0057 Primary E2L Stage 2 Scheme of Work - tcm142-595032

Scheme of Work
Cambridge Primary
English as a Second Language 0057
Stage 2
This Cambridge Scheme of Work is for use with the Cambridge Primary
English as a Second Language Curriculum Framework published in
September 2020 for first teaching in September 2021.
Version 1.0
Copyright © UCLES 2020
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
UCLES retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we
cannot give permission to Centres to photocopy any material that is acknowledged to a third party, even for internal use within a Centre.
Contents
Contents.................................................................................................................................................................................................................................................. 3
Introduction............................................................................................................................................................................................................................................. 4
Unit 2.1 Feelings..................................................................................................................................................................................................................................... 7
Unit 2.2 Food......................................................................................................................................................................................................................................... 11
Unit 2.3 Weather.................................................................................................................................................................................................................................... 15
Unit 2.4 Fun and games........................................................................................................................................................................................................................ 19
Unit 2.5 Parties and celebrations........................................................................................................................................................................................................ 23
Unit 2.6 A day at school....................................................................................................................................................................................................................... 28
Unit 2.7 The world around us............................................................................................................................................................................................................... 32
Unit 2.8 Clothes..................................................................................................................................................................................................................................... 36
Unit 2.9 Shops and shopping.............................................................................................................................................................................................................. 40
Sample lesson 1.................................................................................................................................................................................................................................... 44
Sample lesson 2.................................................................................................................................................................................................................................... 46
Cambridge Primary English as a Second Language (0057) Stage 2 Scheme of Work
Introduction
This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Primary English as a Second Language Stage 2.
It contains:
 suggested units showing how the learning objectives in the curriculum framework can be grouped and ordered
 at least one suggested teaching activity for each learning objective
 a list of subject-specific language that will be useful for your learners
 sample lesson plans
You do not need to use the ideas in this scheme of work to teach Cambridge Primary English as a Second Language Stage 2. Instead use them as a starting point
for your planning and adapt them to suit the requirements of your school and the needs of your learners. The schemes of work are designed to indicate the types of
activities you might use, and the intended depth and breadth of each learning objective. These activities are not designed to fill all the teaching time for this stage.
You should use other activities with a similar level of difficulty, for example, those from endorsed resources.
The accompanying teacher guide for Cambridge Primary English as a Second Language suggests effective teaching and learning approaches. You can use this
scheme of work as a starting point for your planning, adapting it to suit the requirements of your school and needs of your learners.
Long-term plan
This long-term plan shows the units in this scheme of work and a suggested order for teaching the units. The suggested teaching time is based on
150 hours of teaching. The actual number of teaching hours may vary according to your context.
Unit and suggested order

Unit 2.1 Feelings
Unit 2.2 Food
Unit 2.3 Weather
Unit 2.4 Fun and games
Unit 2.5 Parties and celebrations
Unit 2.6 A day at school
Unit 2.7 The world around us
Unit 2.8 Clothes
Unit 2.9 Shops and shopping
Total: 150 hours
Skills approach
The learning objectives are organised into five strands which together support the development of knowledge, skills and understanding:
 Use of English
 Reading
 Writing
 Speaking
 Listening
The Use of English strand articulates the linguistic features learners need to be able to understand and use when engaging with the language productively and
receptively in the Reading, Writing, Speaking and Listening strands.
It is expected that the integrated approach for the development of communicative skills in the classroom will be used, where the four skills in the acquisition of
knowledge of a second language can be taught in a coherent way, and practised together. Integrating the four language skills: enhances learners’ all-round
development of communicative competence; enables teachers to build a lesson around a theme or a topic relevant to the learners; motivates learners by building
more variety into the lesson; works at the level of realistic communication, where language tasks involve more than one skill; exposes learners to authentic
language; and challenges them to interact naturally.
Throughout this scheme of work there are examples of classroom activities that can be taught through skills integration.
Sample lesson plans

You will find two sample lesson plans at the end of this scheme of work. They are designed to illustrate how the suggested activities in this document can be turned
into lessons. They are written in more detail than you would use for your own lesson plans. The Cambridge Primary English as a Second Language Teacher Guide
has information on creating lesson plans.
Resources for the activities in this scheme of work

We have assumed that you will have access to these resources:
 paper
 pens or pencils
 sticky tape, tack or glue
 scissors
 magazines
 short stories
 audio clips
 photos and pictures (flashcards) from the internet or from magazines
 everyday items.
Other suggested resources for individual units and/or activities are described in the rest of this document. You can swap these for other resources that are available
in your school.
Other support for teaching Cambridge Primary English as a Second Language Stage 2
Cambridge Primary centres receive access to a range of resources when they register. The Cambridge Primary support site at
https://primary.cambridgeinternational.org is a password-protected website that is the source of the majority of Cambridge-produced resources for the
programme. Ask the Cambridge Coordinator or Exams Officer in your school if you do not already have a login for this support site.
Included on this support site are:

 the Cambridge Primary English as a Second Language Curriculum Framework, which contains the learning objectives that provide a structure for your teaching
and learning
 grids showing the progression of learning objectives across stages
 the Cambridge Primary English as a Second Language Teacher Guide, which will help you to implement Cambridge Primary English as a Second Language in
your school
 templates for planning
 worksheets for short teacher training activities that link to the teacher guide
 assessments provided by Cambridge
 a list of endorsed resources, which have been through a detailed quality assurance process to make sure they are suitable for schools teaching Cambridge
Primary English as a Second Language worldwide
 links to online communities of Cambridge Primary teachers.
Unit 2.1 Feelings
Unit 2.1 Feelings

Outline of unit:
In the first unit, learners explore their feelings. This gives them a chance to introduce themselves and talk about how they are feeling, as well as to give an
emotional response to different objects and a story. At the beginning of the unit, learners practise listening for the main idea of how a child feels about their first
day at a new school. Learners also have the opportunity to engage in a dialogue based on a song and to ask about and express their feelings. They practise self-
introduction and a range of ways to respond authentically to the question How are you? using present simple and too. Learners write words for feelings in
response to everyday items, paying attention to the form of their letters and words. Finally, they are engaged in a story and asked to consider characters’ feelings
by deducing the meaning of words from illustrations.
Recommended prior knowledge:

This unit explicitly builds on the following learning objectives covered in Stage 1:
Reading
Begin to deduce the meaning of a limited range of simple, familiar words, with support, by linking them to pictures.
Writing
Write letters and words in a straight line from left to right.
Speaking
Ask simple questions about classroom routines and to find out a limited range of personal information and respond accordingly.
Listening
Understand, with support, the main point of short talk.
Deduce meaning from context, with support, of a limited range of simple words.
Use of English
Use familiar question words and structures.
Use common present simple forms to give basic personal and factual information.
Learning objectives Suggested teaching activities

2Lm.01 Use the emoticon flashcards to review vocabulary for ‘feelings’ (e.g. happy, sad, tired). Put and leave the flashcards on the
Understand, with little or no board.
support, the main point of
short talk. If this is the beginning of the school year, ask learners about the first day of term, such as when it was, and/or who (which
learners) are new to the school. Use very simple language in English, e.g. Who is new in the class? / What day did school start?
Support with learners’ own language if necessary.
Explain that learners will hear a child talking about their first day in a new school. Show the flashcard of the school to help set the
context, and elicit some detail about the school. Ask learners to listen and tell you who is speaking. Play or read the audio and
check the answers with the whole class.
Ask learners to listen again and to choose from a flashcard on the board: how does the child feel? Ask learners to check their
answer with their partner before checking with the whole class. You could have learners come to the board and point to the
correct emoticon, depending on your class size.
Resources: Emoticon flashcards (pictures); audio recording or script of a child telling a parent about their first day at a new
school, a positive experience, where the child met new teachers and friends and enjoyed their first day, so was clearly happy.
Language should be very simple; flashcard of a school
2So.01 Review or introduce the song How are you? If the song is new, you may want to play it at least twice, combined with a simple
Express, with support, basic listening and singing along task, before this activity.
feelings.
Review or introduce vocabulary for ‘feelings’ (e.g. happy, sad, tired) using the emoticon flashcards. Ask learners to work in pairs
2Sc.03 to ask and answer, using different adjectives:
Ask questions to find out an How are you (today)?
increasing range of personal I’m xxx, thanks.
information and respond
accordingly. Ask learners to say how they feel right now. Give each learner a template. Learners draw their own feeling on the template, using
one of the feelings given.
2Ug.01
Use question words and Ask learners to work in a new pair to ask and answer the question, showing the feeling they have drawn. Learners could then
structures to ask basic move around the class and work with other learners in the class.
questions.
Resources: A song asking How are you? This may be part of a regular classroom routine to begin lessons. If not, write or find a
very simple song where learners use the exchange ‘How are you?’ ‘I’m xxx, thank you.’; emoticon templates (papers with large
circles); emoticon flashcards
2Uv.08 Review feelings using the emoticon flashcards. Put the flashcards in different places in the room, where learners can see them.
Use the adverb too to add
information. Review the introductory exchange (you could use puppets or flashcards of characters for this), and ask learners to practice in
two or three different pairs:
2Ug.02

Use common present simple A - Hi! I’m [name].
forms, including short answer B - Hi, [name]. I’m [name]. How are you?
forms and contractions, to give A - I’m [adjective]. How are you?
personal and factual B - I’m [adjective], thanks.
information.
Then ask learners to stand in groups next to the emoticon flashcard which represents how they are feeling (i.e. all the happy
learners stand together next to the happy flashcard, all the tired learners stand together next to the tired flashcard). Introduce
mimes or gestures to support the meaning of each feeling.
Model the exchange:

A - Hi! I’m [name].
B - Hi, [name]. I’m [name]. How are you?
A - I’m [adjective]. How are you?
B - I’m [adjective], too!
Ask learners to practise the exchange with others they are standing near, accompanied by the relevant mime or gesture.
Finally, introduce and making meaning clear through gesture:

How are you?
We are… .
Ask learners to chant the question together for each group to answer in turn, using the mime or gesture.
Resources: Emoticon flashcards

2Wc.02 Introduce the flashcards.
Express, with support, basic
feelings. Write the adjectives for feelings in different corners on the board, and ask learners to read them for you. Give out the flashcards
to some learners. Ask them to stick them on the board next to a feeling. Prompt them with How does it make you feel? If you
2Wca.01 have some toys, do you feel sad? Happy? Ask the class if they agree or disagree and show them that everyone has different
Write letters and words of opinions.
consistent size and spacing.
Elicit from pupils the sentence This make me feel [adjective]. Practise the sentence with learners through drilling. Accompany
this with mime and/or gesture to show feelings.
Hand out the worksheet. Ask learners to draw one picture in each square. Alternatively, you could give learners small picture
cards which they cut up and stick into the squares. When they have finished, they complete the sentence under the square. Ask
learners to do this in pencil first. Provide feedback on their handwriting, reminding and encouraging them to write evenly sized
and spaced letters. They should then re-write the words to improve this and to correct any other mistakes.
Ask learners to compare their answers before asking for some learners to show the class and talk about their work.
Resources: 8-10 flashcards of everyday items which learners may have an emotional reaction to (e.g. toys = happy), use mainly
known vocabulary, although you could introduce some new words; a worksheet with two large squares. Under each square,
space for learners to complete the sentence This makes me feel ____________. Depending on the needs of your learners, you
could provide writing lines to guide learners to write consistently sized letters. Make extra copies of this worksheet so that fast
finishers or stronger learners can do more than one worksheet.
2Rd.04 Ask learners to gather around you. Introduce the book by showing them the front cover. Encourage learners to read the title, and
Deduce the meaning of an talk about the author and the illustrations on the front cover. Ask learners to predict what the story will be about. Include words
increasing range of simple, relating to feelings and emotions as appropriate at this stage.
familiar words, with support, by
linking them to pictures. Read the story slowly, using a range of techniques and questions to engage learners, check their understanding, predict the
story, and talk about the characters. Use English as much as possible, encouraging learners to use words and phrases to
answer your questions. Encourage learners to read some words, phrases and short sentences and to repeat others.
As you read the story, focus on words for feelings. Point to the illustrations and ask learners to guess what the words mean,
based on the pictures.
After reading the story, talk with learners about the feelings in the story. Ask for an emotional response from learners about the
story. How does the story make you feel? Elicit reasons for these answers where possible.
Resources: A short, age appropriate, illustrated storybook on a topic that is relevant and familiar to your learners where
characters express feelings. The feelings are also represented in the illustrations of the story.
Unit 2.2 Food
Unit 2.2 Food

Outline of unit:
In this unit, learners will participate in a variety of activities related to the topic of food and practice language as well as develop the four skills.
They will describe themselves orally, using adjectives, through a self-portrait which uses food. Learners will also interact to complete a crossword, practising
classroom expressions using the impersonal you and developing spelling skills. They respond to instructions in a song about food using mime, and practise giving
these instructions with the addition of common -ly adverbs. Basic writing skills including spelling, even spacing of words and letters are practised when learners
label a self-made poster showing healthy or unhealthy foods with words and phrases. Lastly, they read and order steps of a simple recipe before acting out the
steps of the recipe.

Reading
Understand, with support, simple words and phrases in short, simple, illustrated texts.
Writing
Write, with support, words and short, simple phrases to give personal and factual information.
Spell some simple, high-frequency words accurately during guided writing activities.
Speaking
Describe people, places and objects, and routine actions and events, using simple words and phrases.
Listening
Understand, with support, a limited range of short, simple instructions.
Use of English
Use common adjectives, including colours, to say what someone/something is or has.

2Sc.01 Ask learners to sit in a circle (or more than one circle if you have a large class). Introduce the food items using the props.
Give basic information about Learners say the words for food as they pass them around and handle them.
themselves using phrases and
short sentences. Show the worksheet you have prepared with mini pictures of food stuck together to make your self-portrait and your name under
it. Show how you have made your face using different foods, e.g. spaghetti hair, an orange as a nose, lemons for ears. Use this
2Ug.07 as an opportunity to review vocabulary for facial features and descriptive adjectives, e.g. round, long, big, small.
Use common adjectives on
personal and familiar topics to Show learners the mini pictures they can choose from to make their own self-portraits. Put these in the middle of the circle(s).
give personal information and Play a listen-and-point game to check learners know all the vocabulary. Hand out the worksheets. Ask learners to choose food
describe things. item pictures to make their own self-portraits. They stick these on to the worksheets. When they have finished, they write their
names under the picture.
Choose some learners to introduce themselves to the class or the others learners in the circle. They show their self-portrait and
point to the relevant parts of it as they speak. E.g.
My name is Antonio. I have short hair and big eyes.
Resources: Various food props (e.g. toys or models) or real food items; many mini pictures of various food items; glue;
worksheet with outline of a face with space to write under it; a model picture of yourself (self-portrait) made from food (completed
worksheet)
2Uv.11 Review food vocabulary as required, including the words on the worksheet.
Use impersonal you in
questions (e.g. How do you Learners work in pairs, an A and a B in each pair. Hand out the worksheets and ask learners to keep it secret from their partner.
spell that?). You could ask them to sit back-to-back.
Demonstrate the activity, including clear modelling of the language learners will need, e.g. What’s number 3? Number 3. Is it an
2Wca.03 apple? In turns, learners guess the missing words from the crossword on their worksheet, based on the picture clues. When they
Spell an increasing number of guess, their partner confirms whether the word is correct. If it is correct, they should ask for the spelling directly, or you could
simple, high-frequency words have learners try to spell it before they check:
accurately during guided
writing activities. How do you spell that?
You spell it w-a-t-e-r-m-e-l-o-n.
When both learners have completed the crossword, they check their answers together.
Resources: Worksheet with a simple crossword which has pictures as clues. Number the clues and crossword in a simple, clear
way. There are two versions A and B, which have answers to half of the clues each, completed on the crossword.
2Ld.01 Introduce one or two key words from the song, especially if they are not familiar to learners (e.g. porridge – see example below)
Understand, with little or no using props and/or pictures.

support, a short sequence of
familiar instructions. Play the song and mime some of the actions of the song, making use of props Encourage learners to mime with you. Repeat and
encourage more participation, but with less miming by you.
2Uv.07 Assign different lines with imperatives from the song for different pairs/small groups of learners to sing, while others mime only.
Use common -ly adverbs to Play the song again.
describe actions.
Review the imperatives from the song by saying some lines and asking learners to listen and do the action. Add various simple -
ly adverbs to the imperatives, e.g. Stir the porridge quickly. Continue the listen-and-do activity.
Continue the mime game by asking some learners to take the role of the teacher. They could do this in groups so that each
learner can participate.
Resources: A song or short poem about cooking food (e.g. stirring porridge, or a song or poem about food which is more
familiar to learners), where language is in the imperative; props relevant to the song (e.g. a large pot, a wooden spoon) and
pictures to support these if necessary
2Wca.01 Review various food words using the props and labels or packaging.
Write letters and words of
consistent size and spacing. Put the posters in different corners of the classroom. Point them out to learners and ask them to read the headings. Elicit some
examples of each type of food to check learners understanding and introduce the concept of healthy and unhealthy foods.
2Wca.03
Spell an increasing number of Distribute the props or food packaging among learners in pairs. Ask learners to look at the packaging and to check they know the
simple, high-frequency words words in English for these foods. Review any that are new. Ask learners to put the packaging next to a healthy or not healthy
accurately during guided poster.
writing activities.
Divide the class into groups, one per poster. Assign each group a poster. Learners look at the packaging next to their poster and
2Wc.01 decide if it is in the right place. Monitor and support learners, talking to them about the topic as you do so. You may need to use
Write, with support, simple some of their own language at this stage.
phrases to give personal and
factual information. When learners are ready, ask them to stick the packaging (where possible) to the poster. If there is a lot of packaging that can’t
be stuck, learners could draw the food on the poster.
In pencil, ask learners to label the foods in English. Monitor and work with each group of learners to decide on a statement to
write on their poster, for example These are all healthy foods. / These foods are/This food is good for us. / Healthy food(s).
When groups have finished, give each group feedback on spelling as well as the size and spacing of the letters in the words.
Once they are ready, learners can write the words and sentences in pen on the posters.
Display the posters in the classroom and ask learners to present their poster to the class. Talk more about healthy eating with
learners, perhaps in their first language.
Resources: Food props; packaging from different foods (healthy and unhealthy); large sheets of poster paper, two/three labelled
healthy and two/three labelled not healthy; glue; marker pens
2Rd.02 Use the flashcards to review or introduce food and/or cooking vocabulary. Put the flashcards on the board.
Understand, with support,
some specific information and Learners work in groups of 6-8 (according to the number of steps in the recipe). Give each learner in each group either a written
detail in short, simple, step (for more confident readers) or a picture showing that step (for less confident learners). Ask learners to find a corresponding
illustrated texts. food or cooking flashcard on the board. Check learners’ answers briefly.
2Rd.03 Next ask learners to find a partner in their group so that the pictures match the written steps. Check learners’ answers briefly and
Read and follow, with support, ask them what kind of text they are working with (a recipe).
a limited range of short,
familiar instructions. Explain to learners that they need to follow the steps of a recipe in order, so that they can make a good dish. Ask all learners in
the group to work together to decide which order to put the steps in.
Check learners’ answers by asking them to mime the steps of making the recipe, in order.
Resources: 3-4 written steps of a basic recipe (e.g. making a pizza or another very simple dish that is familiar to learners), cut
up (one set per pair); pictures to match the steps (one set per pair); flashcards of key food and/or cooking vocabulary
Unit 2.3 Weather
Unit 2.3 Weather

Outline of unit:
Unit 3 focuses on the topic of weather. Learners will talk and learn about weather local to them and in other parts of the world.
They will collaborate to create a daily chart for use in the classroom by writing words, focussing on spacing, use of capitals, ordinal numbers and adverbs of time.
They’ll learn how to use the display so that it can be incorporated into a daily classroom routine. Learners will also listen to a weather song, play card mime games
to focus on prepositions of time and present continuous. They will be introduced to informational texts about extreme weather in different countries for enjoyment
and to identify and read a range of words and phrases.

Reading
Recognise, identify, sound and name the letters of the alphabet.
Writing
Form upper and lower case letters.
Speaking
Produce short, isolated, rehearsed phrases using gesture and signalled requests for help when necessary.
Listening
Understand, with support, some specific information and detail of short talk.
Use of English
Use common present continuous forms [positive, negative, question] to talk about present activities.
Use ordinal numbers 1st–10th.
Use prepositions of time (e.g. on, in) to talk about days and time.

2Uv.06 Begin by asking learners what the weather is like today. Elicit the current weather and introduce other weather vocabulary by
Use adverbs of definite time asking Is it xxx today? Use gesture and flashcards to support meaning.
(e.g. now, today, yesterday,
last week). Review ordinal numbers, days and months by asking about today’s date (e.g. the 21st of October), then extending this to other
days and months in the past (e.g. yesterday, last Tuesday). Remember to focus on cardinal numbers above 31, perhaps as a
2Uv.02 negative check. Combine this with questions about the weather.
Tell learners that they are going to make a classroom display (daily chart) together. The display will be interactive, for use on a
2Wca.01 daily basis to report the date, day and weather. Learners will help by making word (and perhaps picture) cards for different
Write letters and words of weather, numbers cards for the date, word cards for the days and months.
consistent size and spacing.
Assign pairs of learners different cards to make (as above). Remind learners that they can check the spelling of words they can’t
2Wca.02 remember how to spell by asking you in English How do you spell…? You could ask pairs to write or draw the weather cards, but
Use upper and lower case others will need to write numbers and words for other cards.
letters accurately when writing
names, places and short When learners have finished, show them how the daily chart will work. You can set your own guidelines for this, e.g. each child
sentences during guided takes a turn to find, display and tell the class the date/day/weather at the beginning of the day/lesson.
writing activities.
Ask learners to practise using the chart with different weather, days and dates, according to your instructions as well as each
other’s instructions.
Build a routine using the daily chart for class every day/lesson.
Resources: Card for making flashcards; prepare the main daily chart on poster paper in advance, (as something that shows
today’s date, day and weather, for display in the classroom); weather flashcards
2Ld.04 Review the weather vocabulary as necessary.
Understand, with little or no
support, some specific Play, sing or say the weather song, chant or rhyme. When learners hear a weather word, they should do an action (e.g. stand up
information and detail of short or raise their hands). Review the weather words they heard in the song.
talk.
Show learners the floor mats. Ask learners to work in small groups (the number of learners in a group should be the same as the
number of pictures on the mat). Assign one picture to each learner in the group. Play the song (chant or rhyme) again. When
learners hear their word, they should jump onto the picture on the mat. Encourage them to say their word at the same time.
Play the song (chant or rhyme) again. Learners repeat the previous stage (jumping onto the picture and saying the words). This
time they should focus on trying to remember the order in which they hear the words.
In their groups, learners try to recall the order of the weather words and practise jumping onto the mat in that order. Ask each
group to present the order.

Resources: A very simple song, chant or rhyme about weather and climate, which could have actions accompanying it; floor
mats (e.g. made of poster paper) with different weather pictures and/or words on them, one per group)
2Rm.02 Show the class the pictures from the texts and elicit some details about the pictures and the places they show. This may be
Begin to read, with support, partly in learners’ first language. Leave the pictures on the board.
short, simple fiction and non-
fiction texts with confidence Hand out the texts, one per learner. One by one, read the texts aloud, slowly. Engage learners who have the same text in
and enjoyment. helping you read the text. Focus on reading (sounding out) particular words and phrases, e.g. ice; it’s very -y; . Those who have
a different text should try to identify which picture (on the board) matches. Repeat for all texts.
2Rd.01
Recognise, identify and sound, Put learners in groups so that there is one learner with each text in each group. Hand out the word cards to the groups. Learners
with support, a limited range of look at the words and take the ones that they find in their text.
words and phrases in short,
simple texts. Ask learners to tell you the words and elicit the meaning from the words.
Finally, ask a question that focuses on global understanding, such as which place they would like to visit (and why, e.g. because
it’s hot/cold/ I like cold.).
Resources: A series (e.g. 3 or 4) of illustrated, short, simple informational texts which talk about weather in very hot/cold
areas/countries of the world, e.g. the tropics, the Arctic Circle, the Arabian Peninsula etc.; multiple copies of word cards to show
new vocabulary from the texts
2Uv.05 Before the lesson, put the word cards around the room.
Use prepositions of time (e.g.
at) to talk about days and time. Point out that there are word cards around the room. When you say a word, learners should rush to that word, touch or point to it
and say it. Do this for all the words you have.
2Sc.05
Produce simple phrases, Use the activities flashcards to introduce or review various activities that are common in different seasons or weather (e.g. skiing
pausing to search for in winter, flying a kite on a windy day).
expressions and to repair
communication. Play the touch or point game again, but this time show an activity. Learners rush and say or point to the most suitable season or
weather and say: E.g. (We) (can) ski in winter. / (We) (can) fly a kite on a windy day. Learners return to their seats.
Learners work in groups, they pick their favourite season and talk about what they like doing in this season. One learner
summaries what each group member likes to do. Monitor and correct learners.
Resources: Activities flashcards; word cards for weather or seasons

2Ug.04 Learners work in small groups of 3 or 4. Give each group a set of picture cards and of word cards. Begin by reviewing the
Use common present vocabulary with a game. Learners spread the cards out in front of them. Say a weather word (e.g. sunny) and learners touch a
continuous forms, including card (e.g. swim in the sea).

short answers and
contractions, to talk about Learners turn over both sets of cards so they are face-down. They leave the picture cards in a pile and spread the word cards
present activities. out on the table.
Model the activity and exchange: In turns, one learner takes a picture card from the pile (e.g. skiing). They look at the card and
mime the action. The rest of the group take turns to turn over a word card (e.g. ski) and ask a question, which the learner
answers:
Are you skiing?

Yes, I am. I’m skiing. / No, I’m not skiing.
They continue until someone has the correct answer, then the next learner has a turn.
Ask one learner from each group to say what activities other members of the group have mimed. Give feedback on their use of
tense and vocabulary.
Resources: Sets of picture cards showing activities which we do in particular weather (e.g. skiing in the snow); corresponding
word cards for the activities showing the main verb for each (e.g. ski)

Outline of unit:
In this unit, learners express emotions, mime and enjoy fun activities related to the topic of fun and games.
Learners have the opportunity to handle and talk about sports and equipment, using with and impersonal you. They look at verb collocation, and make posters,
with which they play a guessing game as a practice of present continuous forms. Learners express their feelings about different kinds of activity in speaking and
writing and collaborate to create a classroom display which can then be used to support their expression of emotion during the term. They listen and follow
instructions in order to play a board game, reading these same instructions after playing. Lastly, the teacher reads a story with the class which focuses on a big
race, such as a marathon, and learners organise characters into their relative positions in the race, using ordinal numbers.

Reading
Writing
Form upper and lower case letters.
Speaking
Take turns when speaking with others in a limited range of short, basic exchanges.
Listening
Use of English
Use with to indicate accompaniment and for to indicate recipient.

2Uv.03 Ask learners to sit in groups. Give each group some items of sports equipment. Allow learners to handle and talk about the
Use with to indicate equipment. Ask them to exchange any English words they know related to the items.
accompaniment and
instrument and for to indicate Give the vocabulary for the different sports equipment and ask learners to hold up the equipment as they hear the word. If the
recipient. words are new to them, give guidance in this.
Give each group a card showing one sport and elicit from each the word for this sport in English.
2Uv.11
Use impersonal you in Ask learners from each group to gather items that go with the sport from their own and other groups’ equipment.
questions (e.g. How do you
spell that?). Ask learners to tell the class about the sport and the equipment for this sport, e.g.
You play tennis with a tennis ball / racquet.
Resources: A selection of sports equipment; large cards to show the different sports these are for (a picture and a word)
2Sor.02 Review or introduce sport vocabulary with learners. Include and highlight the verb play and do as appropriate at this stage. You
Take turns when speaking with could explain that we play sports with balls (e.g. play tennis) but do other sports (e.g. do karate).
others in an increasing range
of short, basic exchanges. Learners work in groups. Give each group two sheets of poster paper. Ask learners to write do on one, and play on the other.
Hand out the pictures and ask learners to cut them out. Alternatively, you could cut some or all of them out in advance. Ask
learners to place the pictures on the correct poster. Monitor and help learners where needed. When learners are confident of
2Ug.04 their answers, they can stick the pictures to the posters.
Use common present
continuous forms, including Put the posters on the wall or notice board and ask learners to do a ‘gallery walk’, that is to walk around and look at the posters.
short answers and They can check their and others’ answers.
contractions, to talk about
present activities. Ask groups to stand in front of the posters. One learner from each group chooses and mimes one sport. Others should guess
what it is, using full sentences:
Are you playing tennis? / Are you doing gym?

Yes, I am. / No, I’m not.
Resources: Pictures of sports to cut up; small poster paper; marker pens; glue; scissors
2So.01 Review or introduce sports and games vocabulary using flashcards or real objects.
Express, with support, basic
feelings. Introduce vocabulary for basic emotions using emoticons. Ask learners to show you the facial expressions that demonstrate
these emotions. Ask them to connect the emotions to the different sports and games, reminding them that everyone has different
2Wc.02 opinions about these, so there is no correct answer. For example, hold up a sport flashcard (e.g. gym); learners could say: Gym
Express, with support, basic makes me happy, or some learners could say only the emotions word, if the full sentence is too complex at this stage of their
feelings. learning.
2Wca.02 Extend learners’ language to a short sentence, linking it to the sports and games by showing a sport/game flashcard and asking
Use upper and lower case learners to tell their partner how they feel when they do/play this: I feel xxx.
letters accurately when writing
names, places and short Elicit the written form from learners and write it on the board. You could do this as a mixed up word or letter activity.
sentences during guided
writing activities. Ask learners to work in groups or pairs so that there are two groups or pairs for each emotion you have introduced. Hand out one
emoticon flashcard and one paper per group or pair. Learners stick the emoticon to the paper and write a short sentence that
represents it: I feel xxx. Monitor and support learners in their writing, having them take care to use upper case correctly for I.
Tie up the string across a corner of the classroom. Attach the emotions paper to the string with pairs of emotion papers back-to-
back if needed.
Ask learners to look at the display and comment on it. In future lessons, learners can refer to the display to help them express
their emotions in English.
Resources: A length of string; tacks or tape to hold up the string and to stick the papers to the string; paper, colour pens;
flashcards or real items to represent different sports, games and activities that are familiar to learners; emoticon flashcards (2 or
more sets if you have a large class); glue
2Ld.01 Give each learner an item of games equipment. Read or play the audio slowly and support learners to follow it and use the game
Understand, with little or no equipment (e.g. where the script says ‘throw the dice’, encourage learners who have the dice to do so by modelling.)
support, a short sequence of
familiar instructions. Ask learners to sit in groups. Play the audio again and ask learners to talk together at each step to decide what they should do.
Check understanding with one or more group by asking them to demonstrate to the class.
2Rd.03
Read and follow, with support, After the game has been played, hand out the written instructions, one set per group. You could also divide them among the
a limited range of short, learners in the groups, if you think they may not work collaboratively together. Ask learners to read them and to put them in
familiar instructions. order.
Groups check their answers with each other by walking around and looking at other groups’ answers.
Resources: A short audio recording or script which gives basic instructions for playing a very simple board game (e.g. a game
with dice like snakes and ladders); sets of these same instructions cut up. These should be very simple sentences or phrases; a
game board and any necessary equipment (e.g. dice or counters) per group
2Ug.03 Before reading the story, introduce the characters they will hear about. Give or assign each learner a character to pay particular
Use common past simple attention to in the story.
forms [regular and irregular] to
describe actions and narrate Read the story with your learners, highlighting key new vocabulary. Involve and engage learners in the story by asking a range of
simple events, including short different questions.
answer forms and

contractions. After reading the story, ask learners to stand in the order that their characters came in the race in the story. Check the answers
together, asking learners show their character picture and tell the class where their character came in the race, e.g. Tom was
2Uv.02 first. / Susi was fifteenth. She didn’t get the prize
Resources: A short illustrated story about a sports race involving many competitors. You could write this yourself, or you could
try to find a story, for example about some friends who take part in a race (e.g. a Terry Fox run) some who do well and others
who don’t (to include ordinal numbers up to fifty); sets of character pictures, one per learner

Outline of unit:
This unit gives learners the chance to find out and talk about parties and celebrations, including festivals and special days that are familiar and less familiar to
them.
They first share their birthdays and create a calendar for the whole class, asking questions and giving information about themselves using possessive adjectives.
Learners also read about a special object from a festival or celebration in another culture to identify general and specific information in the text. They look through
and analyse a range of greetings cards before writing one themselves, focussing on writing phrases and short sentences and on spelling. They also write and
respond in writing to their classmates’ party invitations and, lastly, use past simple and prepositions of time to recount their experience of a celebration in a mini
presentation to their peers.

Reading
Writing
Spell some simple, high-frequency words accurately during guided writing activities.
Write familiar words.
Speaking
Give basic information about themselves using simple words and phrases.
Listening
Understand, with support, a limited range of short, simple questions which ask for simple information.
Use of English
Use possessive adjectives to describe objects.
Use with to indicate accompaniment and for to indicate recipient.

2Sc.03 Introduce or review how to say dates by asking about today’s date and dates of particular celebrations. Review months of the
Ask questions to find out an year in written form and leave these on the board.
increasing range of personal
information and respond Ask some learners when their birthday is and elicit from learners or model how to say My birthday is on the -th of x. Ask learners
accordingly. to write their birthday in their notebooks. They can use the months written on the board if necessary. Learners use their notes to
tell their partner.
2Sc.01
Give basic information about Ask learners When’s your birthday? Elicit a full response from learners. Review both the question and answer forms.
themselves using phrases and
short sentences. Hand out the worksheet. Learners should ask their classmates when their birthdays are, and fill in the table.
2Ld.02 When they have finished, ask learners Who has a birthday in January/February/etc? When is his/her birthday? As learners tell
Understand, with support, a you, ask them to take turns to write their classmates’ birthdays on the calendar.
limited range of short
questions which ask for simple Put the calendar up in the classroom so the class can refer to it.
information.
Resources: A large calendar or yearly planner; a worksheet with a table for learners to fill in the names and birthdays of four or
five classmates and their own
2Ug.08
Use possessive adjectives to
give personal information and
describe familiar things.
2Rm.01 Find out from learners what they know about the festival. Write some words or draw some pictures on the board. If learners do
Understand, with support, the not guess the object that the lesson will focus on, give them a brief introduction to the object.
main point of short, simple
texts. Encourage learners to ask some questions to say what they’d like to know about the object (and perhaps the festival). This may
be in their own language. Write some of the simpler questions on the board.
2Rd.02
Understand, with support, Give learners a copy of the text. Elicit from learners or explain about the text type, writer and basic topic of the text. Ask learners
some specific information and to read the text and decide if the writer likes or doesn’t like the festival or object.
detail in short, simple,
illustrated texts. Next ask learners to read the text in pairs. They try to find the answers to the questions on the board. Give learners feedback on
their questions where they are not answered.
Hand out the worksheet. Learners can colour and decorate the item according to the information in the text.
Ask learners to compare their pictures with a partner to check their answers.
Resources: A short text describing an object common to a festival that is not part of learners’ own culture (e.g. a Christmas tree

or a lamp for the lantern festival). It is better if it is a festival which is soon to happen; a worksheet with a template of the item that
can be coloured and decorated. The text should be a very short personal text (e.g. in a letter or email) which also expresses a
positive or negative emotion related to the festival (i.e. whether the writer likes the event)
2Wca.04 Spread the cards out on a large table and ask learners to come out and look at them. Talk about the cards with the learners,
Plan and write phrases and thinking about the occasions, the words and phrases we use to write the cards. If the custom of giving greetings cards is not
short sentences, with support. familiar to learners, talk a little about this with learners. You could make some notes on the board.
2Wca.03 Learners work in pairs or groups, depending on the number of model cards you have. Each group has a card. Ask learners to
Spell an increasing number of prepare a ‘show and tell’ presentation, so that they tell the class about the card e.g. what occasion it is for, what they see on the
simple, high-frequency words front, what is written inside, whether they have given or received such a card. It is likely learners will not use full sentences and
accurately during guided may include some of their own language.
writing activities.
Give each learner a blank card. Depending on your class, the time of year and other constraints, you can decide what kind of
card they will make, or you could let learners decide for themselves. Ask learners to make and write a card. They can use the
cards you brought as models for language (the wording of phrases and short sentences and the spelling of words they are less
familiar with, as necessary).
They may keep the card to take home, to give to someone, or the cards could be displayed in the classroom.
Resources: A selection of greetings cards in English to use as models. These may include birthday, Christmas, and any other
occasions that people may send cards for in your culture, if this is a custom; blank card for each learner; coloured pens
2Wor.01 Using party items if you have them, introduce the idea of birthday parties. This can be adapted to suit your local context.
Use basic punctuation (e.g. full
stop and question mark) Tell learners you are going to have a party for your birthday. Give learners the handout, one per pair, and ask them to tell you
during guided writing of short what it is. Ask learners to read the handout together to find out information such as the time and place of the party.
sentences and questions.
Explain that learners are going to pretend to invite a friend (partner) to their party. If it is not common in your context to send and
2Wc.01 receive invitations, you could talk to learners about other cultures and ask learners to share their views. Model the language for
Write, with support, simple learners to write an invitation to their friend, e.g. Hi Emi. Will you come to my party? It’s tomorrow. You could present this as a
phrases to give personal and sentence with missing text, according to the level of your learners, or create different versions for different learners in the class.
factual information. Ask learners to write an invitation to their friend. On the back of the invitation they write who it is for: For Emi.
2Ug.05 Learners exchange invitations with their partner (friend). They read each other’s invitation and write a reply: Yes, I’ll come. / Yes,
Use future simple form will to I’d love to! / No, I’m sorry. I won’t come. You could offer learners a choice of these responses.
talk about future intention.
Learners hand back their responses. Ask learners to tell you who will go to whose party.
2Uv.03
Use with to indicate Resources: Paper for writing messages (this could be in the format of missing text for the invitation and a multiple choice for the
accompaniment and answer); envelopes (optional); example invitation on a handout; party items (e.g. balloons, party hat) (optional)
instrument and for to indicate

recipient.
2Ug.03 Introduce or review prepositions with a game or a matching activity e.g. (at + the weekend; in + the holidays; in + month).
Use common past simple
forms [regular and irregular] to Ask learners to tell the class about a celebration, festival or party they have been to. Elicit information about these using
describe actions and narrate questions. Ask questions to a wide range of learners in the class. They should reuse language from this unit and language that
simple events, including short has been taught or practised recently in class.
answer forms and
contractions. Hand out the worksheet and ask learners to fill in the information. They may need a lot of support with both the information and
expressing it in English. If necessary, allow some to use their own language and then help them with words in English.
2Uv.05
Use prepositions of time (e.g. On the back of the worksheet, learners draw a picture relating to the celebration they have been to.
at) to talk about days and time.
Learners work in groups. In turns, learners present their pictures. They hold up the picture so that their group members can see
it, and they can see the information on the other side. Encourage learners to ask each other questions about the celebrations,
even if they are in their own language. Support learners to say as much in English as they can, but don’t insist on full sentences
in the presentation or fully formed questions to the presenter.
Groups decide which member(s) will present to the class.
Resources: A worksheet for learners to write notes about a party, festival or celebration they went to recently, e.g. the kind of
celebration, when it was, where it was, who was there, what they did

Outline of unit:
Unit 6 focuses on daily school routines, schedules and items. Learners will practise language to talk about various aspects of school that are familiar to them.
They will play a guessing game using their own school possessions, practising various possessive forms. They will also use real classroom items to respond to a
written text including descriptive forms such as there is/are, which they read for specific information. Learners develop listening skills as they listen to definitions of
new words and build a basic timetable, practising prepositions of time. They use a plan of the school as they develop map reading skills using present simple and
prepositions of location, direction and movement as well as the impersonal you.

Reading
Writing
Write familiar words.
Speaking
Link, with support, words and phrases using basic connectives.
Listening
Deduce meaning from context, with support, of a limited range of simple words.
Use of English
Use basic prepositions of location and position (e.g. at, in, near, next to, on) to describe where people and things are.
Use common singular nouns, plural nouns [plural ‘s’] and proper nouns to say what things are.
Use common personal subject and object pronouns to give simple personal information.

2Rd.02 Review or introduce vocabulary relating to things learners have in their pencil cases. Ask learners to take out their own pencil
Understand, with support, cases and use what they have in them for this stage of the lesson.
some specific information and
detail in short, simple, Hand out the reading text, one of each per pair. Give learners a moment to look at the text. Say some of the key words and ask
illustrated texts. learners to find and point to them in the text.
2Uv.10 Hand out the worksheet, one per pair. Ask learners to read the text again. They should find the items they read about from their
Use there is/are to make short own pencil case and put them ‘into’ the pencil case on the worksheet, i.e. lay them on the paper.
statements and descriptions.
Ask learners to check their answers with other pairs before sharing their answers with the whole class.
Resources: A short written text describing what is in your pencil case, including use of There is/are…; a worksheet with a large
picture of a pencil case; learners’ pens, pencils from their own pencil cases (plus spares, if necessary)
2Uv.09 Gather some items from learners (pencil cases, bags, books). Use these to review key vocabulary.
Use countable and some
common uncountable nouns, Choose one item (or kind of item if more than one) to describe using language recently or currently being learned. Ask learners
including some common to guess what you are describing. Elicit use of possessive forms (‘s and pronouns) to identify the owner of the item, e.g. It’s his/
irregular plural forms, and Mario’s (pencil case)/mine.
possessive 's to name and
label things. Learners work in groups. They choose and put a selection of their school possessions in a box or large bag. Then they take them
out of the box or bag and put them on their table, so that learners don’t know whose possessions are whose. Learners take it in
turns to describe an item and for the other group members to guess whose it is.
2Us.03
Use common personal subject Resources: Learners’ school items (e.g. pencils cases, bags, books); large bags or boxes
and object pronouns, including
possessive pronouns (e.g.
mine, yours), to give simple
personal information and
describe things.
2Ld.03 Using the flashcards, talk to learners about what they learn at school, eliciting information from them as much as possible. Don’t
Deduce meaning from context, name the subjects or learning areas at this time. Put the flashcards around the room.
with support, of an increasing
range of simple words. Learners work in pairs. Give each pair one or two word cards. Ask them to try to read it, even if they can’t do this perfectly, they
can sound out some of the letters and have a guess so that they will recognise it when they hear it.
Word-by-word, describe what the word (subject or learning area) means, using simple language that relates to the pictures, e.g.
‘You learn about maths when you play with numbers’. The pair who has the word should get up and find the picture that
represents it. They put the word card with the picture. Ask the learners to say the name of the subject or learning area and have
the class repeat it.
Review the new vocabulary with the whole class. You could do this by showing a subject flashcard and asking which words they
remember, or you could give them the new word and ask which subject it relates to. Lastly, ask for learners’ opinions of each
subject or learning area.
Resources: Flashcards to represent the subjects that learners cover in their school day (e.g. numbers and a + for maths, a child
saying ‘hello!’ for English etc.). How these are described and labelled will depend on your school context; word cards of the
related subjects (learning areas)
2Ld.04 Review the subjects or learning areas from previous lessons, including the written form of the words.
support, some specific Learners work in small groups. Give each group a set of word cards, which they then share out. Check that all learners can read
information and detail of short the word card they have.
talk.
Read or play the audio. Ask learners to listen for their word. When they hear it, they should hold up the card.
2Uv.05
Use prepositions of time (e.g. Hand out the blank timetable, one per group, which learners put in the middle. Talk learners through the organisation of the
at) to talk about days and time. timetable, especially as this may be a new concept to them. You could use a model timetable to show them.
2Sor.01 Play or read the audio again. This time, learners listen and when they hear their subject or learning area, they place it on the
Link, with little or no support, timetable in the correct place.
words and phrases using basic
connectives. Ask groups to work together to check the answers and to stick the words onto the timetable when they feel confident.
Finally, read or play the audio again and ask learners to check their answers in the group.
Resources: Large, blank weekly timetables arranged to show morning and afternoon, one per group; word cards for different
subjects (learning areas), one set per group; sticky tack; an audio recording or script where two people (e.g. a child and parent or
two children) are talking about their week at school, saying when they learn different things at school. They should use
prepositions of time and basic linking words, e.g. We learn English in the morning and maths in the afternoon. / We do sports on
Friday in the afternoon. If you have learners in your class who are more confident and are able to understand time well, you
could extend the listening text to include times as well, e.g. …at 3 o’clock in the afternoon.
2Uv.04 Show learners the map of the school and ask questions to help them find their classroom. Ask learners to show each other
Use prepositions of location, where they arrive at school in the morning and where they leave from at night, where they go to do sports, for lunch, for a sleep,
position and direction (e.g. at break time and so on.
behind, between, in, in front of,
to). Review prepositions of location, position and direction using the map. Give each pair a copy of the map. Give directions from one
place to another in the school, and ask them to trace with their fingers as you direct them. Give learners feedback after giving the
2Ug.02 directions and focus on the language needed. Repeat using directions to other places in the school.
Use common present simple
forms, including short answer Ask learners to take a coloured pen or pencil. Assign each pair two places in the school, or give them a rubric (e.g. where they

forms and contractions, to give go at lunchtime, how they get to their classroom in the morning, or how they get to the toilet. This would be suitable for learners
personal and factual with who require less support. Together they discuss the route between these two places and draw it onto the map using the pen
information. or pencil.
2Uv.11 Gather the learners and take them on the route in the school you have given them to trace. As they walk along the route, they
Use impersonal you in follow their map and check they have drawn the route correctly. As you walk, ask different learners questions or elicit language
questions (e.g. How do you about where they are and where they need to go, e.g. You walk in front of the Grade 1 classroom. / Do you go behind the sports
spell that?). hall?
Resources: A simple map of the school; copies of the map for pairs of learners
2Wca.04 Review the school subjects or learning areas using the pictures.
Plan and write phrases and
short sentences, with support. Elicit from learners what they use in different subjects. These could be things of their own (e.g. colour pencils, textbooks, sports
shoes) or it could belong to the school (e.g. books from the library). Introduce language for talking about what they use in
2Wc.01 different subjects. You could write this on the board for later.
Write, with support, simple
phrases to give personal and Learners work in groups. Hand out a set of pictures, which learners spread on the table in front of them. Help learners gather
factual information. items of their own and from the classroom as appropriate that represent the different subjects and put them with the
corresponding pictures.
Move from group to group, taking photos of the items and printing them out. Alternatively, ask learners to choose some items
and draw them on separate paper.
Ask learners to cut out and stick the photos or drawings next to the picture of the school subject on poster paper. Depending on
the number of subjects, they could do all or they could choose one or two.
Learners work together to devise phrases or a short sentence to go with each subject, e.g. I need my ruler and a pencil for
maths. They should draft this in their notebooks or on rough paper. Monitor and help learners with this by supporting and
correcting them as needed, so that phrases and sentences on their poster are correct, including spelling. When they are ready,
they annotate their posters by copying their phrases or sentences onto them.
Display posters in the classroom, and ask learners to do a gallery walk.
Resources: Pictures representing the school subjects (a set per group); a camera, and printing facility (if available and
appropriate in your school or culture); poster paper; learners’ items from their school material and/or from their classroom that
come from a number of subjects or learning areas; scissors; glue

Outline of unit:
This unit allows learners to explore the world around them including the natural and man-made world.
They learn about nature in the city and in the country while practising there is/are and singular/plural nouns. Learners identify similarities and differences in places
we live, including their own homes, focussing on listening to and asking questions. They use illustrated resources to find out about and trace pictures or do flower
pressings of local flora, annotating their work with simple grammatical structures using demonstrative pronouns. They label a picture of a local wild animal in its
habitat based on a text and look at different ways of categorising things in the world around us, using present simple and adjectives in producing simple spoken
grammatical forms.

Reading
Begin to deduce the meaning of a limited range of simple, familiar words, with support, by linking them to pictures.
Writing
Begin to use a limited range of simple grammatical structures, allowing for frequent, basic mistakes.
Speaking
Use a limited range of simple grammatical structures, allowing for frequent, basic mistakes.
Listening
Understand, with support, a limited range of short, simple questions which ask for simple information.
Use of English
Use demonstrative pronouns this, these to indicate things.
Use common singular nouns, plural nouns [plural ‘s’] and proper nouns to say what things are.

2Ld.04 Introduce the theme by asking learners to tell you about nature in the place where they live. Elicit plenty of vocabulary, and
Understand, with little or no ensure any new words are covered.
support, some specific
information and detail of short Write the phrases In the city and In the country on the board. Elicit some differences from learners to check meaning.
talk.
Assign half the class as city children (A) and half the class as country children (B). Give all learners a worksheet with pictures.
2Uv.10 Ask them to talk to their partner and circle the things they’d expect to see in the city (A) or country (B).
Use there is/are to make short
statements and descriptions. Play or read the audio. Ask learners to listen and check their answers. They can change their answers if they predicted
incorrectly. Repeat the audio so they can double check their answers.
2Uv.09
Use countable and some Give each pair of learners some paper. Ask them to write either In the city (for A learners) or In the country (for B learners) at the
common uncountable nouns, top. Hand out resources. Learners cut out the pictures relevant to their place and stick them on the paper.
including some common
irregular plural forms, and Regroup learners so pairs of city children (A) make a group of four with pairs of country children (B). Learners present their
possessive 's to name and answers to their group using There is / There are + singular/plural.
label things.
Resources: An audio recording or script with two children talking about nature in the place where they live. One child in the
country, one child in the city. Both are talking about the nature around them, e.g. the fields and woods / the parks and gardens.
Incorporate plenty of examples of There is/are and plural/singular nouns (e.g. There are lots of cows in the fields. / There is a
small lake in the park.; a selection of pictures of items from the listening on a worksheet that can be cut out; scissors; glue; paper
2Ld.02 Introduce or review any key vocabulary about homes and places.
Understand, with support, a
limited range of short Hand out the worksheet. Ask learners to find and tell their partner one or two things that are the same and one or two that are
questions which ask for simple different between the homes in the pictures.
information.
Play or read the audio. Learners listen and identify which home is being spoken about.
2Sc.02
Describe people, places and Learners check their answer with a partner before hearing the audio again. Check learners answers by asking questions about
objects, and routine actions the homes in the pictures to help them deduce the correct answer.
and events, using phrases and
short sentences. Review the questions in the audio again, as necessary, by asking learners about their homes.
Learners draw a picture of their home. They could use the worksheet or their notebooks.
In pairs, learners ask questions about each other’s homes. They listen to the answers and try to draw the home. They could use
the worksheet or their notebooks. Learners could sit back-to-back for this activity so that it is done without seeing each other’s
worksheets.

When they are finished, learners compare pictures.
Resources: An audio recording or script with two people, where one speaker is asking the other about their home. Use a range
of simple questions, such as ‘Where do you live?’ or ‘What colour is your home?’ ‘Is your home big or small?’. The audio should
nevertheless be short and simple; a worksheet with several similar pictures of homes, but only one of which fully matches the
description
2Wca.05 Learners could use pressed flowers for this activity. You could gather and press some flowers in advance, or ask learners to
Use some simple grammatical bring flowers they have picked. They can press the flowers themselves in tissue or greaseproof paper inside large books, ready
structures, allowing for for this activity. Alternatively, learners can trace pictures of flowers.
frequent, basic mistakes.
Show pictures of flowers and elicit some language about them. Show a model poster you have prepared that shows a drawing of
2Us.02 a flower and some labels, for example: This is/These are… . We have one/some in our garden/the forest. Talk about and elicit
Use demonstrative pronouns some detail from learners about the flowers in the pictures.
this, these, that, those and
object pronoun one in short Learners work in pairs. Each pair chooses a flower from the reference material. They may need guidance on this. Ask them to
statements and responses. read the material and to try to understand some of it, although this is not the main focus of this activity.
First, ask learners to write two short sentences about the flowers in their notebooks. Monitor and support learners with their ideas
as well as their language.
Learners trace the picture from the material onto a poster, then they write their sentences onto the poster.
Display the posters in the classroom. In turns, pairs of learners talk about their poster. As each pair speaks, the class should
listen and identify which poster is theirs. Finally, ask learners which flower they like most. Encourage them to justify their
answers.
Resources: Reference material (e.g. children’s encyclopaedias, books, magazines, or web-based resources. These should be
illustrated, child-friendly, age-appropriate, preferably in English, and contain information about different plants and flowers found
in your country; tracing paper or pressed flowers; pictures of flowers; poster paper
2Rd.04 Show learners the flashcards. Ask them to try to read the words. Put the words on the board. Ask learners to guess the theme of
Deduce the meaning of an the activity.
increasing range of simple,
familiar words, with support, by Hand out the worksheet. Ask learners what animal they can see. Ask learners to complete one or two of the labels on the picture.
linking them to pictures. They can choose words they know from those on the board.
2Uv.04 Hand out the text. Ask learners to read the text and check their label was correct.
Use prepositions of location,
position and direction (e.g. Next ask them to read it again and to work with their partner to complete the rest of the labels.
behind, between, in, in front of,
to). Ask pairs to check their answers with another pair before checking answers as a whole class.
Resources: A short, simple text about a wild animal which learners will find interesting (e.g. one living locally, or one in the news
currently). The text will describe the animal and talk about where it lives. Include one or perhaps two new vocabulary items (e.g.
a nest) and prepositions, e.g. It lives in a nest.; a worksheet with a picture of the animal, as described in the text. This will show
the new items (e.g. the nest). There should be spaces for learners to label the picture (3-5 labels, depending on the level of your
class); flashcards of the words which learners will write as labels.
2Sc.06 Learners work in small groups. Give each group a set of pictures. Ask learners to talk to each other about what the pictures
Use some simple grammatical show. If they are not sure, ask them to put that picture to one side.
structures, allowing for
frequent, basic mistakes. Review the pictures the groups have put to one side.
2Ug.02 Give groups a category card. Ask them to put it on their table and place all the pictures that can be categorised as such next to it.
Use common present simple Repeat with all the category cards. You could give them all at once, or one by one. Learners may want to move some pictures
forms, including short answer between categories.
forms and contractions, to give
personal and factual Ask learners to move around the room and look at other groups’ categorisations.
information.
Give learners two or three cards. They choose and write their own categories on the cards, then they organise the pictures into
2Ug.07 these categories. They don’t need to use all their pictures. If there is time, you could ask them to think of more examples for each
Use common adjectives on category.
personal and familiar topics to
give personal information and Ask each group to present their categories to another group or the class, e.g. These are (all) blue. This is a flower and this is the
describe things. sky. / These (can) (all) fly. This is a plane. This is an insect.
Resources: A range of small pictures of objects, animals etc. from the world around us (e.g. a bus, the sun, a butterfly, a child, a
building), as a set of 10-15 cards per group; card with words to show categories as adjectives, verbs and nouns (e.g. jump / red /
animals / don’t move / cute), one set per group; blank cards for learners to write categories on
Unit 2.8 Clothes
Unit 2.8 Clothes

Outline of unit:
Learners focus on clothes in this unit, including clothes other people around the world wear, clothes people in particular roles or professions wear and clothes they
wear.
They focus initially on pronunciation of clothes words in a picture dictation activity. They then make and describe in writing stick figures of people in traditional,
common or special clothes, using adjectives and other simple grammatical forms. Learners talk about what they wear to school and compare themselves with
children in other countries or contexts, listening for the main idea and then using and, but and too to compare and contrast. They read a text with the teacher and
their classmates in a relaxed way, for enjoyment, and focus on a character to show global understanding of the text. Lastly, learners use present continuous to
practise asking questions in a detective guessing game.

Reading
Writing
Begin to use a limited range of simple grammatical structures, allowing for frequent, basic mistakes.
Speaking
Reproduce correctly a limited range of sounds in simple, familiar words and phrases.
Listening
Understand, with support, the main point of short talk.
Use of English
Use connective and to link words and phrases.

2Sc.04 Review or introduce key clothes vocabulary. As you do this, focus on accurate pronunciation of any problematic or easily
Pronounce familiar words and confused words (e.g. shirt and skirt; trousers).
phrases so that these can be
understood by others with Hand out the worksheet. Tell learners they will work with their partner, but will first prepare something secret for them, so they
some effort. should do the next step without showing their partner. You could have learners sit back-to-back if you want to be sure that they
don’t show or can’t see their partner’s work. Ask learners to draw clothes on the first person (outline) on their worksheet. They
could colour these in.
With a partner, they take turns to dictate their picture: One learner says what their person is wearing (e.g. a red shirt), their
partner listens and draws the clothes on the second person on the worksheet. Monitor and help learners, focus on pronunciation,
in particular words you previously identified as problematic.
Learners compare their worksheets to check their answers.
Resources: A worksheet with two outlines of a person; colour pens or pencils (optional)
2Wca.05 Review clothes vocabulary using the pictures, and introduce the clothes worn by specific people. These may be uniforms or
Use some simple grammatical other clothes worn by people in particular jobs, or it could be traditional or common clothes worn by people in different countries,
structures, allowing for depending on the interests of your learners and their context.
frequent, basic mistakes.
Show learners the model stick figure you have made. Talk about the person’s clothes in a simple way using common adjectives,
2Ug.07 e.g. She’s wearing long, white trousers and a colourful dress.
Use common adjectives on
personal and familiar topics to Learners work in small groups. Hand out the clothes templates. Learners decide which person they will make so that each
give personal information and makes a different person in the group.
describe things.
Learners cut out the clothes and stick them to the stick to ‘dress’ the person. They draw on a face and hair.
When learners have finished, they put all their figures together in the middle of the table. In turns, learners describe one of them
and the others guess which one, e.g. He’s wearing a (dark) blue coat (and a shiny helmet.). When they guess correctly, they
should try to say who that person is, or where they come from. Monitor and help learners at this stage.
Each learner takes another stick. They write a description on it using an adjective. Monitor and help with language and spelling.
Encourage learners to look at each other’s figures. They could be displayed in the classroom.
Resources: Sticks (e.g. from a lollypop); templates of various clothes which can be cut out and stuck on the sticks. There should
be sets of clothes worn by people in different roles or countries; an example figure, dressed; pictures of people in different roles
or countries; scissors; glue; pens
2Lm.01 Put the pictures of school children up around the room before the lesson.

support, the main point of Ask learners what they are wearing now. Find out what they know about children in other countries, whether they wear school
short talk. uniforms, or what they wear to school.
2Us.04 Tell learners you will talk about some children from different schools around the world. Show them the pictures. Ask them to be
Use connectives (e.g. but, or, ready to listen and point or touch the picture you are talking about.
then) to link words and
phrases. Talk about a child in one of the pictures. Talk in general about the child so that learners will listen and think about the overall
meaning, rather than listen for exact details to identify the picture or the child in the picture. E.g. Children in France don’t usually
2Uv.08 wear a school uniform. They can wear what they like to school.
Use the adverb too to add
information. As you check the answers, elicit some similarities and differences between your learners and those in the pictures. Focus on
language for expressing similarity and difference (see example below).
Learners work in pairs. In turns, they find at least one similarity and one difference between themselves and a child in a picture,
e.g. We/I wear a skirt, but British girls/she wear(s) trousers. / He wears a uniform and I do too.
Resources: Pictures of children from different schools around the world which show different clothes children wear to school in
different countries or contexts. If possible, they should show the children in their classroom or school.
2Rm.02 Gather learners so they are sitting together. Introduce the story, poem or song by highlighting the title and asking some
Begin to read, with support, prediction questions about the broad story line.
short, simple fiction and non-
fiction texts with confidence Hand out the books or copies to the learners, if available, and ask them to read along with you. Alternatively, ask them to read
and enjoyment. along with you by showing them the text as you read.
2Rm.01 Read the story/poem or sing/play the song with learners. Stop to ask questions, elicit comments and encourage physical and
Understand, with support, the imaginative responses to the story.
main point of short, simple
texts. After the story/poem/song, ask learners to tell you about their favourite character, what the character looks like and what they
were wearing. Ask about characters who were not shown in pictures in the story/poem/song.
Ask pairs of learners to each draw a picture of the same character (preferably of their own choice, if they can agree).
Ask learners to compare their pictures.
Resources: A short, simple story, poem or song (with written lyrics to follow) which has a number of characters and some
descriptions of what they look like and are wearing, plus copies for each pair of learners if possible
2Sc.03 Review vocabulary as necessary. Introduce or review the present continuous as you do this by asking about the people in the
Ask questions to find out an flashcards, e.g. What’s he wearing? / What’s he doing? / Is he -ing?
increasing range of personal
information and respond If you are using them, show the learners the items and set up this part of the lesson as a detective game. Hand out the

accordingly. worksheet. Ask learners to listen as you describe one of the people in the pictures. This could be in the context of the learners as
detectives. They should circle the person they think you are describing. Use present continuous in your description, e.g. She’s
2Ug.01 wearing a red jacket and she’s riding a bike.
Use question words and
structures to ask basic Tell learners you are thinking of one of the people in the pictures. They should ask you questions to find out who it is: Is it a girl
questions. or a boy? / Is (s)he -ing? // Yes, (s)he is. / No, (s)he isn’t. They guess who you are thinking of.
2Ug.04 Ask learners to play the game in pairs. Set a number of turns for each learner.
Use common present
continuous forms, including Resources: Worksheet showing series of pictures of people who are similar, so that they can be distinguished by what they are
short answers and wearing / doing; flashcards different people doing various actions; items for a detective, e.g. magnifying glass (optional)
contractions, to talk about
present activities.

Outline of unit:
In this unit, learners talk about and find out about shops and shopping, where we buy things and how this has changed from the past.
They play a memory chain game to practise past simple, adverbs of time and linking words in speaking and then in writing. Learners take part in a simple, fun role
play at the shops, where they focus on pronunciation and turn taking, using can to ask for things. They use an authentic text to decide on their route around a shop
using I’ll.., then as a linking word and various prepositions to say where different places are. Learners find out about shops in the past compared to present day
from short and simple texts. Learners read the texts sounding out words as they do so. Finally, learners talk about how much things cost, practising cardinal
numbers, using and listening to question words, and the use of demonstrative this.

Reading
Recognise, identify, sound and name the letters of the alphabet.
Writing
Speaking
Take turns when speaking with others in a limited range of short, basic exchanges.
Reproduce correctly a limited range of sounds in simple, familiar words and phrases.
Listening
Use of English
Use connective and to link words and phrases.
Use articles a, the to refer to familiar objects.
Use cardinal numbers 1–20.
Use can/can’t to describe ability.

2Ug.03 Introduce or review vocabulary for different shops, eliciting the kind of products that these shops sell.
Use common past simple
forms [regular and irregular] to Model language for the activity by beginning a chain where you say: Yesterday, I went to town and I went to the butcher.
describe actions and narrate Encourage another learner to repeat and add, e.g. I went to town and I went to the butcher and the bakery. Encourage another
simple events, including short learner to repeat and add, e.g. I went to town and I went to the butcher, the bakery and the supermarket.
answer forms and
contractions. Ask groups of learners to sit in circles. They play the memory game as you have demonstrated. Each person in the group takes
one turn. This is one round. At the end of each round, ask learners to write the list of places they went to. The next round, they
2Uv.06 start with a different learner, and so on. This allows different learners to have easier and more challenging sentences to say.
Use adverbs of definite time
(e.g. now, today, yesterday, Learners use one of the lists (preferably the one for the round they completed) to write a written report, i.e. Yesterday, I went to
last week). town and I went to the butcher, the bakery and the supermarket. Model the language in writing, and consider leaving a model or
partial model on the board for learners to copy if necessary.
2Wor.02
Link, with support, words, Ask learners to check the sentences in their groups.
phrases and short sentences
using basic connectives. You could change the focus so that they say, for example, Yesterday I went to the [shop] and I bought [x, y and z]. This could be
more challenging if they choose particular shops.
Resources: Flashcards of different shops and of some goods that each shop typically sells (optional)
2Ug.06 Before the lesson, arrange the shop signs around the room.
Use can to make requests and
ask permission and use Play a game to introduce or review the items in the pictures. Some may be uncountable nouns. You could introduce these using
appropriate responses (e.g. some, e.g. some bread, or you could introduce them with their counter or container, e.g. a loaf of bread. Next, introduce the
here you are, OK). words for the shops. Focus on pronunciation to ensure that learners are able to produce words intelligibly to the best of their
ability.
2Sor.02
Take turns when speaking with Learners work in pairs. Give each pair a set of picture cards, some real objects, or toys. Learners decide which shops they’d go
others in an increasing range to to buy these products. Then they place the cards ‘in the shop’ (next to the appropriate shop sign).
of short, basic exchanges.
Introduce language for a role play through demonstration, e.g.
A: Hello! Can I have some/a loaf of bread, please?
2Sc.04 B: Yes. Here you are.
Pronounce familiar words and A: Thank you!
phrases so that these can be
understood by others with Ask learners to role play at different shops in pairs.
some effort.
Resources: Shop ‘signs’ (word cards for different shops, e.g. bakery, bookshop); small picture cards of products that are
commonly bought in the shops (e.g. bread, books), one set per pair. You could also use some real objects or toy products.
2Uv.04 Give out the copies of the guide or map, one per pair. Ask learners to listen and find an example of a shop. Give some

Use prepositions of location, descriptions of shops or department stores relevant to the guide or map learners have (e.g. Find a shop or department where
position and direction (e.g. you can buy some new shoes). Learners could write the answers or they could point to the place on the guide or map, depending
behind, between, in, in front of, on their level of English.
to).
Check the answers by eliciting the position of the shop or department. These descriptions should use prepositions, e.g. It’s next
2Ug.05 to the supermarket. / It’s between the clothes shop and the bank.
Use future simple form will to
talk about future intention. Ask learners to find one shop or department they’d like to go to. They write this on paper or in their notebooks.
2Us.04 Use a copy of the guide to show learners how to use it to find the best route to take around the store to go to three places.
Use connectives (e.g. but, or, Explain the route as you do so: First, I’ll go to the shoe shop. Then, I’ll go to the clothes shop and the book shop.
then) to link words and
phrases. Learners work in groups of three. They show each other the place they’d like to go. Then they plan a route to go to these three
places, as in the example you have given. They may not use full sentences at this stage, but encourage them to use as much
English as they can.
Model the language to explain the route again, and ask groups to present their routes to the class.
Resources: Copies of a department store or shopping mall guide (e.g. from the internet or from a shop or shopping mall)
2Sc.02 Show the illustrations from the texts and elicit some information about what they show.
Describe people, places and
objects, and routine actions Give half of the class one text and half of the class the other text. Ask learners to sit with a partner with the same text. Together
and events, using phrases and ask them to read the text aloud, but quietly. Monitor and help learners sound out any words they are unsure of.
short sentences.
Put pairs of learners together so that there are four learners, two with each text. They show the pictures to the other pair and talk
2Rd.01 about them using as much language as they can, i.e. they describe the shop. This will come from the text, but should not be
Recognise, identify and sound, memorised or read aloud.
with support, a limited range of
words and phrases in short, Ask groups to find one or two differences between the two shops and share this with the whole class.
simple texts.
Resources: Short, illustrated texts, one about shops now and another about them in the past. These could contrast the shops
themselves or they could be about town/city centres, shopping malls. They should be very simple, both of comparable level and
with similar language that is familiar to learners
2Us.01 Using toy money, talk with learners about their currency. Talk about how much things cost in your country.
Use demonstratives this, that,
these, those to refer to familiar Depending on the size of your class, you could put learners in groups for this activity. Give them some items and some blank
objects. labels. They divide the items and blank labels between them.
2Uv.01 Learners work in pairs within the group. They point at an item they have and ask: How much does this xxx cost? The partner
Use cardinal numbers 1–100. gives a price, e.g. (It costs) 3.50 (in local currency); the other learner writes the label for the product and puts it with/on it.
2Ug.01 Ask groups to look at the prices of the items. They then look at another group’s prices (if relevant) and decide if the price is
Use question words and reasonable or not. They may need guidance with this.
structures to ask basic
questions. Resources: Toy money (in local currency); small picture cards of products that are commonly bought in the shops (e.g. bread,
books), one set per pair. You could also use real objects or toy products; blank labels
2Ld.02
Understand, with support, a
limited range of short
questions which ask for simple
information.
Cambridge Primary English as a Second Language (0057) Stage 2 Scheme of W
Sample lesson 1
CLASS: (Leave blank)
DATE: (Leave blank)
Learning objectives 2Ld.04

Understand, with little or no support, some specific information and detail of short
talk.
2Uv.05
Use prepositions of time (e.g. at) to talk about days and time.
2Sor.01
Link, with little or no support, words and phrases using basic connectives.
Lesson focus In this lesson, learners will hear and respond to the words for different subjects and
times of day. They will manipulate words using a large timetable, working
collaboratively on the main task. They will also use thinking skills such as ordering.
Previous learning Learners have already been introduced to the vocabulary for different subjects they
learn in their school day (e.g. English, maths, PE etc.). They have at least receptive
understanding of the words in written form.
Learners know the times of day vocabulary such as morning, afternoon, but may be
less familiar with the prepositions of time that accompany them.
Plan
Timing Planned activities Notes

Beginning Give each pair or small group a set of word cards. They spread them Sets of word cards
out, face up, on their table. that show subject
Ask learners What are we learning now? They find the subject and point (learning area)
5–10 minutes to the word card ‘English’. vocabulary, one
Ask learners What do you like learning? / Which do you prefer x or y? per pair or small
Ask learners to point to the card. Collect some answers. group
Continue with 3 or 4 more questions, e.g. Ask learners What did you
learn this morning/afternoon?
Main activities Learners keep the word cards on the table. Based on your observation An audio recording
at the beginning of the lesson, check that all learners can read all of the or script where two
5 minutes cards. people (e.g. a
child and parent or
5 minutes Learners share out the cards between them. Read or play the audio. two children) are
Ask learners to listen for their word(s). When they hear it (them), they talking about their
should hold up the card(s). week at school,
saying when they
10 minutes Hand out the blank timetable, one per group, which learners put in the learn different
middle. You could use one to show learners as a class before handing things at school.
them out, if this will help learners focus. You could use a model They should use
timetable to show them. Talk learners through the organisation of the prepositions of
timetable, especially as this may be a new concept to them. time and basic
linking words, e.g.
5 minutes Play or read the audio again. This time, learners listen and when they We learn English
hear their subject, they place it on the timetable in the correct place. in the morning and
maths in the
5 minutes Ask groups to work together to share the answers, and to stick the afternoon. / We do
words onto the timetable when they feel confident. sports on Friday in
the afternoon.
10 minutes Read or play the audio again and ask learners to check their answers in
the group as they listen. Then ask them to compare their timetables with Large, blank
other groups. They could do this as a gallery walk. If there are still weekly timetables
differences between the groups’ answers at this stage, you could replay arranged to show
the audio, or parts of it, and ask the class to decide which was right. morning and
afternoon, one per
If you have extra time or some learners finish the activity early, you group
44

could ask learners to think of and tell each other about activities they do
at different times of day and at the weekend. Sticky tack
End Play a review game to see how well learners have internalised the Preposition word
prepositions of time. cards
Reflection Place the cards on different walls of the classroom.
Say a time expression and a sentence with a missing word, e.g. the
Summary morning. I come to school xxx the morning.
Learners listen and touch the correct preposition.
5-10 minutes
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left
about your lesson.
Were the learning objectives/lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
Did I stick to timings?
What changes did I make from my plan and why?
[type here]
Summary evaluation
What two things really went well (consider both teaching and learning)?
1: [type here]
2: [type here]
What two things would have improved the lesson (consider both teaching and learning)?
1: [type here]
2: [type here]
What have I learned from this lesson about the class or individuals that will inform my next lesson?
[type here]
Next steps
What will I teach next based on learners’ understanding of this lesson?
[type here]
45
Sample lesson 2
CLASS: (Leave blank)
DATE: (Leave blank)
Learning objectives 2Uv.04

Use prepositions of location, position and direction (e.g. behind, between, in, in
front of, to).
2Ug.05
Use future simple form will to talk about future intention.
2Us.04
Use connectives (e.g. but, or, then) to link words and phrases.
Lesson focus Learners will talk about shops and shopping and will use authentic material to think
about where they would like to go. They will use cognitive and collaborative skills in
working out a route around the mall together.
Learners will be introduced to and are expected to use will/’ll as a chunk for
intention by the end of the lesson, although this language will not have been
analysed. They will review and consolidate the use of prepositions of place and the
linking word then.
Previous learning Learners will be familiar with prepositions of place, but many of them need extra
practice with these.
Learners may not be familiar with the use of will for intention. This can be taught as
part of the target language for this activity and does not need to be explained
specifically. Check general understanding of meaning by asking whether the
weekend has already happened (no), i.e. that it is future.
Plan

Beginning Show the pictures or logos of the different shops to the class. Pictures or logos of
Ask learners to tell you about them, e.g. what they sell, where they are, local shops
whether learners have been there, who with etc. learners will know
5 minutes Show the store/mall guide/map and elicit similar information about it. A department
store/shopping
mall guide/map
(e.g. from the
internet or from a
department store
or shopping mall).
This should be
one learners know
well if possible.
Main activities Give out the copies of the guide, one per pair. Give learners a couple of Copies of the
minutes to look at the guide with their partner. Ask some questions department
5-10 minutes about different shops/department stores as relevant to the guide store/shopping
learners have (e.g. Where can I buy some new shoes?). mall guide/map
Have learners listen and point (or circle, if there are enough copies), e.g.
the shoe shop. Check the answers by eliciting the position of the
shop/department: ask Where’s the shoe shop? These descriptions
should use prepositions, e.g. It’s next to the supermarket. / It’s between
the clothes shop and the bank.
Learners could then practise this activity in pairs by asking Where’s the
5 minutes …? and replying using the guide/map and a suitable preposition.
Tell learners you are going to go to this shop/mall this evening/weekend

5 minutes to buy three things in three different shops. Use a copy of the guide/map
to show learners your route around the mall when you go. This will help
them to use it to find the best route to take around the mall/store to go to
46

three places. Explain the route as you do so: First, I’ll go to the shoe
shop. Then I’ll go to the clothes shop and the book shop. Check
learners’ understanding of will/’ll in these sentences by asking questions
such as Am I at the mall now? When will I be there? (to check future
concept). If necessary, you could briefly note (or elicit if possible) that
we say ‘ll, which is the short will in this case.
Tell learners they are going to meet their friends (or that their families
10 minutes will meet) at the weekend. Ask learners to find one shop/departments
they’d like to go to. They write this on a paper/in their notebooks.
Learners work in groups of three. They show each other the place they’d
like to go in the shop/mall. Then they plan a route to go to these three
places, as in the example you have given. They may not use full
sentences at this stage, but encourage them to use as much English as
they can. If some learners finish quickly, you could ask them to add
another place to go to their route. Check they are using full sentences
and support them to do so as necessary.
5-10 minutes Model the language to explain the route again, and have groups present
their routes to the class. Note any errors learners make in the target
language (prepositions, then and will/’ll) as they are presenting.
5 minutes At the end, write on the board or say two or three common mistakes
learners made. Encourage them to correct these as a class. If there is
time you could ask groups to present again, having corrected their
mistakes.
End Play a True/False game to review and consolidate the language taught
Reflection in the lesson. This will also allow you to assess learning. Say Look at
Summary the guide. The supermarket is between the sports shop and the car
park. Learners stand up if it is true.
5-10 minutes If you have extra time, learners can play the game in small groups.
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left
about your lesson.
Were the learning objectives/lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
Did I stick to timings?
What changes did I make from my plan and why?
[type here]
Summary evaluation
What two things really went well (consider both teaching and learning)?
1: [type here]
2: [type here]
What two things would have improved the lesson (consider both teaching and learning)?
1: [type here]
2: [type here]
What have I learned from this lesson about the class or individuals that will inform my next lesson?
[type here]
Next steps
What will I teach next based on learners’ understanding of this lesson?
47
[type here]
48
Cambridge Assessment International Education
The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t: +44 1223 553554 f: +44 1223 553558
e: [email protected] www.cambridgeinternational.org
Copyright © UCLES September 2020

0057 Primary E2L Stage 2 Scheme of Work - tcm142-595032

Uploaded by

Copyright:

Available Formats

0057 Primary E2L Stage 2 Scheme of Work - tcm142-595032

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

0057 Primary E2L Stage 2 Scheme of Work - tcm142-595032

Uploaded by

Copyright:

Available Formats

Scheme of Work

Unit and suggested order

Sample lesson plans

Resources for the activities in this scheme of work

Included on this support site are:

Unit 2.1 Feelings

Unit 2.1 Feelings

Recommended prior knowledge:

Learning objectives Suggested teaching activities

Learning objectives Suggested teaching activities

Model the exchange:

Finally, introduce and making meaning clear through gesture:

Resources: Emoticon flashcards

Learning objectives Suggested teaching activities

Unit 2.2 Food

Unit 2.2 Food

Recommended prior knowledge:

Learning objectives Suggested teaching activities

My name is Antonio. I have short hair and big eyes.

Learning objectives Suggested teaching activities

Learning objectives Suggested teaching activities

Unit 2.3 Weather

Unit 2.3 Weather

Recommended prior knowledge:

Learning objectives Suggested teaching activities

Learning objectives Suggested teaching activities

Resources: Activities flashcards; word cards for weather or seasons

Learning objectives Suggested teaching activities

Are you skiing?

Unit 2.4 Fun and games

Unit 2.4 Fun and games

Recommended prior knowledge:

Learning objectives Suggested teaching activities

You play tennis with a tennis ball / racquet.

Are you playing tennis? / Are you doing gym?

Learning objectives Suggested teaching activities

Learning objectives Suggested teaching activities

Unit 2.5 Parties and celebrations

Unit 2.5 Parties and celebrations

Recommended prior knowledge:

Learning objectives Suggested teaching activities

Learning objectives Suggested teaching activities

Learning objectives Suggested teaching activities

Groups decide which member(s) will present to the class.

Unit 2.6 A day at school

Unit 2.6 A day at school

Recommended prior knowledge:

Learning objectives Suggested teaching activities

Learning objectives Suggested teaching activities

Learning objectives Suggested teaching activities

Display posters in the classroom, and ask learners to do a gallery walk.

Unit 2.7 The world around us

Unit 2.7 The world around us

Recommended prior knowledge:

Learning objectives Suggested teaching activities

Learning objectives Suggested teaching activities

Learning objectives Suggested teaching activities

Unit 2.8 Clothes

Unit 2.8 Clothes