Professional Documents
Culture Documents
English As A Second Language Stage 1 Scheme of Work 2018 - tcm142-353933
English As A Second Language Stage 1 Scheme of Work 2018 - tcm142-353933
Overview
This scheme of work is based on three 12 week terms, 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.
1S1 Make and respond to basic statements Introducing themselves and Prompt cards: 100–120
related to personal information other learners hello; I’m; minutes
this is; that’s
1Ut4 Use demonstrative pronouns this, that, Focusing on demonstratives
these to indicate things this and that
1Lg2 Recognise the sounds of phonemes Listening and recognising Flashcards: classroom Show ‘shape’ letters 110–130
and phoneme blends names of classroom objects object/characters, e.g. you use when minutes
Daisy Door, Billy Board, sounding names
1Ld5 Understand a limited range of short Listening and responding to Wendy Window, Peter Pen [capitals and lower
supported questions on general and the question: What’s his/her case]
curricular topics name?
1Lm5 Understand a limited range of short Responding to the question: Recordings of classroom
supported questions on general and What’s that noise? noises, e.g. door shutting
curricular topics Learners respond That’s Daisy
Door
1S4 Use a limited range of basic words,
1Uf1 Use imperative forms of common Focusing on action verbs, e.g. List of instructions: Stand
verbs for basic commands, instructions open, shut, look, go, sit, stand, … Find…‘ D ’ for Daisy .. Teach learners
find, write Sit… Write ‘B’ for Billy … gestures to go with
1Ld4 Understand a limited range of short, Find Peter Pen etc. words
basic, supported classroom
instructions
1Ld4 Listening and responding to
Understand a limited range of short, instructions with actions e.g.
basic, supported classroom open your book, close your Prepare instructions
instructions book stand relating to doing things
and finding things in
Listening to instructions team the room
challenge.
1S2 Ask questions in order to find out about Asking and answering Drawings, puppets and
a limited range of personal information questions in a circle with all flashcards from above
and classroom routines previous characters
[
1S6 Contribute suitable words and phrases Superheroes/Puppets/Classro
to pair, group and whole class om Characters]
exchanges What’s her name?
1Wa2 Form higher and lower case letters of Photos [some more
regular size and shape Answering questions in name obscure than others e.g.
quiz. Learners in teams are number on a football
shown photos of famous shirt/one blanked member
1S3 Use a limited range of basic words, Colouring objects the correct Worksheet: banana zebra 100–120
phrases and sentences related to colour and saying the colours orange, traffic light etc. minutes
classroom objects, activities and
routines
Writing the first letter of each Flashcards, e.g. frog [no
1Wa2 Form higher and lower case letters of colour colour]
regular size and shape
Listening to the question: What
1Ld5 Understand a limited range of short colour is this?
supported questions on general and and answering: It’s _______
curricular topics
Learning and singing along Project animation
1Ut1 Use the question: What colour is it? with an animation to a simple
colour song Project a simple colour
1Ld1 Understand some specific information palette
and detail of short, supported talk on a
limited range of general and curricular
topics Focusing on demonstratives:
This is/These are
1Ut4 Use demonstrative pronouns this, that,
these to indicate things Saying colours pointing to
eyes, shirt/jumper,
1S3 Use a limited range of basic words, trousers/skirt, shoes and socks
phrases and sentences related to etc. and saying the colour:
classroom objects, activities and These are green, This is blue
routines etc.
1Ug2 Use numbers 1–10 to count Practising counting up and Worksheet: collage of 120–140
down from 1–10, using coloured numbers [1-10] minutes
1S3 Use a limited range of basic words, different finger gestures
phrases and sentences related to Worksheet: a number ladder
classroom objects, activities and Learning a numbers song [1- with jumbled numbers Play animation
routines 10] e.g. Ten Little Numbers
1Ld1 Understand some specific information Listening and circling the Number cards to arrange as
and detail of short, supported talk on a colour numbers they hear e.g. simple 1–10 bonds [e.g. 4
and 6] and more than two
limited range of general and curricular red 2…brown 8
numbers [e.g. 3, 5 and 2]
topics
Learners write the numbers
1Ld1 Understand some specific information [jumbled] in sequence on a
and detail of short, supported talk on a ladder and say the numbers
limited range of general and curricular
topics Learners arrange number
cards [number and dots] to
1S3 Use a limited range of basic words, make as many rows of ten as
phrases and sentences related to they can
classroom objects, activities and
routines Learners have to use all the
cards and read out answers
1S3 Use a limited range of basic words,
phrases and sentences related to Listening to simple + and – Pre-teach: plus minus
classroom objects, activities and sums and writing down the
routines answers. 5 plus 3…8 minus 2
Animation of song
1Ut7 Use me too to give short answers Learning and singing the song Project song animation
Happy birthday to you
Bring a birthday hat to
Give each learner one
1S3 Use a limited range of basic words, Saying and listening to phone phone number to ring [read put on different
phrases and sentences related to numbers and having short out] and one to answer learners
classroom objects, activities and conversations [listen for]
routines Possibly bring in a few
One learner reads out number, toy phones
1Ld1 Understand some specific information learner with that number
and detail of short, supported talk on a answers and short
limited range of general and curricular conversation ensues
topics Recorded questions, e.g.
Listening to questions on a How old are you? What’s
1S7 Take turns when speaking with others recording and writing down your name? What’s 2 plus
in a limited range of short, basic simple answers 3? etc.
exchanges
1S5 Use words and phrases to describe Learners say what colours an Worksheet: insects/ animals 90–110
people and objects animal is and colour it, e.g. to colour e.g. ladybird, minutes
What colour is it? It’s black and penguin, bee, zebra, lion,
V2 8Y02 English as a Second Language Stage 1 8
1Ut6 Use conjunction and to link words and white giraffe etc.
phrases
Images of objects to colour,
1Ld4 Understand a limited range of short, Listening to instructions to e.g. colour number six black
basic, supported classroom instructions colour things
1Ld4 Understand a limited range of short, Listening to instructions to Numbers 1–10 on cards,
basic, supported classroom instructions move numbers around an image of different coloured
image, e.g. Put 6 and 3 in the boxes
1Ld5 Understand a limited range of short blue box
supported questions on general and
curricular topics
1S5 Use words and phrases to describe Listening and answering Pre-teach: shirt, shoes,
people and objects questions [blindfolded] trousers etc.
Blindfold two learners each
one from a different team
Ask: What colour are Rico’s
shoes? etc. Score a point for
first correct answer
Module Review
Learning Objective Activities Assessment Time
Listening, Reading, Use of English, Speaking and Use a range of multiple- Use tasks to assess core module learning objectives 90–120
Writing tasks on a range and blend of topics and matching, multiple-choice, and monitor progress minutes
themes relating to greeting, saying who you and other true/false, sentence and text
people are, different colours and numbers 1- 10 and a completion and guided
range of module learning objectives speaking and writing tasks
1Lg2 Recognise the sounds of phonemes Listening to the names of parts Moveable parts of a clown 100–120
and phoneme blends of the body and face and to display on board minutes
assembling a collage clown
1Ut4 Use demonstrative pronouns this, that,
these to indicate things Focusing on plural ‘s’ for eyes
hands, arms etc. [irregular feet]
1Ug1 Use common singular nouns, plural
nouns [plural ‘s’] and proper names to Listening to and answering
say what things are questions: Where’s/Where are
your …?
1Ld3 Understand a limited range short Learners respond by
supported questions which ask for pointing/showing and saying
personal information These are my eyes
1Uf1 Use imperative forms of common verbs Focusing on basic classroom Pre-teach: stand up, sit 100–120
for basic commands, instructions instructional phrases down, stop, start, put minutes
your hand up/down,
1Ld4 Understand a limited range of short, Listening and following Instructional image cards look at the board
basic, supported classroom instructions instructions for simple [distributed among different
classroom actions. Learners learners]
1S3 Use a limited range of basic words, perform sets of instructions T
phrases and sentences related to dictates
classroom objects, activities and Giving instructions to their Diagrammatical preposition
flashcards
routines peers
Images of objects/animals
1Ug6 Use basic prepositions of location and T indicates a learner who gives
position at, in, near, next to, on to the instruction that
describe where people and things are corresponds to their visual
1Rg2 Recognise, identify, sound, segment Reading and sounding Worksheet. consonant lower
and blend phonemes in individual common initial sound case letters for learners to
words consonants: overwrite
PBTDHSLGCR
1Wa2 Form higher and lower case letters of Worksheet:
picture [red] r _ _;
regular size and shape Writing and completing CVC
picture [leg] l _ _;
words already heard using
picture [sit] s _ _;
1Wa6 Write familiar words to identify people, these sounds
picture [cat] c _ _;
places and objects picture [10] t __; etc.
Matching jumbled letters to
1Rg2 Recognise, identify, sound, segment complete CVC words Worksheet:
and blend phonemes in individual picture [pen] e _;
words Reading CVC words including picture [dog] o _;
proper names] in a flashed picture [cat] a _; Keep scores
word quiz t g n p c d etc.…
CVC word cards
T flashes words for learners in
teams to sound and/or read
1Ug15 Sight read high-frequency words Sight reading ‘grammar’ words Flashcards: 120–140
already heard I’m It He She is You minutes
1Ug15 Sight read high-frequency words T flashes the word and says it These are This That
– subsequently learners say can has got his her my
1Ug15 Sight read high-frequency words word when shown your
Mingling activity in which
1Ug15 Sight read high-frequency words learners find the same word Two or three sets of above First learner to cross
partner [done several times – words. off all words, shout
Four or five different bingo
1Ug13 Spell some familiar high-frequency Learners have six sight words Worksheet: images to match
words accurately during guided writing in bingo boxes. Learners cross to sentences, e.g.
activities off word when it is flashed I’m ten
[done several times – with It’s a red cat
1Ug13 Spell some familiar high-frequency different Bingo cards] He has got ten pens
words accurately during guided writing Playing above Bingo game but This is my dog
activities T reads out sight words rather
Worksheet: sentences
than shows them
above with images matched
1Ug15 Sight read high-frequency words
to complete, e.g.
Reading and matching short This is my ___.
sentences combining CVC and He has got ___ pens
sight words already seen
Images of
Writing common words to bed/hat/cup/pup/mum/dad/c
complete illustrated sentences an/bin/ bus etc.
1Ld4 Understand a limited range of short, Saying who has what. Eight
basic, supported classroom instructions learners line up in front of class 10 object cards to place on
and are given objects copy of image above:
1Ug1 Use common singular nouns, plural [Can you see the girl in a
green dress? Put the cat
nouns [plural ‘s’] and proper names to T asks: Who has got a pen?
next to her]
say what things are Learners answer: He has. The
Can you see the girl with a
boy in green shorts
bike? Colour her shorts
1Ld4 Understand a limited range short, basic, blue]
supported classroom instructions Listening to instructions to put
objects on the image
Listening to instructions to
colour things in an image
1Lg2 Recognise the sounds of phonemes Saying the sounds in CVC Pictures of word to sound, Pre-teach: change 90–110
and phoneme blends words e.g. bus, hat dog, ten, red minutes
etc.
1Rg2 Recognise, identify, sound, segment Reading CVC words and
and blend phonemes in individual matching them to a picture Pictures above plus others
words to match
Listening, Reading, Use of English, Speaking and Use a range of multiple- Use tasks to assess core module learning objectives 90–120
Writing tasks on a range and blend of topics and matching, multiple-choice, and monitor progress minutes
themes relating to parts of body, simple actions, most true/false, sentence and text
common consonant and vowel sounds, CVC words and completion and guided
a range of module learning objectives speaking and writing tasks
1Uf2 Use common present simple forms Focusing on the structure Worksheet: pictures of 100–120
[positive, negative, question] to give basic I like/I don’t like pizza, chips, ice-cream, minutes
personal information carrots, fish, burgers,
Ask learners to draw eggs, chocolate, bananas
1S8 Express basic likes and dislikes happy/sad face by foods etc.
according to preferences
Set of food pictures for
1Ug8 Use with to indicate accompaniment Learners say I don’t like pizza. each learner.
I like this/these Some cards with
Express basic likes and dislikes happy/sad faces on.
1S8
Some cards with + sign
Learners arrange pictures and
on
1Ld1 Understand some specific information and say what they like/don’t like
detail of short, supported talk on a limited with what to another learner
range of general and curricular topics
Listening to other learners say T indicates which
1Ut7 Use me too to give short answers what they like and responding learner responds
me too/ I don’t Projected: colour chart
1Ld5 Understand a limited range of short
supported questions on general and Listening to What colour food Worksheet: food words
curricular topics questions and copying with pictures to overwrite
answers from a colour chart,
1Wa2 Form higher and lower case letters of e.g. What colour are bananas?
regular size and shape
1Wa2 Form higher and lower case letters of Writing new food words using
regular size and shape an overwrite letter worksheet
1Ug12 Use like + verb +ing to express likes and Focusing on like + verb + ing Worksheet: images of 100–120
dislikes structure activities: swim, read, ride minutes
bike, sing, dance, play
1S8 Express basic likes and dislikes Learners tick/cross activities football, write, skate, fish,
V2 8Y02 English as a Second Language Stage 1 18
they like doing and tell another draw
1Ut7 Use me too to give short answers learner
1Ug3 Use basic adjectives and colours to say Focusing on adjectives that Worksheet: images of Pre-teach: nice, nasty 100–120
what someone/something is or has. express likes/dislikes animals: cats, bears, minutes
Use possessive adjectives to describe spiders, dolphins, dogs,
objects Learners copy/write nice or bees, penguins, sharks,
nasty next to each animal and mice, flies
1S7 Take turns when speaking with others in a tell another learner.
limited range of short, basic exchanges Other learner agrees yes they
are/ no they’re not – they are
Contribute suitable words and phrases to nasty etc.
1S6 pair, group and whole class exchanges
Worksheet: images of
Responding to T: Is it nice or
Use a limited range of basic words, activities: skating, playing
nasty? What is it? as T slowly
1S1 Make and respond to basic statements Talking about the different Learner names written on a 100–120
related to personal information letters in learner names written card [each learner gets their minutes
in English own]
1Lg2 Recognise the sounds of phonemes
and phoneme blends Learners sound their names. Worksheet: learner names
and count the number of written with some
1Rg2 Recognise, identify, sound, segment different letters in their names consonants and familiar
and blend phonemes in individual Recognising missing letters in vowel sound letters missing
words names of classmates e.g. Fati_, Oz_ l
1Lg3 Recognise, identify, sound and name Learning the next nine letter Booklet above 100–120
the letters of the alphabet names of the alphabet [h] and minutes
making the zig-zag alphabet
book
Module Review
1Ut5 Use personal subject and object Focusing on subject pronouns Worksheet: images and 100–120
pronouns to give basic personal and matching them to images pronouns, e.g. I, you, he minutes
information she, it, we, they
Focusing on describing what
1Uf3 Use common present continuous forms someone/something is doing
[positive, negative, question] to talk
about what is happening now Asking questions about what Image of children doing
someone is doing and writing different things.
1S2 Ask questions in order to find out about down answers T asks What’s she/ what are
a limited range of personal information Learner A asks: What’s Tina they doing?
and classroom routines doing?
Learner B answers: She’s
1Ld3 Understand a limited range of short fishing Information gap activity
supported questions which ask for Learner A asks: How do you [picture A/picture B].
personal information spell that?’ Picturing and words of
Learner B answers: activities, e.g. fishing
1Lg3 Recognise the names of letters of the f-i-s-h-i-n-g
alphabet Image of kids with names
written doing different
1Rg1 Recognise, identify, sound and name Listening to direct questions things, e.g. Ben is eating an
the letters of the alphabet about a picture and writing ice-cream. [Learners hear Is
down answers. [yes she is/ no Ben eating a banana?]
1Ld1 Understand some specific information they’re not etc.]
and detail of short, supported talk on a Worksheet with sentences
limited range of general and curricular Reading sentences and saying and images
topics yes/no in relation to a picture,
e.g. A boy in a blue hat is
1Rd1 Understand the meaning of very simple sleeping
familiar phrases or sentences on
familiar general and curricular topics by
rereading them
V2 8Y02 English as a Second Language Stage 1 26
1S2 Ask questions in order to find out about Asking what actions other Cards with actions on [one Pre-teach simple 100–120
a limited range of personal information learners are miming for each learner], e.g. wash, verbs: run, shout, Minutes
and classroom routines Each learner in turn mimes an read, eat etc. jump, hold, cry, eat,
action on a card they are drink, wash, laugh,
1S1 Make and respond to basic statements given. Are you crying? brush
related to personal information Learners mingle performing
action on a different card and
1Ld5 Understand a limited range of short freeze when told to. Learners
supported questions on general and are then asked: What’s Tom
curricular topics doing? etc.
1S5 Use words and phrases to describe Posing for a class photo Project photo
people and objects performing a mime. Say ‘go’
and have learners mime on the
1S6 Contribute suitable words and phrases spot their action
to pair, group and whole class
exchanges In pairs learners say what
other learners are doing.
1Ug8 Use with to indicate accompaniment Following instructions to do
things and answering
1Ld4 Understand a limited range of short, questions about what others
basic, supported classroom instructions are doing
T says: Do something with
1S5 Use words and phrases to describe your hands/face/arms /feet etc.
people and objects Then T says: Look! What’s
Ben doing?’
1Ug3 Use basic adjectives and colours to say Matching and combining Word cards and weather Pre-teach weather 100–120
what something is or has adjectives to pictures, e.g. it’s image cards adjectives: hot, cold, minutes
wet and cold rainy, wet, cloudy,
1Ut6 Use conjunction and to link words and Worksheet: matching the sunny, windy, snowy
phrases Describing what is happening sentence halves/ to pictures,
in different weather situations e.g.
1Rd1 Understand the meaning of very simple It’s getting wet
familiar phrases or sentences on I’m shining
familiar general and curricular topics by The sun is raining etc.
rereading them
Worksheet:
1Lg2 Recognise the sounds of phonemes Listening to words they need to Jumbled cards with letters
and phoneme blends make and combing letters to on:
make weather adjectives. h-o-t w-e-t s-u-n c-o-l-d
s – k –y d-r-y r-a-i-n
b-l-u-e w-i-n-d etc.
1S5 Use words and phrases to describe Listening to sounds and saying Worksheet: completing Pre-teach: someone/ 100–120
people and objects what is happening, e.g. [hear questions in short dialogues, something minutes
snoring] someone is sleeping e.g. _______raining?
1Wa6 Write familiar words to identify people, No it’s sunny.
places and objects Listening to ‘sounds’ and ________eating?
writing short sentences about A banana etc.
1Uf3 Use common present continuous forms what is happening, e.g. It’s
[positive, negative, question] to talk raining/ Someone is crying
about what is happening now
Focusing on present question
Understand the main points of short,
1Lm1 forms
supported talk on a limited range of
Multiple matching:
general and curricular topics
Listening and working out in bed/ on a bus/ in a pool/
Use basic prepositions of location and where someone is sitting from on a bike/ in the snow/ in a
1Ug6 position at, in, near, next to, on to what is said, e.g. Ssh! The film cinema
describe where people and things are is beginning
1S5 Use words and phrases to describe Saying which animals live on Worksheet: circle the Pre–teach: live, milk, 100–120
people and objects farms animals which live on farms: egg, cow, sheep, duck minutes
Listening to animal noises and sheep, cows, dogs, horses,
1S6 Contribute suitable words and phrases saying which animal it is, e.g. camel chickens, bees etc.
to pair, group and whole class That’s a sheep [image and word]
exchanges
Listening to and singing the Project lyrics Pre-teach: get, from
1Lg1 Understand very short supported song ‘Old Macdonald’
narratives on a limited range of general Talking about connections Worksheet: match animal to
and curricular topics between animals and farm product: chicken…egg/
products, e.g. We get eggs honey…bee etc.
1S5 Use words and phrases to describe from chickens
people and objects
Focusing on prepositions of Worksheet: where’s the
1Ug6 Use basic prepositions of location and location and position farm cat? matching
position at, in, near, next to, on to description to image
describe where people and things are Listening and following
instructions to object/animal Farmyard scene
1Ld4 Understand a limited range of short, cards around a farmyard scene image/animal and object
basic, supported classroom instructions cards, e.g. put the chicken
next to the bus.
1Uf5 Use can/can’t to describe ability Focusing on what different Worksheet: farm animals 100–120
animals can do table completion: minutes
1S7 Take turns when speaking with others chickens/ducks/cows etc.
in a limited range of short, basic Focusing on what other fly/ lay eggs/sing/ swim
exchanges animals can/can’t do
Worksheet table completion:
1Ld1 Understand some specific information Listening to quiz questions: frogs/penguins etc.
and detail of short, supported talk on a How many legs has a…got? swim/fly/jump/walk
limited range of general and curricular
1Ld2 Use contextual clues to predict content Saying what is coming next
in short, supported talk on a limited and what noises the animals
range of general and curricular topics make
1Lg1 Understand very short supported Listening to a picture story e.g. Worksheet: matching animal
narratives on a limited range of general Emeline at the Circus image to image of object
and curricular topics [e.g. chicken to skates]
Module Review
Listening, Reading, Use of English, Speaking and Use a range of multiple- Use tasks to assess core module learning objectives 90–120
Writing tasks on a range and blend of topics and matching, multiple-choice, and monitor progress minutes
themes relating to common actions, the weather, what true/false, sentence and text
is happening and farm and other animals and a range of completion and guided
module learning objectives speaking and writing tasks
1Ug4 Use possessive adjectives to describe Focusing on subject pronouns Worksheet: matching task: Pre-teach action verbs: 100–120
objects and possessive adjectives she we they he you put on [clothes etc.], minutes
my your our her his brush, eat, watch [TV],
1Ut5 Use personal subject and object Focusing on basic personal their sleep, drink, have
pronouns to give basic personal activities performed each day breakfast
information
Listening to and learning the Flashcards for basic actions,
1Uf2 Use common present simple forms song This is the way and e.g. brush teeth, drink milk
[positive, negative, question] to give performing it with actions etc.
basic personal information
Asking and answering Worksheet: pictures of
1Lg1 Understand very short supported questions about how learners breakfast in bed/ at table/
narratives on a limited range of general do things [this way or that way] watching TV on floor/ on
and curricular topics sofa putting on trousers
Learners ask Do you watch TV one leg/ two legs at a time/
1Uf2 Use common present simple forms this way or that way [and tick brushing teeth side to side/
[positive, negative, question] to give answer] up and down etc.
basic personal information T asks: who puts their trousers Project images
on this way
1Ut3 Use interrogative pronouns which, Learners say: Ben does
what, where to ask basic questions
1Ld3 Understand a limited range of short Asking question: Can you Worksheet table [tick/cross]: Pre-teach: tie, knot, 100–120
supported questions which ask for tie…? a tie/ a knot/ a ponytail/ a ponytail etc. minutes
personal information T asks: Who can tie a bow/ your shoelaces/ a
ponytail? balloon etc. Bring in ties/ string/
1S3 Use a limited range of basic words, Learner says: I can/Jane can ribbon/ elastic bands/
phrases and sentences related to balloons etc.
classroom objects, activities and Listening to instructions for Paper for making planes
routines how to make a paper plane
1Ut2 Use determiners a, the, this, these to Pass presents round. Learners
indicate what/where something is open them and read out the
messages to class
1Rd1 Understand the meaning of very simple
familiar phrases or sentences on
familiar general and curricular topics by
rereading them
1Uf2 Use common present simple forms Focusing on describing daily Worksheet of short Pre-teach: have a 100–120
[positive, negative, question] to give [school] routines sentences to match, e.g. I snack minutes
basic personal information watch/ I sit/ I brush/ I have…
next to ___ /TV/breakfast/
1Wa3 Write letters and words in a straight line Writing [overwriting] sentences my teeth
from left to right with regular spaces above and completing, e.g. Bring scissors
between letters and words I go home. Worksheet: matched
I sit next to _____ sentences above as an
1Rd1 Understand the meaning of very simple I have ____ for breakfast. overwriting task
familiar phrases or sentences on Learners cut out and order the
familiar general and curricular topics by sentences so they are true and Sentences above cut out
rereading them about their own routine
1S7 Take turns when speaking with others Telling another learner about
in a limited range of short, basic their routine [Learners Pre-teach: first
exchanges respond: I have a snack first/ I
1Ld1 Understand some specific information Listening and completing a Completing a diagram with Pre-teach; rooms of 100–120
and detail of short, supported talk on a diagram about the different different parts of the house: the house minutes
limited range of general and curricular parts of the house, e.g. The [-ining room,-itchen,
topics place you sit outside the house -arden etc.]
– with flowers and trees. That’s
1Lg3 Recognise the names of letters of the a garden – g-a-r-d-e-n
alphabet
Focusing on preposition in to Worksheet of overwriting
1Ug6 Use basic prepositions of location and talk about rooms and completing:
position In my house…
Writing down where you do I eat breakfast …
1Wa3 Write letters and words in a straight line things at home I watch TV…
from left to right with regular spaces Telling another learner where I brush my teeth … etc.
between letters and words you do things
Learner replies: me too/ I
1S1 Make and respond to basic statements don’t…]
related to personal information
1S2 Ask questions in order to find out about Asking how to spell friends’ 100–120
a limited range of personal information names in making a short list of minutes
and classroom routines friends’ names
1Lg3 Recognise the names of letters of the Listening and writing down Paper for making a list of
alphabet spellings of names of friends names
1Wa5 Copy upper and lower case letters Introducing friends through Worksheet: images of two
accurately when writing names and pop-up cut-outs. Colouring girls and two boys to Pre-teach: long, short,
places pictures according to complete and colour curly [hair]; fair, brown,
description of friends black [hair]; green,
1Ut4 Use demonstrative pronouns this, that,
Learners cut out/ pop up and brown, blue [eyes]
these to indicate things
introduce, e.g. This is Sasha.
1Uf6 Use have got to describe possession She’s got long brown hair and
green eyes
1Ug3 Use basic adjectives and colours to say
what someone/ something is or has Listening and completing Worksheet: tables to
tables about the details of a complete with categories:
1Ld1 Understand some specific information young people name, country, age, hair
and detail of short, supported talk on a colour, likes, pets
limited range of general and curricular Completing a table with details
topics about one of their friends
1Ld3 Understand a limited range of short Asking and answering Worksheet: 100–120
supported questions which ask for questions about the info about I have got… minutes
personal information each other’s friends. I like …
Completing sentences with I’m wearing…
1S8 Express basic likes and dislikes Talking about what learners Worksheet with images and 100–120
like doing with friends at home words: computer games, minutes
1Wa4 Copy letters and familiar high frequency parties, music, TV/
words and phrases correctly Writing on a diagram where barbeque, drawing, eating
learners like doing things and snacks etc.
1S4 Respond to basic questions on asking each other questions
classroom and daily routines Worksheet: image of
house /garden layout
1Ug6 Use basic prepositions of location and Listening to where a young
position at, in, near, next to, on person does things with friends
in her house
1Ld1 Understand some specific information
and detail of short, supported talk on a Telling another whether things Multiple-matching task Pre-teach: fun, boring,
limited range of general and curricular are fun, boring or a bit scary, a bit scary
topics e.g. That’s fun Diagram above with lettered
activities a –h
1Lg3 Recognise the names of letters of the Listening to and completing the Worksheet: 100–120
alphabet spelling of the days of the _ _ _ day minutes
week _ _ _ _day etc.
1Wa2 Form higher and lower case letters of
regular size and shape Recognising the days of the Cards with days of the week
week and putting them in order on
1Ug15 Sight read high-frequency words
1Rg3 Identify and remember high-frequency Putting jumbled letters in days Worksheet: scrambled days
sound and letter patterns of the week anagrams in of the week
correct order
1Wa3 Write letters and words in a straight line
from left to right with regular spaces Writing and then asking what Worksheet: Pre-teach in the
between letters and words learners do on different days of On Mondays ______ morning/
the week On Tuesdays ______ etc. afternoon/evening
1Ug7 Use prepositions of time: on, in to talk
about days and time
1S4 Respond to basic questions on Writing and making a party Guided writing template/
classroom and daily routines invitation design template Possible ICT task
Module Review
V2 8Y02 English as a Second Language Stage 1 37
Learning Objective Activities Assessment Time
Listening, Reading, Use of English, Speaking and Use a range of multiple- Use tasks to assess core module learning objectives 90–120
Writing tasks on a range and blend of topics and matching, multiple-choice, and monitor progress minutes
themes relating to daily routines and everyday actions, true/false, sentence and text
describing people, days of the week and simple completion and guided
reactions to things and a range of module learning speaking and writing tasks
objectives
1Ld1 Understand some specific information Listening and ticking the Worksheet: image of Pre-teach activity 100–120
and detail of short, supported talk on a children described differently dressed children words: tennis, sail, kite minutes
limited range of general and curricular doing different activities/ etc.
topics games
Listening to T’s questions
1Ld5 Understand a limited range of short about the picture, e.g. What’s
supported questions on general and the girl in the red T-shirt doing?
curricular topics
Looking at images of possible Image above
1Uf3 Use common present continuous forms kite decorations and matching
[positive, negative, question] to talk words to the image
about what is happening now
Listening to and following Worksheet: different image
1Rg4 Recognise, identify and sound with instructions for making and patterns that learners match Bring scissors, thread,
support familiar words decorating a simple Chinese to words, e.g. 2 bees/ the string, tape, pipe
[bumble bee or diamond] kite red hen etc. cleaners etc.
1Ld4 Understand a limited range of short,
basic, supported classroom instructions
Giving and following
1Uf1 Use imperative forms of common verbs instructions for flying a kite
for basic commands, instructions outside Pre-teach: pull, run, let
go
Possible display
opportunity
1Ug11 Use let’s + verb Listening to and following One or two sheets of paper 100–120
instructions [let’s make a paper per learner minutes
1Ld4 Understand a limited range of short, plane] on how to fold and
basic, supported classroom instructions crease paper
Making an improved plane and Sheets of paper for plane Pre-teach: circle,
1S6 Contribute suitable words and phrases colouring shapes on wings e.g. square, triangle, star
to pair, group and whole class three red stars on one wing/
exchanges two blue circles on other.
[Learners note separately the
1S5 Use words and phrases to describe patterns they put on the wings]
people and objects
Learners stand in a circle and Pre-teach: ready
1Ld1 Understand some specific information all fly planes [let’s fly] at same steady go
and detail of short, supported talk on a time [learners randomly
limited range of general and curricular retrieve another learner’s plane
topics and sit down]
Learners take turns to describe
the shapes and colours on the
planes they have.
Learners listen and say: that’s
my plane when they hear it
described
1Ut4 Use demonstrative pronouns this, that, Playing a game of colour Pack of cards: 12 red 12 Pre-teach: snap 100–120
these to indicate things ‘snap’ and saying what things yellow 12 green object cards minutes
are. Snap: Learners each
1S5 Use words and phrases to describe Pack of cards above turn over a card and
people and objects Play the game above again but say snap when the
this time learners have to colour of objects is the
spell/write down the words for same. The learner
1Ug13 Spell some familiar high-frequency the objects won, e.g. pen/ bag. saying ‘snap’ then gets
words accurately during guided writing T checks spellings at the end first chance to say
activities of the game what objects are, e.g.
Pack of cards with common That’s a red pen and a
1Rg4 Recognise, identify and sound with
Making sentences in a words on them red bag [and keep the
support familiar words and sentences
sentence card game. Learners [demonstratives, cards if correct
1Ug15 Sight read high-frequency words each have seven cards and determiners, adjectives,
there is a pack of other word colours verbs etc.]
cards face down. If learners
1Rg2 Recognise, identify, sound, segment Reading and completing Worksheet: you can Pre-teach: beach, sea, 100–120
and blend phonemes in individual activities that you can do at the _ _ im in the sea; sand, wave, castle, minutes
words seaside with initial or final _ _ mp in the waves; shell, stone
blend digraph find _ _ells;
1Rd1 Understand the meaning of very simple sit on the bea _ _;
familiar phrases or sentences on dive for_ _ ones
familiar general and curricular topics by
rereading them
Reading questions relating to Worksheet: questions to
1Uf3 Use common present continuous forms different children in a beach match to incomplete
[positive, negative, question] to talk
scene, e.g. What’s the girl in answers below.
about what is happening now
the blue hat doing? She’s m _ _ _ _ _
sandcastles.
1Rg3 Identify and remember high-frequency
sound and letter patterns Writing answers to questions They’re f _ _ _ ing
about what different children
1Ug13 Spell some familiar high-frequency are doing in a beach scene
words accurately during guided writing Cards with actions on to
activities Miming seaside actions for mime
other learners to guess. The first learner to ask
1S2 Ask questions in order to find out about Learners ask: Are you making correct question wins the
a limited range of personal information sandcastles? Yes I am/ No I’m card
and classroom routines not
1S2 Ask questions in order to find out about Asking and answering Worksheet: animals with 100–120
a limited range of personal information questions: Which animals live images, e.g. shark, turtle, minutes
and classroom routines in the sea and which do not. frog, duck, octopus, penguin
Do sharks live in the sea? etc.
1S7 Take turns when speaking with others
in a limited range of short, basic Listening to sea creatures’
exchanges names [blends] being spelt out Worksheet of images and
and writing down letters: No 1 incomplete words:
1Lg1 Understand very short supported Listening and following Picture book Possibly project image 100–120
narratives on a limited range of general pictures of first half of a simple minutes
and curricular topics [sea] story, e.g. Joey Starfish
needs help
1Rg2 Recognise, identify, sound, segment Reading and matching Worksheet matching task:
and blend phonemes in individual character names to images names to images
words
1Ld2 Use contextual clues to predict content Listening to the second half of Possibly project lines
in short, supported talk on a limited the story and having to predict with missing end word
range of general and curricular topics
what the next word will be at
certain points
1Ld4 Understand a limited range of short,
basic, supported classroom instructions
Listening and moving
1Ld4 Understand a limited range of short, Listening to classroom Worksheet: Pre-teach: line up, put 100–120
basic, supported classroom instructions instructions and matching them images/diagrams of simple away, take out, look at, minutes
to images class instructions face
1Uf1 Use imperative forms of common verbs Learners listen and match no.
for basic commands, instructions of instruction to image.
Listening and following
1Ld4 Understand a limited range of short, instructions
basic, supported classroom instructions Divide class into two or three
groups. Give chains of Keep team scores -
1Ug15 Sight read high-frequency words instructions that everyone in one point for the first
each group has to follow, e.g. team to complete each
1Ug15 Sight read high-frequency words
line up/ hold hands/ face the sequence
widow
1Rg2 Recognise, identify, sound, segment
and blend phonemes in individual Sight-reading words for Large cards with words:
words different parts of the classroom front/ back door/ window
T moves to relevant part of corner/ board/ floor/ desk/
1Rd1 Understand the meaning of very simple class and holds up word. chair/ wall/ mat/ computer Do as team race
familiar phrases or sentences on In groups learners given words
familiar general and curricular topics by to read and stick on relevant Different coloured sets of Provide blue tack
rereading them part of class words above
Reading projected incomplete
instructions and guessing Project instructions, e.g. go
where learners have to go to the b [ack]
T reveals subsequent letters stand in the c [orner]
one at a time and learners face the w [all]
make a decision about where
to go, what to do
1S3 Use a limited range of basic words, Talking about activities Worksheet matching 100–120
phrases and sentences related to learners do in class exercise: sometimes we: Sit minutes
classroom objects, activities and line out at the board
routines Reading game of activity down up go take our
Learners win
corresponding card if
they are right
1Lg1 Understand very short supported Listening to the first half of a Pre-teach: key 100–120
narratives on a limited range of general story, e.g. Sport’s Day vocabulary from the minutes
and curricular topics text
1Rd1 Understand the meaning of very simple Reading short summary Worksheet: short, incorrect
familiar phrases or sentences on sentences which have one summary sentences
familiar general and curricular topics by detail difference from the story
rereading them and correcting them Worksheet matching
adjectives from the text to
1Ug3 Use basic adjectives and colours to say Focusing on adjectives used nouns they were used with
what someone/something is or has
before nouns
1Lg1 Understand very short supported
Listening to the second half of
narratives on a limited range of general
and curricular topics the story Worksheet of summary
sentences with one word
1Wa6 Write familiar words to identify people, missing
places and objects Completing with one word
[writing] short summary
sentences of whole story
1S5 Use words and phrases to describe Talking about which things are Worksheet: 24 clothing and Pre-teach unknown 100–120
people and objects for what/ for whom accessory items: bags, hats, items, e.g. goggles, minutes
helmets, sunglasses, shoes sunglasses, hair band,
1Ug8 Use with to indicate accompaniment. Learners decide which things etc. boots, track suit, boots,
1Ug9 Use for to indicate recipient they would put with other trainers, earrings
things in a shop, e.g. clothes Worksheet: shop floor plan
1Ld1 Understand some specific information for boys/ for girls/ for sports divided into eight sections.
and detail of short, supported talk on a shoes, boots etc.[8 sections x Image of scene for learners Bring scissors and glue
limited range of general and curricular 3 things] to complete by drawing/
topics Focusing on prepositions with colouring
and for Two similar images to above
1S3 Use a limited range of basic words,
Listening and following but with arrows indicating
phrases and sentences related to
instructions to complete details differences between images
classroom objects, activities and
routines in an image by drawing, e.g. that need to be
Can you see the boy on the communicated to another
1Ut4 Use demonstrative pronouns this, that, bike. He’s got a green hat. learner
these to indicate things. Draw a green hat
Giving instructions to other
learners to complete pictures.
Can you see the girl in the red
dress? She’s wearing sun
glasses
Focusing on demonstratives to Worksheet: learners tick
indicate the right thing. [images]
T asks: It’s cold. Which hat? cold > top hat/ woolly hat;
Learners point and say This football > trainers/ long
hat or That hat? boots etc.
1S2 Ask questions in order to find out about Remembering and saying who Object cards on which 100–120
a limited range of personal information has someone else’s object learners write the name of a minutes
and classroom routines Each learner is given two class member
object cards and writes the
1Wa6 Write familiar words to identify people, Spotting and remembering Sets of images with roughly Pre-teach: In picture 1/
places and objects differences between pictures ten differences between In picture 2
Learners write down words/ them
1S6 Contribute suitable words and phrases phrases that will remind them Project images
to pair, group and whole class of differences, e.g. red/ green
exchanges boots Picture 1 [10 seconds].
Learners then say what Picture 2 [10 seconds].
differences are Picture 1 [10 seconds
again]
1Rg3 Identify and remember high-frequency Focusing on words that end in Worksheet with words in two 100–120
sound and letter patterns –er. Ask learners to look at the groups with images: minutes
two sets of words and say ruler rubber computer
1Ug9 Use for to indicate recipient what is similar about them paper poster sticker/
mother father teacher
1Lm1 Understand the main points of short, Focusing on the use of ‘for’ to brother sister partner
supported talk on a limited range of indicate recipient
general and curricular topics Worksheet: 11 objects
[including 6 above] in one
1S5 Use words and phrases to describe Saying which object is wrong Image: a boy playing Pre-teach: right and 100–120
people and objects in an image football in high-heeled wrong minutes
boots/ a girl wearing one red
1Rd1 Understand the meaning of very simple Reading short sentences about and one white sock etc.
familiar phrases or sentences on a picture and putting an x by
familiar general and curricular topics by the incorrect ones
rereading them Image and set of statements
Correcting incorrect
1Wa6 Write familiar words to identify people, statements above by crossing
places and objects out one word and replacing it
1Ld1 Understand some specific information Listening to descriptions of an Image of people doing/
and detail of short, supported talk on a image and saying: that’s right/ wearing different things
limited range of general and curricular that’s wrong
topics
1Ug13 Spell some familiar high-frequency Writing down the names of as Different objects one sheet Bring in lots of props
words accurately during guided writing many objects as learners can of paper per team for team [red nose, sunglasses,
Module Review
Learning Objective Activities Assessment Time
Listening, Reading, Use of English, Speaking and Use a range of multiple- Use tasks to assess core module learning objectives 90–120
Writing tasks on a range and blend of topics and matching, multiple-choice, and monitor progress minutes
themes relating to instructions, activities and objects in true/false, sentence and text
the classroom, adjectives describing things and places, completion and guided
objects people have and a range of module learning speaking and writing tasks
objectives
1Rd1 Understand the meaning of very simple Reading and matching a range Worksheet: 100–120
familiar phrases or sentences on of common questions to How old are you? Minutes
familiar general and curricular topics by answers Yes please.
rereading them What colour is it?
Sorry I haven’t.
1Ld3 Understand a limited range of short Listening and writing down How are you?
supported questions which ask for answers to questions, e.g. No, I don’t.
personal information What colour are your shoes? Would you like a drink?
How old are you? etc. I’m fine.
1Ug2 Use numbers 1–10 to count Do you like chocolate?
I’m seven.
1Ut3 Use interrogative pronouns which,
Focusing on question words Have you got a pen?
what, where to ask basic questions
which, what, where, who, how D-o-l-p-h-i-n. How do you
1Wa4 Copy letters and familiar high frequency spell it?
words and phrases correctly It’s blue. etc.
1S2 Ask questions in order to find out about Saying what the question is Worksheet: complete with Divide class into 3 or 4
a limited range of personal information that gives the answer in a team the right question word teams
and classroom routines game (which what where who
how)
Card is won by team who form ____ is your name?
the correct question i.e. on the ____ is your bag?
back of the card ____ do you live?
____ old is your cat?
1Rd1 Understand the meaning of very simple Matching short answers to Worksheet: 110–130
familiar phrases or sentences on questions Do you like it? minutes
familiar general and curricular topics by Yes he can.
rereading them Have you got a pen?
No it isn’t.
1Ug13 Spell some familiar high-frequency Completing short answers to Can he swim?
words accurately during guided writing questions by writing in missing Sorry, I haven’t
activities words Is it raining?
No we don’t etc.
1S2 Ask questions in order to find out about Thinking of asking questions
a limited range of personal information
that match short answers Worksheet:
and classroom routines
Learners are each given a Is it cold? Yes.______.
short answer. When they hold Can you swim?
1Lm1 Understand the main points of short,
supported talk on a limited range of it up, another learner is No, ______
general and curricular topics indicated to produce a Are you going home?
1Ug13 Spell some familiar high-frequency Listening to questions and Cards with short answers
words accurately during guided writing matching appropriate short on, e.g. Yes I am.
activities answers. Learners hear e.g. Sorry I can’t.
What colour is it? Yes please
Who is going to the party? etc. No thanks.
No I don’t etc. Bring material, ribbon
Writing questions and answers and card for making
in matching balloons and kites Worksheet: display balloons and
for whole class display a Yes please kites
b Yes it is
Get learners to choose a c This colour
question/answer they had a d To school
problem with in previous e You and me etc.
sections for the display
Materials for making display Display opportunity
1Ld1 Understand some specific information Listening and writing down Worksheet: images of 100–120
and detail of short, supported talk on a spellings of new ‘clothes’ people wearing different minutes
limited range of general and curricular words, e.g. clothes. Arrows pointing to
topics Can you see Jane? She’s items
wearing a jacket. How do you
1Lg3 Recognise the names of letters of the spell that? j-a-c-k-e-t
alphabet
1Rg2 Recognise, identify, sound, segment Matching clothing words to Image cards/ word cards
and blend phonemes in individual pictures
words
Worksheet:
1Rd1 Understand the meaning of very simple,
Using a picture dictionary to They go on your feet. They
familiar phrases or sentences on
familiar general and curricular topics by find clothing words begin with ‘s’. They’re not
rereading them shoes
Saying what other learners are
1Ug14 Use with support a simple picture wearing to the rest of the class
dictionary Bring in dressing up
props
1S5 Use words and phrases to describe Learners take turns to walk on
people and objects in fashion parade and another
learner describes what they
1Ug8 Use with to indicate accompaniment are wearing
1Ug1 Use common singular nouns, plural Focusing on singular and Worksheet: sentence 100–120
nouns [plural ‘s’] and proper names to plural items of clothing completion. Completing minutes
say what things are noun [picture] prompt and
To distinguish jeans trousers verb.
1Rg4 Recognise, identify and sound with Sorting words for clothes into Worksheet: Venn diagram 100–120
support familiar words and sentences hot/ cold sections of a Venn [circles labelled hot/ cold]. minutes
diagram Clothing words, e.g. gloves,
1Ug14 Use with support a simple picture Using a picture dictionary scarf, shorts, T-shirt, coat,
dictionary where clothes items are not boots etc.
known
1S5 Use words and phrases to describe Worksheet of matching
people and objects items: fireman - fireman’s
hat Possibly project
1Ut4 Use demonstrative pronouns this, that, Saying whose item of clothing nurse - nurse’s hat. images
these to indicate things
something is doctor - doctor’s coat.
Learners say: That’s her coat. builder - builder’s belt
1Uf3 Use common present continuous forms
That’s his hat football fan - football scarf
[positive, negative, question] to talk
about what is happening now etc.
1Ld4 Understand a limited range of short, Give each learner a stencil for Different hat stencils, e.g. 100–120
basic, supported classroom instruction a different type of hat to cut out king, cowboy, birthday minutes
and colour boy/girl, wizard, nurse,
1Uf1 Use imperative forms of common verbs clown, pirate, sailor etc.
for basic commands, instructions Listening to instructions how to
make a band for the hat so
1Rg2 Recognise, identify, sound, segment they can put it on their head
and blend phonemes in individual
words Ask learners to put on hats and
identify who someone is.
1S4 Respond to basic questions on
T says: Who is Pete?
classroom and daily routines
Learner says: He’s a pirate
1S5 Use words and phrases to describe
people and objects Saying who someone is Worksheet: image and word
of characters minus hat
1Ld4 Understand a limited range of short, Take away worksheet and put
basic, supported classroom instructions all hats on a table. Ask half the
class to put on a hat and line All hats from previous
up. Other learners take it in activity
turn to walk the line and say
Module Review
Learning Objective Activities Assessment Time
Listening, Reading, Use of English, Speaking and Use a range of multiple- Use tasks to assess core module learning objectives 90–120
Writing tasks on a range and blend of topics and matching, multiple-choice, and monitor progress minutes
themes relating to question words, question forms and true/false, sentence and text
short answers, describing clothes and accessories and completion and guided
what people are wearing and a range of module speaking and writing tasks
learning objectives
1Lm1 Understand the main points of short, Watching the movements of Learners hear e.g. It’s Bring two or three 120 -140
supported talk on a limited range of other learners and saying what raining/ It’s very wet/ The portable players with minutes
general and curricular topics they are reacting to sun is shining/ It’s very hot. headphones
[music]
1S5 Use words and phrases to describe Learners watch other learners Can you start dancing
people and objects with headphones, react to what please?/ Move like a
they hear and say what is monkey
1Ut5 Use personal subject and object happening
pronouns to give basic personal Worksheet:
information Focusing on object pronouns Can you see the boy? Give
___ the ball.
1Rg4 Recognise, identify and sound with
Reading short sentences and Look at the children. Let’s
support familiar words and sentences
completing with correct object ask ___ to play.
1Ug5 Use basic adverbs of place here, there pronoun Etc
to say where things are
Reading short sentences and Worksheet:
1Ug6 Use basic prepositions of location and completing with here, there or Come and sit ___.
position at, in, near, next to, on to correct preposition of location Come and sit ___ to me.
describe where people and things are Can you go over ___ and Objects and object
Writing down and saying get my ball. pictures placed/ stuck
1Wa6 Write familiar words to identify people, where things are Put that book ___ the table in different places
V2 8Y02 English as a Second Language Stage 1 62
places and objects etc. around the room
Learners move around the
1Wo1 Include a full stop when copying very class in pairs writing down Worksheet:
high-frequency short sentences where things are Where’s the ball?
T asks where things are when Where’s the spider?
1S3 Use a limited range of basic words, mingling ends
phrases and sentences related to Scene card and object cards
classroom objects, activities and Listening and moving object
routines cards around a scene, e.g.
Can you see the monkey
1Ld4 Understand a limited range of short,
dancing? Put the banana next
basic, supported classroom instructions
to him
1Ld4 Understand a limited range of short, Lining up and performing TPR Cards with orders on: 120–140
basic, supported classroom instructions routines like army drills: Touch your knees minutes
Put your finger on your nose. Stand on your toes. etc.
1Rg4 Recognise, identify and sound with Show me your teeth
support familiar words and sentences Put your finger on the nose Project words, e.g.
next to you etc. cat red feet knee toe
1Wa2 Form higher and lower case letters of Get different learners to act as hand bend walk
regular size and shape drill sergeant and give orders
by reading them out
1Rg3 Identify and remember high-frequency
sound and letter patterns
Writing down words that rhyme
with other words
1Ug16 Recognise that some sounds have
List of simple marching
more than one spelling
chants:
1Ld2 Use contextual clues to predict content Introducing learners to army I’ve got pyjamas, they are
in short, supported talk on a limited marching chants. Learners red. I like wearing them to
range of general and curricular topics listen and predict final rhyming ___
word I’ve got a hat. It is red. I like
1Ug12 Use like + verb +ing to express likes putting it on my ____
and dislikes Learners with support write I’ve got knees, they can Display opportunity
their own rhyming chants bend. I like jumping with my
1Uf4 Use have got + noun to describe and following this pattern ____ etc. Prepare as part of final
ask about possessions day performance
Learners read and teach their
1Ug13 Spell some familiar high-frequency chants to the class in marching
words accurately during guided writing drills
activities
1Lg1 Understand very short supported Listen and think about these Tell the learners they
narratives on a limited range of general sounds: ch sh sk will sing the song as
and curricular topics sail the __ip party of their last day
V2 8Y02 English as a Second Language Stage 1 65
__op the __ee party performance
__ ip the r_ p _
Module Review
Learning Objective Activities Assessment Time
Listening, Reading, Use of English, Speaking and Use a range of multiple- Use tasks to assess core module learning objectives 90–120
Writing tasks on a range and blend of topics and matching, multiple-choice, and monitor progress minutes
themes relating to instructions movement and body true/false, sentence and text
parts, rhymes, songs, spellings and things you can do in completion and guided
English and a range of module learning objectives speaking and writing tasks
1
See audit tool.
2
See table of ongoing objectives.
3
See table of ongoing work.
V2 8Y02 English as a Second Language Stage 1 68