping directory |directory entry |Display opportunity | |
| | | | |possibly with local | |
| | | | |photographs | |
|6Ug7 |Spell most high-frequency vocabulary |Writing captions for cartoons of people in |Worksheet: cartoons with blank speech|Give learners ideas of |40–50 minutes |
| |accurately for a range of familiar general and|shop/service situations |bubbles |what | |
| |curricular topics when writing independently | | |to write | |
| |Keep interaction going in longer exchanges on | |Worksheet: presents you buy for | | |
| |a wide range of general and curricular topics | |different people | | |
| | | | | | |
|6S7 | |Talking about shopping for and choosing gifts |Worksheet: discussion of class | | |
| | | |leaving present | | |
|6Rd2 |Understand independently specific information |Reading about where things in shops come | | |100–120 minutes |
| |and detail in short, simple texts on a range |from/are made/grown |Yes/no/doesn’t say and text summary | | |
| |of general and curricular topics | |completion tasks | | |
| | | | | | |
| |Recognise the attitude or opinion of the | | | | |
|6Rg3 |writer in short texts on a wide range of | | | | |
| |general and curricular topics | | | | |
| | | |Worksheet: focus on passive forms | | |
| |Use a range of active and passive simple | | | | |
| |present and past forms and used to/didn’t use | |Worksheet: focus on used to/didn’t | | |
|6Uf5 |to for past habits/states on a range of |Focusing on what people used to make/grow |used to | | |
| |general and curricular topics |locally | | | |
| | | | | | |
| |Write with some support about factual and | | | | |
| |imaginary past events, activities and | |Internet research or photo prompts | | |
| |experiences on a growing range of general and | | |Guide to sites with | |
|6Wc1 |curricular topics |Writing one or two short paragraphs about what | |relevant local information | |
| | |used to be made/grown in the local area | |display opportunity | |
Module 3A: Making Decisions
Unit 14: Calculating
| Framework Code |Learning Objective |Activities |Resources |Comments |Time |
|6Ld5 |Understand more complex questions on a range |Listening: ‘I think of a number’ |List of 15–20 questions to read out | |50–70 minutes |
| |of general and curricular topics with little |doing mental maths calculations | | | |
| |or no support | |Guided templates of problems to write| | |
| | | | | | |
| |Use if in zero and first conditional clauses | | | | |
|6Uf10 | |Writing problems for other learners which will |Images of items and prices | | |
| | |then be read out for them to solve [Totals/How | | | |
| | |much change etc. | | | |
|6Uf1 |Use a growing range of quantifiers and |Focusing on fractions and percentages |Worksheet: calculating fractions in |Prepare questions on |50–70 minutes |
| |cardinal and ordinal numbers and fractions on | |word problems |statistics learners might | |
| |a range of general and curricular topics | | |be able to guess | |
| | | |Worksheet: calculating percentage | | |
| |Use a growing range of questions including | |discounts in shops | | |
| |how far, how many times, what + noun on a |Listening to How many/What percentage? questions| | | |
|6Ut3 |range of general and curricular topics |and giving best estimate as a | | | |
| | |fraction/percentage | | | |
| | | | | | |
| | | | | | |
|6Rg2 |Read independently a range of short simple |Reading simple logic problems |Worksheet: logic problems for | |50–70 minutes |
| |fiction and non-fiction texts with confidence |and discussing with other learners how to solve |learners to read and solve | | |
| |and enjoyment |them e.g. chicken, grain and fox | | | |
| | | | | | |
| |Understand the main points in both short and |Listening: ‘ Line up accordingly’ |Listen to line up instructions: line | | |
|6Lm1 |extended talk with little or no support on a |learners listen to instructions about how to |up according to shoe | | |
| |range of general and curricular topics |line up and race with other groups to organise |size/height/month of birth etc. | | |
| | |themselves accordingly | | | |
|6Rg2 |Read independently a range of short simple |Reading about palindromes [words numbers that |Worksheet: palindrome problems e.g. |Prepare questions |50–60 minutes |
| |fiction and non-fiction texts with confidence |are the same read backwards] and various word |what was the last year in the 20th |e.g. | |
| |and enjoyment |and number palindromes for learners to work out |century that was a palindrome? |Both parents; what’s the | |
| | |and solve | |palindrome? | |
| |Understand more complex questions on a range | | | | |
|6Ld5 |of general and curricular topics with little |Listening to a quick thinking palindrome quiz | | | |
| |or no support | | | | |
|6Uf2 |Use a range of adverbs [simple and comparative|Focusing on comparative adverbs [regular and |Worksheet: completion and matching | |60–80 |
| |forms] including adverbs of manner |irregular] |tasks on comparative adverbs | |minutes |
| | | | | | |
| |Understand independently specific information | |Worksheet: problems and questions | | |
|6Rd2 |and detail in short, simple texts on a range |Reading maths problems with | | | |
| |of general and curricular topics |adverb questions: Who travels more quickly? |Worksheet: | | |
| | |Which one swims faster? gets home earlier? etc. |Who walks further?/eats | | |
| |Link comments to what others say at sentence | |faster?/laughs louder etc. | | |
| |and discourse level in pair, group and whole |Discussing personal comparisons with other | | | |
|6S6 |class exchanges |learners | | | |
|6Rm1 |Understand the main points of a wide range of |Reading and researching in small groups ideas |Worksheet: instructions/websites |Guide to primary friendly |90–120 |
| |short, simple texts on general and curricular |for a school fair [money-raising stall ideas] |where to find ideas for primary |sites |minutes |
| |topics by using contextual clues | |school fair | | |
| | | | | | |
| |Give an opinion at discourse level on a range |Discussing in groups and calculating how much |Discussion prompts | | |
|6S3 |of general and curricular topics |money they could make from their stall | | | |
| | | |Worksheet | | |
| |Write with some support about personal |Writing an e-mail to teacher explaining their |price per person, costs, profit, |Possible display | |
| |feelings and opinions on a limited range of |stall and calculations |equipment |opportunity | |
|6Wc2 |general and curricular topics | | | | |
| | | |Guided writing template | | |
Module Review
|Learning Objective |Activities |Assessment |Time |
|Listening, Reading, Use of English, Speaking and Writing tasks on a |Use a range of multiple-matching, multiple-choice, |Use tasks to assess core module learning objectives and |90–120 |
|range and blend of topics and themes relating to shopping, service |yes/no/doesn’t say, sentence and text completion and |monitor progress |hours |
|situations, paying and solving problems and a range of module learning |guided speaking and writing tasks | | |
|objectives | | | |
Module 3B: Adventures
Unit 15: Holiday and Travels
| Framework Code |Learning Objective |Activities |Resources |Comments |Time |
|6Rg3 |Recognise the attitude or opinion of the |Reading people’s views about a place in the form|Multiple-matching/fact or opinion | | |
| |writer in short texts |of an internet travel forum. |tasks | | |
| | | | | | |
|6Rd1 |Recognise the difference between fact and | | | | |
| |opinion in short, simple texts on a wide range| | | | |
| |of general and curricular topics | |Worksheet: completion of questions | | |
| | | |for given answers | | |
| |Use a growing range of questions including | | | | |
| |how far, how many times, what + noun on a |Focusing on the form of questions | | | |
|6Ut3 |range of general and curricular topics | | | | |
|6Rm1 |Understand the main points of a wide range of |Reading travel signs and notices |Multiple-choice and multiple matching| |90–120 |
| |short, simple texts on general and curricular | |tasks | |minutes |
| |topics by using contextual clues | | | | |
| | | | | | |
| |Use a growing range of modal forms including | |Worksheet: interpreting the meaning | | |
|6Uf8 |would [polite requests] could [polite |Focusing on modal meanings can, could, would, |of signs using modals | | |
| |requests], should, ought to [obligation] on a|should, ought to | | | |
| |range of general and curricular topics | |Worksheet: listing different types of| | |
| | | | | | |
| |Give an opinion at discourse level on a range | |tourist things to do [tick/cross] |Pre-teach vocabulary | |
| |of general and curricular topics | |e.g. walks, sightseeing, local | | |
| | |Talking about what tourists might do in your |markets, activity centres, shopping | | |
|6S3 |Use independently appropriate layout at text |area/town |etc. | | |
| |level for a growing range of written genres on| | | | |
| |familiar general and curricular topics | |Guided template |Display opportunity | |
| | |Writing a tourist Welcome to our City’ poster | | | |
|6Wo3 | | | | | |
|6S3 |Give an opinion at discourse level on a range |Talking about types of bags and why they are |Worksheet: matching types of bags to | |50–70 minutes |
| |of general and curricular topics |useful |travel situations e.g. | | |
| | | |rucksack – hiking | | |
| |Use a growing range of participle adjectives | |sleeping bag – camping etc. | | |
|6Ug2 |and a growing range of adjectives in the |Focusing on order of adjectives before nouns | | | |
| |correct order in front of nouns on a range | |Worksheet: sorting jumbled | | |
| |general and curricular topics | |adjectives/matching to bags e.g. | | |
| | | |light, red, plastic beach bag | | |
| |Relate extended stories and events on a | | | | |
| |growing range of on general and curricular |Talking about the last time you used different |Images of different types of | | |
|6S8 |topics |bags |trip/travel bags | | |
|6Ld1 |Understand specific information and detail in |Listening about safety on a school trip |Sentence completion/multiple choice | |90–110 |
| |both short and extended talk on a range of | |picture tasks | |minutes |
| |general and curricular topics with little or | | | | |
| |no support | | | | |
| | | |Multiple-matching task | | |
| |Deduce meaning from context in both short and |Listening to different guides/teachers giving |working out where trip is taking | | |
|6Ld2 |extended talk on a range of general and |instructions |place | | |
| |curricular topics with little or no support | | | | |
| | | | |Pre teach trip [compounds] | |
| |Provide detailed information about themselves |Talking about where to go on a class trip. |Worksheet: trip options: |words | |
| |and others at discourse level on a wide range |Learners respond to suggestions [whole class] |seaside, wildlife park, forest walk, | | |
|6S1 |of general topics |saying: I’ve done/seen that/been there and |water park, museum visit etc. | | |
| | |explaining if they think it would be a good idea| | | |
| |Use simple perfect forms to express [recent, |to go. |Learners list two things you could do| | |
| |indefinite and unfinished] past on a range of | |there | | |
| |general and curricular topics | | | | |
|6Uf3 | | | |Possible display | |
| |Link sentences into coherent text using a | | |opportunity | |
| |variety of basic connectors on a range of |Writing an e-mail to an absent classmate telling|Guided template of points to cover | | |
| |general and curricular topics when writing |him/her about planned class trip on Monday | | | |
| |independently | | | | |
|6Wo1 | | | | | |
Scheme o
Module 3B: Adventures
Unit 16: Survivors’ Tales
| Framework Code |Learning Objective |Activities |Resources |Comments |Time |
|6Rg3 |Recognise the attitude or opinion of the |Reading about a mountain survival situation and |Yes/no/doesn’t say task | |60–80 |
| |writer in short texts |rescue |fact or opinion task | |minutes |
| | | | | | |
|6Rd1 |Recognise the difference between fact and | | | | |
| |opinion in short, simple texts on a wide range| | | | |
| |of general and curricular topics | |Worksheet: correcting a summary of | | |
| | | |the story | | |
| |Use the pattern verb + object + infinitive | | | | |
| |give/take/send/bring/show + direct/indirect | | | | |
|6Ut5 |object |Focusing on verb and object patterns in talking| | | |
| | |about the events in story |Worksheet: stream of text to | | |
| |Punctuate written work at text level for a | |punctuate | | |
| |range of general and curricular topics with | | | | |
| |some accuracy when writing independently |Punctuating an unpunctuated extract from the | | | |
|6Wo2 | |story | | | |
|6S2 |Ask questions to clarify meaning on a range of|Talking about natural disasters |Worksheet: learners match natural |Pre-teach natural disaster |70–90 minutes |
| |general and curricular topics |and asking another learner what they think |disasters to parts of the world [on |vocabulary | |
| | |happens with each one |map] where they are common | | |
| |Understand the main points of a wide range of | | | | |
|6Rm1 |short, simple texts on general and curricular |Reading about natural disasters in headed |Multiple- matching /completion task: | | |
| |topics by using contextual clues |sections: |learners match missing lines to each | | |
| | |flood, avalanche etc. |section | | |
| |Link comments to what others say at sentence | | | | |
| |and discourse level in pair, group and whole | |Worksheet: matching | | |
|6S6 |class exchanges |Talking about what people should do in different|go underground | | |
| | |disaster situations |climb on a roof | | |
| |Use a growing range of modal forms including | |get under a table | | |
|6Uf8 |should, ought to [obligation] on a range of | |wear a life vest | | |
| |general and curricular topics | | | | |
|6Lo1 |Recognise the attitude or opinion of the |Listening to an interview in which a survivor |Worksheet: | |80–100 |
| |speaker(s) in both short and extended talk |recounts her tale of survival |fact or opinion/multiple choice tasks| |minutes |
| | | | | | |
| |Understand the main points in both short and | | | | |
|6Lm1 |extended talk with little or no support on a | | | | |
| |range of general and curricular topics | | | | |
| | | | | | |
| |Summarise what others have said on a range of | |Worksheet: sentence matching to make | | |
| |general and curricular topics | |true statements about the story | | |
|6S4 | | | | | |
| |Begin to use simple forms of reported speech | |Worksheet: rewriting direct speech | | |
| |to report statements and commands on a range | |from the story as indirect speech | | |
| |of general and curricular topics |Focusing on reported speech and remembering what| | | |
|6Uf7 | |was said | | | |
| |Punctuate written work at text level for a | |Guided writing template | | |
| |range of general and curricular topics with | | | | |
| |some accuracy when writing independently | | | | |
| | | | | | |
| | |Writing a passage of dramatic dialogue from the | | | |
|6Wo2 | |story | | | |
|6S7 |Keep interaction going in longer exchanges on |Talking about [ranking] what you should do |Worksheet: ranking tasks | |60–80 |
| |a wide range of general and curricular topics |first in a survival situation on a desert island|hunt animals, build fire, | |minutes |
| | | |find shelter, look for food, find | | |
| |Use simple perfect forms to express [recent, |Focusing on perfect forms, in the context of |somewhere to swim etc. | | |
|6Uf3 |indefinite and unfinished] past on a range of |survivor diary entries | | | |
| |general and curricular topics | |Worksheet: completion worksheet [for| | |
| | | |or since] | | |
| |Write with some support about factual and |Writing a short desert island diary entry | | | |
| |imaginary past events, activities and | |Worksheet: completion | | |
|6Wc1 |experiences on a growing range of general and | |[yet already just never before] |Learners take a sentence | |
| |curricular topics | | |from one of previous tasks | |
| | | | |as their opening line | |
| | | | | | |
| | | | |Display opportunity | |
Module Review
|Learning Objective |Activities |Assessment |Time |
|Listening, Reading, Use of English, Speaking and Writing tasks on a |Use a range of multiple-matching, multiple-choice, |Use tasks to assess core module learning objectives and |90–120 |
|range and blend of topics and themes relating to holidays, travel, |yes/no/doesn’t say, sentence and text completion and |monitor progress |hours |
|adventures and survival and a range of module learning objectives |guided speaking and writing tasks | | |
Module 3C: Our Class
Unit 17: Making Plans
|Framework Code |Learning Objective |Activities |Resources |Comments |Time |
|6Rm1 |Understand the main points of a wide range of |Reading extracts, reviews, plot synopses of |Multiple-matching task: titles to |Bring range of readers to |120–140 |
| |short, simple texts on general and curricular |different story class readers and deciding which|genre/type |class |minutes |
| |topics by using contextual clues |ones you are going to read over the summer. | | | |
| | |Learners given a number of books to select. |Worksheet: criteria to tick and tally|Possibly show film clips | |
| |Read independently a range of short simple | | |related to stories | |
|6Rg2 |fiction and non-fiction texts with confidence | | | | |
| |and enjoyment | | | | |
| | | | | | |
| |Respond with increasing flexibility at both |Talking about your choices mingling with other | | | |
| |sentence and discourse level to unexpected |learners. Learners find other learners that they|Worksheet: list of titles | | |
|6S4 |comments on a range of general and curricular |can arrange to swap/send readers to. | | | |
| |topics | | | | |
| | |Focusing on be going to to talk about decisions | | | |
| |Use a growing range of future forms including |[already decided]/resolutions. Will deciding as| | | |
| |be going to [predictions based on present |you speak |Worksheet: completing dialogues with | | |
| |evidence] and will for predictions on a range | |correct verb form | | |
|6Uf4 |of general and curricular topics | | | | |
| | | | | | |
| |Relate extended stories and events on a |Talking about resolutions, plans and predictions|Worksheet: activities | | |
| |growing range of on general and curricular |for the summer |tick if already decided/determined to| | |
| |topics | |do/possibility | | |
| | | | | | |
| |Plan, write, edit and proofread work at text |Writing an e-mail to your teacher about holiday | | | |
|6S8 |level with some support on a range of general |plans/resolutions |Guided template: | | |
| |and curricular topics | |readers plan | | |
| | | |English plan | | |
| |Punctuate written work at text level for a | |holiday plans | | |
|6Wa1 |range of general and curricular topics with | | | | |
| |some accuracy when writing independently | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
|6Wo2 | | | | | |
|6S7 |Keep interaction going in longer exchanges on |Planning in a small group an internet research |Worksheet: huge collage of similar | |80–100 |
| |a wide range of general and curricular topics |challenge |and different information to find: | |minutes |
| | |Learners decide who will find what and how. |today’s temperature in Rome/names of | | |
| |Give an opinion at discourse level on a range |Decide which search words [maximum 3] to type |…’s children etc. | | |
|6S3 |of general and curricular topics |in. | | | |
| | |Reading different internet sources to locate | | | |
| |Use independently familiar paper and digital |information in class research challenge | | | |
| |reference resources to check meaning and | | | | |
|6Rd3 |extend understanding |Learners use plan and worksheet above to find as| | | |
| | |much information as they can in given time limit|Worksheet above |Keep scores | |
| |Understand independently specific information | | | | |
| |and detail in short, simple texts on a range | | | | |
| |of general and curricular topics | | | | |
|6Rd2 | | | | | |
| |Spell most high-frequency vocabulary |Reporting back results. Learners write out each | | | |
| |accurately for a range of familiar general and|piece of information found on a piece of paper. | | | |
| |curricular topics when writing independently |Where there are discrepancies in what was found,| | | |
| | |ask learners to summarise their search/sources | | | |
|6Ug7 |Summarise what others have said on a range of | | | | |
| |general and curricular topics | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
|6S5 | | | | | |
|6Lo1 |Recognise the attitude or opinion of the |Listening to radio slot about events that are on|Worksheet: true/false | |100–120 |
| |speaker(s) in both short and extended talk |in the area this weekend | | |minutes |
| | | |Worksheet: table completion | | |
| |Understand specific information and detail in | | | | |
|6Ld1 |both short and extended talk on a range of | | | | |
| |general and curricular topics with little or |Focusing on use of simple present and present | | | |
| |no support |continuous in talking about arrangements, | | | |
| | |timetables and schedules | | | |
| |Use a range of active and passive simple | |Worksheet: text completion tasks | | |
| |present forms | | | | |
|6Uf5 | |Reading weekend TV evening schedules | | | |
| |Use present continuous forms with present and | | | | |
| |future meaning on a range of general and | | | | |
|6Uf6 |curricular topics | | | | |
| | | | | | |
| |Understand the main points of a wide range of |Writing an e-mail exchange to a friend | | | |
| |short, simple texts on general and curricular |suggesting plans for a weekend stay with him/her|Multiple-matching/multiple -choice | | |
| |topics by using contextual clues | |tasks | | |
|6Rm1 | | | | | |
| |Understand independently specific information | | | | |
| |and detail in short, simple texts on a range | | | | |
| |of general and curricular topics | |Guided writing template integrating | | |
| | | |content from listening and reading | | |
|6Rd2 |Write with some support about personal | |above |Possible display | |
| |feelings and opinions on a limited range of | | |opportunity | |
| |general and curricular topics | | | | |
| | | | | | |
| | | | | | |
|6Wc2 | | | | | |
Scheme
Module 3C: Our Class
Unit 18: A Year of English
|Framework Code |Learning Objective |Activities |Resources |Comments |Time |
|6Rg2 |Read independently a range of short simple |Reading about English and how widely it is used |Number scanning, multiple matching, | |60–80 |
| |fiction and non-fiction texts with confidence |around the world |fact or opinion tasks | |minutes |
| |and enjoyment | | | | |
| | | | | | |
| |Recognise the difference between fact and | | | | |
|6Rd1 |opinion in short, simple texts on a wide range| | | | |
| |of general and curricular topics | |Council of Europe portfolio tasks | | |
| | |Talking about and completing a ‘can-do’ learner | | | |
| |Respond with increasing flexibility at both |portfolio task | |Possible display | |
| |sentence and discourse level to unexpected | |Guided poem template: |opportunity | |
| |comments on a range of general and curricular |Writing ‘I can English’ poems |learners create poem with prompts | | |
|6S4 |topics | |like write, hear | | |
| | | | | | |
| |Plan, write, edit and proofread work at text | |Silent letters, find words which | | |
| |level with some support on a range of general | |rhyme, speak, spell etc. | | |
| |and curricular topics | | | | |
| | | | | | |
|6Wa1 | | | | | |
|6S4 |Respond with increasing flexibility at both |Talking about who to award class ‘Oscars’ to |Worksheet: different categories for |Encourage learners to think|80–100 |
| |sentence and discourse level to unexpected | |learners to discuss e.g. |back over their favourite |minutes |
| |comments on a range of general and curricular | |funniest moment |moments of the year and | |
| |topics |Focusing on superlative form of adjectives |best performance [male] in a role |consider display work | |
| | | |play | | |
| |Use a growing range of adjectives and |Focusing on perfect forms |most dramatic role play performance | | |
|6Ug2 |participle adjectives on a range general and | |[female] | | |
| |curricular topics | |neatest handwriting | | |
| | |Writing a short acceptance speech in |silliest excuse for being late etc. | | |
| |Use simple perfect forms to express [recent, |anticipation of an Oscar award | |While learners write, work | |
| |indefinite and unfinished] past on a range of |Giving Oscar speeches | |out from first worksheet | |
|6Uf3 |general and curricular topics | |Worksheet: complete with correct |who to award Oscars to | |
| | | |verb. | | |
| |Write with some support about personal | |I’ve loved learning …this year. | | |
| |feelings and opinions on a limited range of | |etc. | | |
| |general and curricular topics | | | | |
|6Wc2 | | |Guided writing template | | |
| |Relate extended stories and events on a | | | | |
| |growing range of general and curricular topics| | | | |
| | | | | | |
| | | | | | |
|6S8 | | | | | |
|6S3 |Give an opinion at discourse level on a range |Talking about preparing for the last class party|Worksheet: learners tick the party |Guide learners to primary |50–70 |
| |of general and curricular topics | |activities they would like to prepare|friendly sites |minutes |
| | |Researching their song, recipe, joke, magic |e.g. make an English cake [recipe], | | |
| |Read independently a range of short simple |trick etc. on the Internet and print out |sing an English song, tell an English| | |
|6Rg2 |fiction and non-fiction texts with confidence | |joke, perform a short sketch | | |
| |and enjoyment | |etc. | | |
| | | | | | |
| |Use independently familiar paper and digital |Discussing in small groups what they need to do | | | |
| |reference resources to check meaning and | |Worksheet: headings of what they need| | |
|6Rd3 |extend understanding | |to do: | | |
| | | |equipment, bring from home, write out| | |
| |Keep interaction going in longer exchanges on | |etc. | | |
| |a wide range of general and curricular topics | | | | |
| | | | | | |
|6S7 | | | | | |
|6S2 |Ask questions to clarify meaning on a range of|Participating in an end of year class team quiz |Class team quiz in rounds |Prepare different quiz |60–80 |
| |general and curricular topics |involving spelling, vocabulary, grammar and | |rounds |minutes |
| |Respond with increasing flexibility at both |expressions from throughout the year | | | |
| |sentence and discourse level to unexpected | | | | |
|6S4 |comments on a range of general and curricular | | | | |
| |topics | | | | |
|6S7 |Keep interaction going in longer exchanges on |Attending last day party and performing or | | |60–90 |
| |a range of general and curricular topics |telling learners about what they have made | | |minutes |
Module Review
|Learning Objective |Activities |Assessment |Time |
|Listening, Reading, Use of English, Speaking and Writing tasks on a |Use a range of multiple-matching, multiple-choice, |Use tasks to assess core module learning objectives and |90–120 |
|range and blend of topics and themes relating to planning, organising, |yes/no/doesn’t say, sentence and text completion and |monitor progress |hours |
|languages and learning and a range of module learning objectives |guided speaking and writing tasks | | |
Notes:
• The current model of nine units per stage is recommended – three per term. Fewer would give too large a group of objectives to address in one unit. More would be too fragmented to give coherence to the overall scheme.
• Terminology can vary although consistency is recommended within a school.
• An audit of the learning objectives for the whole stage is recommended to ensure coverage.[1]
• Each objective may be revisited in different ways in different units to continue to develop new skills in different contexts.
• Some learning objectives will be ongoing throughout the stage – a grid to show this is recommended.[2]
• Detail of the ongoing objectives may be given in an outline plan.[3]
-----------------------
[1] See audit tool.
[2] See table of ongoing objectives.
[3] See table of ongoing work.
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Cambridge Primary
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