ISE I Scheme of Work

23
Scheme of Work ISE I (8 week course, 10 hours per week) Week 1 Day Lesson focus Activities Resources Learning outcomes Notes Monday Group warmer 20 minutes: T puts 5 questions on the board suitable for the group and models this by getting Ss to ask T these questions. Ss then mill and ask and answer the Qs noting down any unusual answers. Give class 5 minutes to make general reports back to whole class of anything interesting or unusual. Eg: 1. What do you do in your free time? 2. Where do you live? 3. Did/do you like or hate school? 4. Favourite food/music/sport/TV programme 3.0 - communicate effectively, responding appropriately to interaction, initiating and maintaining conversation 3.1 - show understanding of other speakers/follow the speech of others 3.2 - use a range of grammar and vocabulary (including ISE I suggested grammar) accurately and avoid making errors which effect the understanding of the listener 3.3 - use clear and understandable pronunciation and use appropriate stress and intonation patterns Exam introduction all four skills 20 minutes Worksheet 1 Questions based on page 6 and page 13 in the ISE I Guide for Students 1. In pairs work through the questions talking together to try and find the answers. 2. In groups of four Ss compare their answers and ask T for help with any points they do not agree on Worksheet 1: Overview of the exam Use ISE I Guide for Students Student self- evaluation R&W 30 minutes Worksheet 2 1. 15 minutes in pairs Ss work through Worksheet 2 R&W sections only ticking the appropriate boxes for evaluation for own ability at each of the skills required (good, ok, weak). 2. 10 minutes in fours Ss discuss Worksheet 2: Student self- evaluation worksheet Make this table for each week so Ss can review each week and plan focus for following week.

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Transcript of ISE I Scheme of Work

Scheme of Work – ISE I (8 week course, 10 hours per week)

Week 1 Day Lesson

focus

Activities Resources Learning outcomes Notes

Monday Group warmer 20 minutes:

T puts 5 questions on the board

suitable for the group and models

this by getting Ss to ask T these

questions.

Ss then mill and ask and answer

the Qs noting down any unusual

answers.

Give class 5 minutes to make

general reports back to whole class

of anything interesting or unusual.

Eg:

1. What do you do in

your free time?

2. Where do you

live?

3. Did/do you like or

hate school?

4. Favourite

food/music/sport/TV

programme

3.0 - communicate effectively, responding

appropriately to interaction, initiating and

maintaining conversation

3.1 - show understanding of other

speakers/follow the speech of others

3.2 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately and avoid making

errors which effect the understanding of the

listener

3.3 - use clear and understandable

pronunciation and use appropriate stress

and intonation patterns

Exam

introduction –

all four skills

20 minutes

Worksheet 1 – Questions based on

page 6 and page 13 in the ISE I

Guide for Students

1. In pairs work through the

questions talking together to try

and find the answers.

2. In groups of four Ss compare

their answers and ask T for help

with any points they do not agree

on

Worksheet 1:

Overview of the

exam

Use ISE I Guide for

Students

Student self-

evaluation –

R&W

30 minutes

Worksheet 2

1. 15 minutes – in pairs Ss work through Worksheet 2 R&W sections

only – ticking the appropriate boxes

for evaluation for own ability at

each of the skills required (good,

ok, weak).

2. 10 minutes – in fours Ss discuss

Worksheet 2:

Student self-

evaluation worksheet

Make this table for

each week so Ss can

review each week

and plan focus for

following week.

their self-evaluation and add notes

to the table – which skills they need

to work on and what they will do to

achieve this.

3. T notes areas Ss feel they need

to work on. (T makes copies of Ss

self evaluation?)

Speaking

exam –

watching ISE

videos

60 minutes

Watching ISE I video & S&L self

evaluation

Worksheet 3

1. 15 minutes – Ss watch an ISE I

video and complete observation

sheet.

2. 5 minutes – Ss compare with

their partners.

3. 15 minutes - Ss watch again and

check their answers.

4. 10 minutes – Using Worksheet 2

(self-evaluation for S&L), Ss give

self-evaluation of the skills needed

5. 10 minutes – In fours Ss discuss

their self-evaluation and add notes

to the table – which skills they need

to work on and what they will do to

achieve this.

Worksheet 3:

Set of S&L video

observation

questions

Review 5 minutes

Round off lesson

Tuesday Warmer 10 minutes

Previous lesson review. Ss review

their reading self-evaluation

worksheet.

Worksheet from

Week 1 Monday

Worksheet 2 (Self-

evaluation)

1.0 - read for general comprehension/skim

read/read for gist

1.2 - carefully read to identify & understand

specific facts, information, opinion and

significant points

1.3 - deducing meaning – guess the

meaning of unknown sentences, phrases and words from their context

1.4 - read and understand articles and

reports concerned with contemporary

problems in which the writers give facts and

opinions, key points and subsidiary

Exam

familiarisatio

n – Task 1 –

Long reading

50 minutes

Ss are given the ISE I Guide for

Students & the reading sections of

the Sample exam paper 1 (with notes) pages 1-6.

Task 1 – Long reading

In pairs, Ss are given one set of

questions to learn about and try

(e.g. Pair 1 – Qs 1-5;

ISE I Guide for

Students

Sample exam paper 1 (with notes) pages

1-6

Answer sheet for T

and copies for Ss are

at the end of the

exam paper

Pair 2 – Qs 6-10

Pair 3 – Qs 11-15).

1. 15 minutes - Pairs read the text

together and complete their set of

questions only.

2. 15 minutes – In groups of 6,

pairs explain to the other pairs the

task they completed.

3. 15 minutes - Groups try to

match glossary reading skills

(Worksheet 1) to the tasks they all

completed.

4. 5 minutes – T shows answers on

board and gives Ss a copy each for

reference.

Glossary of reading

skills (page 8 of the

ISE I Guide for

Teachers)

information

1.5 - synthesise and evaluate information

and arguments from a number of different

text types summarise a wide range of

factual and imaginative texts

Exam

familiarisatio

n – Task 2 –

Multi-text

reading

50 minutes

Task 2 – Multi-text reading

Repeat procedure above (used for

Task 1 – Long reading) for Task 2 –

Multi-text reading.

Review 10 minutes

Review at the end of the lesson for

T to answer questions etc.

Wednesday Reading –

Task 1 –

Long reading

60 minutes

Task 1 – Long reading (Skills

development)

Do the Trinity Classroom activity:

Task 1 – Long reading (Cinema)

Trinity classroom

activity:

Task 1 – Long

reading (Cinema)

1.0 - read for general comprehension/skim

read/read for gist

1.2 - carefully read to identify & understand

specific facts, information, opinion and

significant points

1.3 - deducing meaning - guess the meaning

of unknown sentences, phrases and words

from their context

1.4 - read and understand articles and

reports concerned with contemporary problems in which the writers give facts and

opinions, key points and subsidiary

information

1.5 - synthesise and evaluate information

and arguments from a number of different

60 minutes

Reading skills development.

1. 10 minutes - Give Ss Task 1 -

Long reading only (first

underground train). 2. 50 minutes - Ask Ss to:

a) Write a brief summary of each

paragraph.

b) Compare with partner.

c) Pairs write a heading for each

paragraph. Compare with other

ISE I Sample exam

paper 2 (pages 2-3)

Answer sheet for Ts

for all the tasks is at

the end of the paper

pairs.

d) Pairs write a brief paraphrase of

each paragraph. Put on wall –

circulate and read/compare.

text types summarise a wide range of

factual and imaginative texts

2.0 - summarise or paraphrase ideas from

reading texts

2.2 - present ideas clearly in a suitable

format & structure, writing appropriately,

e.g. using beginnings and endings and using

paragraphs

2.3 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately

use spelling and punctuation accurately

Thursday Speaking and

language

development

60 minutes

Language focus – ISE I

Show language functions (page 14

of the ISE I Guide for Students, or

page 75 of the ISE I Guide for

Teachers)

ISE I Guide for

Students (page 14)

3.0 - communicate effectively, responding

appropriately to interaction, initiating and

maintaining conversation

3.1 - show understanding of other

speakers/follow the speech of others

3.2 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately and avoid making

errors which effect the understanding of the

listener

3.3 - use clear and understandable

pronunciation and use appropriate stress

and intonation patterns

60 minutes

Worksheet 4 – awareness/matching

activity for all speaking language

functions.

Worksheet 4:

Language functions –

language, grammar

and lexical

matching/awareness

activity for all

speaking exam

functions

Friday Speaking and

topic

development

90 minutes

Trinity classroom activity: Topic

task (Generating ideas)

Trinity classroom

activity:

Topic task

(Generating ideas)

3.0 - communicate effectively, responding

appropriately to interaction, initiating and

maintaining conversation

3.1 - show understanding of other

speakers/follow the speech of others

3.2 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately and avoid making errors which effect the understanding of the

listener

3.3 - use clear and understandable

pronunciation and use appropriate stress

and intonation patterns

30 minutes

Weekly review

1. Look through self-evaluation tick

list from Monday’s lesson.

2. Review and change to reflect any improvements or new problems.

3. Table write what T will focus on

in week 2.

4. T to add ideas for extra work out

of the classroom.

Worksheet from

Week 1 Monday

Worksheet 2 (Self-

evaluation)

Worksheet 5 Crib sheet for T –

what outside

classroom activities

could Ss try

Week 2 Day Lesson

focus

Activities Resources Learning outcomes Notes

Monday Writing –

question and

task analysis

Task 4 –

Extended

writing

90 minutes

Introduction to Task 4 – Extended

writing

1. Give Ss practice exam question

and task analysis table.

2. Pairs work through Worksheet 1

- the table – analysing the rubrics

(festivals).

3. In pairs – brainstorm ideas.

4. In pairs – brainstorm possible

language functions to use.

5. Individuals write a plan.

6. Compare and discuss plans.

7. Write essay.

8. In pairs use proof reading check

list to peer evaluate partner’s essay

Sample exam paper

1 (with notes) –

Page 10

Worksheet 1:

Task analysis table

Worksheet 2:

Students’ proof

reading check list –

based on parameters

at top of extended

writing rating scale

criteria – task

fulfilment,

organisation &

structure, language

control

2.0 - summarise or paraphrase ideas from

reading texts

2.2 - present ideas clearly in a suitable

format & structure, writing appropriately,

e.g. using beginnings and endings and using

paragraphs

2.3 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately and use spelling and

punctuation accurately

T to collect and

review these

extended

writing scripts

for language

input lesson

tomorrow.

Template of

feedback table

for Teacher to

use for

individual

feedback based

on same

criteria used in

proof reading

check list.

Needs one

table per week. Speaking

follow up

30 minutes

Speaking

1. In groups of 4, brainstorm ideas

about local/own country festivals.

Use Worksheet 3 to help with

brainstorming activity.

2. Think of reasons for these

festivals, opinions, own experience,

what happens, why it’s important

etc.

3. Milling – circulate and discuss

the ideas you brainstormed in your

group.

Worksheet 3:

Aid the group

brainstorming

activity

Tuesday Writing –

proof reading

and error

correction

Language

input

90 minutes

Language input and error correction

1. Language input based on issues raised by Task 4 – Extended writing

task and proof reading task from

Monday.

2. Recycle grammar/language

function matching activity from

Thursday week one – use a

Task 4 – Extended

writing essays from

the last lesson

Worksheet from

Week 1 Thursday

Worksheet 4

(Functional English)

2.0 - summarise or paraphrase ideas from

reading texts

2.2 - present ideas clearly in a suitable format & structure, writing appropriately,

e.g. using beginnings and endings and using

paragraphs

2.3 - use a range of grammar and

vocabulary (including ISE I suggested

T decides which

language

functions are

most problematic for

the majority.

Teaches those

grammar

points using

their current

reference.

3. In pairs – work together on own

essays – finding corrections and

asking for help.

grammar) accurately

use spelling and punctuation accurately

grammar input

course book or

general online

grammar

materials.

30 minutes

Ss rewrite essays

Wednesday Speaking –

Conversation

task

60 minutes

Conversation subject areas

1. List of Conversation subject

areas from Guide for Students

(page 8). Match picture to subject.

2. Worksheet 1 – each pair has two

subject areas only. Brainstorm

ideas to talk about.

3. Milling – pairs swap ideas and

add ideas to their worksheet for

subject areas they haven’t

brainstormed etc.

ISE I Guide for

Students (page 8)

Worksheet 4:

Pair work–

brainstorm ideas to

talk about for two

subject areas. To

cover all subject

areas ready for pairs

to swap ideas.

3.0 - communicate effectively, responding

appropriately to interaction, initiating and

maintaining conversation

3.1 - show understanding of other

speakers/follow the speech of others

3.2 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately

avoid making errors which effect the

understanding of the listener

3.3 - use clear and understandable

pronunciation and use appropriate stress

and intonation patterns

30 minutes

New pairs discuss each subject

area. Swap after 5 minutes and

repeat until all 6 areas have been

discussed.

30 minutes

Use language input from

Wednesday to make mind maps of

possible language/ideas

Worksheet 5:

Mind map template

for Conversation

subjects – language

and ideas

Thursday Reading

Task 1 – Long

reading

50 minutes

Trinity classroom activity: Task 1 –

Long reading (Fashion)

Trinity classroom

activity:

Task 1 – Long

reading (Fashion)

1.0 - read for general comprehension/skim

read/read for gist

1.2 - carefully read to identify & understand

specific facts, information, opinion and

significant points

1.3 - deducing meaning - guess the meaning of unknown sentences, phrases

and words from their context

1.4 - read and understand articles and

reports concerned with contemporary

Extension

tasks

30 minutes

Language development

Extension tasks from Trinity classroom activity – Fashion

Speaking –

follow up

40 minutes

Ss add new language and ideas to

Worksheet from

Week 2 Wednesday

their mind maps from Wednesday’s

lesson and practise being examiner

and candidate – discussion fashion.

Swap and repeat.

Worksheet 5 (Mind

map template)

problems in which the writers give facts and

opinions, key points and subsidiary

information

1.5 - synthesise and evaluate information

and arguments from a number of different

text types summarise a wide range of

factual and imaginative texts

3.0 - communicate effectively, responding

appropriately to interaction, initiating and

maintaining conversation

3.1 - show understanding of other

speakers/follow the speech of others

3.2 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately and

avoid making errors which effect the

understanding of the listener

3.3 - use clear and understandable

pronunciation and

use appropriate stress and intonation

patterns

Friday Listening –

exam task

familiarisation

and practice

15 minutes

Introduction to Independent

listening task 1

15 minutes - Ss watch video and

simply follow the information on

page 9 of the ISE I Guide for

Students.

ISE I Guide for

Students (page 9)

ISE I video –

listening task (from

the website)

4.0 - listen intensively for factual

information and explicitly stated ideas and

information and understand all or most of

the information the recording provides

4.1 - listen to get the topic and main ideas

of the recording

4.2 - guess the meaning of unknown

utterances, phrases and words from their

context

4.3 - identify which information is factual

and which information is opinion

4.4 - identify which information is key information, and which information is a

supporting example or detail

3.0 - communicate effectively, responding

appropriately to interaction, initiating and

maintaining conversation

75 minutes

1. 45 minutes - Trinity classroom

activity – Independent listening

task 1 (Money)

2. 30 minutes – extension activities

Trinity classroom

activity:

Independent

listening task 1

(Money)

Speaking

practice and

revision

30 minutes

Ss add new language and ideas to

their mind maps from Wednesday

and practice being examiner and

candidate – discussing money.

Swap and repeat.

Worksheet from

Week 2 Wednesday

Worksheet 5 (Mind

map template)

3.1 - show understanding of other

speakers/follow the speech of others

3.2 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately and avoid making

errors which effect the understanding of the

listener

3.3 - use clear and understandable

pronunciation and use appropriate stress

and intonation patterns

Week 3 Day Lesson

focus

Activities Resources Learning outcomes Notes

Monday Reading

Task 2 –

Multi-text

reading

40 minutes

Task 2 – Multi-text reading

(Ss have seen this exam in week 1

but only as a task awareness

activity)

1. In pairs work through the exam

ask – encourage discussion and co-

operation.

2. Give pairs the answer sheet to

check own answers.

3. Review answers and help Ss to

resolve issues they haven’t

understood.

Sample exam paper

1 (with notes) - page

4

Answers at the back

of the exam paper.

1.0 - read for general comprehension/skim

read/read for gist

1.2 - carefully read to identify & understand

specific facts, information, opinion and

significant points

1.3 - deducing meaning - guess the meaning

of unknown sentences, phrases and words

from their context

1.4 - read and understand articles and

reports concerned with contemporary

problems in which the writers give facts and

opinions, key points and subsidiary

information

1.5 - synthesise and evaluate information

and arguments from a number of different

text types summarise a wide range of

factual and imaginative texts

2.0 - summarise or paraphrase ideas from

reading texts

2.2 - present ideas clearly in a suitable

format & structure, writing appropriately,

e.g. using beginnings and endings and using

paragraphs

2.3 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately

use spelling and punctuation accurately

3.0 - communicate effectively, responding

appropriately to interaction, initiating and maintaining conversation

3.1 - show understanding of other

speakers/follow the speech of others

3.2 - use a range of grammar and

Reading and

writing

Task 3 –

Reading into

writing

60 minutes

Task 3 – Reading into writing

1. Give Ss the rubric from Task 3 –

Reading into writing.

2. Give Ss a task analysis template

(used in week 2). Pairs analyse the

question.

3. Pairs review summary (Qs 26-

30) and other notes from Task 2 –

Multi-text reading. List which ideas

to include in the article.

4. Make a plan – using text type

Trinity guidance doc to give outline

and reading notes to give content.

5. Write article.

6. Use proof reading template –

peer review partner’s article.

7. Repeat and review at least 3

other students’ work.

Sample exam paper

1 (with notes) - page

7

Worksheet from

Week 2 Wednesday

Worksheet 1 (Task

analysis table)

Text type Trinity

guidance doc

Worksheet from

Week 2 Monday

Worksheet 2 (Proof

reading checklist)

Speaking 20 minutes Conversation subject area

Follow up – Ss add new language

and ideas to their mind maps from

week 2 and practice being examiner

and candidate – discussing

Worksheet from Week 2 Wednesday

Worksheet 5 (Mind

map template)

language learning. Swap and

repeat.

vocabulary (including ISE I suggested

grammar) accurately and avoid making

errors which effect the understanding of the

listener

3.3 - use clear and understandable

pronunciation and use appropriate stress

and intonation patterns

Tuesday Independent

listening task

2

15 minutes

Ss watch a video of ISE I

Independent listening task 2, and

simply follow the information on

page 9 of the ISE I Guide for

Students.

ISE I Guide for

Students page 9

ISE I video

4.0 - listen intensively for factual

information and explicitly stated ideas and

information and understand all or most of

the information the recording provides

4.1 - listen to get the topic and main ideas

of the recording

4.2 - guess the meaning of unknown

utterances, phrases and words from their

context

4.3 - identify which information is factual

and which information is opinion

4.4 - identify which information is key

information, and which information is a

supporting example or detail

60 minutes

Trinity classroom activity:

Independent listening task 2

(Learning a foreign language)

30 minutes

Extension activities

Trinity classroom

activity:

Independent

listening task 2

(Learning a foreign

language)

15 minutes

In groups of four, discuss own

tactics for outside of classroom

language learning. Make lists and

put on walls for all to read.

Worksheet 1:

Crib sheet for T –

what outside

classroom activities

could Ss try

Wednesday Language

development

and writing

task review

45 minutes

Language review, input, correction.

Taken from common errors from

Monday’s writing task.

Input/remedial work.

Articles from

Monday’s writing

tasks

2.0 - summarise or paraphrase ideas from

reading texts

2.2 - present ideas clearly in a suitable

format & structure, writing appropriately,

e.g. using beginnings and endings and using

paragraphs

2.3 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately

use spelling and punctuation accurately

45 minutes

1. T returns article from Monday

with individual feedback tables.

2. Ss review own language errors

and correct.

3. Ss review organisation/style problems and correct.

30 minutes

Text cohesion input

Worksheet–input–cohesive devices

and paragraph organisation etc.

Worksheet 2:

Input – cohesive

devices and

paragraph

organisation

Thursday Revision

Task 3 –

Reading into

writing

90 minutes

Trinity classroom activity: Task 3 –

Reading into writing (Sugar)

Trinity classroom

activity:

Task 3 – Reading

into writing (Sugar)

1.0 - read for general comprehension/skim

read/read for gist

1.2 - carefully read to identify & understand

specific facts, information, opinion and

significant points

1.3 - deducing meaning - guess the meaning

of unknown sentences, phrases and words

from their context

1.4 - read and understand articles and

reports concerned with contemporary

problems in which the writers give facts and

opinions, key points and subsidiary

information

1.5 - synthesise and evaluate information

and arguments from a number of different

text types summarise a wide range of

factual and imaginative texts

2.0 - summarise or paraphrase ideas from

reading texts

2.2 - present ideas clearly in a suitable

format & structure, writing appropriately,

e.g. using beginnings and endings and using

paragraphs

2.3 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately

use spelling and punctuation accurately

30 minutes

Peer review of writing task

1. Ss use proof reading crib sheet

and own individual feedback from

teacher as guidance for how/what

to critique.

2. Repeat for at least three Ss

scripts to see variety of ideas/styles

and problems.

Worksheet from

Week 2 Monday

Worksheet 2 (Proof

reading checklist)

Friday Speaking –

Topic

development

60 minutes

Trinity classroom activity: Topic

task (Music)

Trinity classroom

activity:

Topic task (Music)

In Teacher’s Guide

page 44

3.0 - communicate effectively, responding

appropriately to interaction, initiating and

maintaining conversation

3.1 - show understanding of other

speakers/follow the speech of others

60 minutes

Topic subjects development

1. 10 minutes - Ss brainstorm long

lists of subjects (put on flip chart

paper or similar)

2. 5 minutes – in groups of 4, Ss

choose a subject and have a 5

minute discussion.

3. 35 minutes – repeat for as many

subjects as possible.

4. 10 minutes – Ss make a list of

possible subjects that interest them

and form the long lists on the walls.

T should make own

list of about 40

possible subjects

3.2 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately and avoid making

errors which effect the understanding of the

listener

3.3 - use clear and understandable

pronunciation

use appropriate stress and intonation

patterns

Week 4 Day Lesson

focus Activities Resources Learning outcomes Notes

Monday Complete

practice R&W

exam

2 hours

Practice exam

Sample paper 3 (on

website)

All T to mark

these exams to

evaluate Ss

progress and

needs analysis

for next two

weeks

Tuesday Speaking –

Topic

development

60 minutes

Trinity classroom activity: Topic

task (preparing a good topic form)

Trinity classroom

activity:

Topic task (preparing

a good Topic form)

3.0 - communicate effectively, responding

appropriately to interaction, initiating and

maintaining conversation

3.1 - show understanding of other

speakers/follow the speech of others

3.2 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately and avoid making

errors which effect the understanding of the

listener

3.3 - use clear and understandable

pronunciation and use appropriate stress

and intonation patterns

60 minutes

Pronunciation

45 minutes – Worksheet 1

15 minutes – T to show Ss this BBC

learning English website for self-

study

http://www.bbc.co.uk/learningengli

sh/english/course/lower-

intermediate/unit-1

Worksheet 1 -

Pronunciation

Worksheet – 45 mins

work - based on ISE

I overall delivery

requirements from

rating scale –

(intelligibility, lexical

stress & intonation,

fluency, effects on

listener) + work on

phonemes &

intonation. Could

also linked to online

pronunciation sites

eg: BBC

Wednesday Practice exam

– self

evaluation

30 minutes

Return exam papers and review

skills

1. If suitable give Ss the answer

sheets and ask them to mark their

own work.

2. Ask Ss to review self-evaluation tick list from week 1 – what has

improved? What do they need to

focus on for the next two weeks?

Practice papers

completed on

Monday

Answers for practice

paper

Worksheet from Week 1 Monday

Worksheet 2 (Self-

evaluation)

4.0 - listen intensively for factual

information and explicitly stated ideas and

information and understand all or most of

the information the recording provides

4.1 - listen to get the topic and main ideas

of the recording

4.2 - guess the meaning of unknown

utterances, phrases and words from their

context

4.3 - identify which information is factual

and which information is opinion

4.4 - identify which information is key

information, and which information is a

supporting example or detail

3.0 - communicate effectively, responding

appropriately to interaction, initiating and

maintaining conversation

3.1 - show understanding of other

speakers/follow the speech of others

3.2 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately and avoid making

errors which effect the understanding of the

listener

3.3 - use clear and understandable

pronunciation and use appropriate stress

and intonation patterns

Independent

listening task

1 and 2 and

follow up

speaking

40 minutes

1. Cheese rolling text. Practice in

pairs – 1 examiner/1 candidate

2. All listen to the script –

‘examiner’ uses rubric etc to

manage the test, C responds.

3. Check answers.

4. Compare notes after.

5. Repeat all with ‘Emus’ audio –

swap roles.

6. Repeat process with

Independent listening task 2 – Child

language learning.

Listening audios

T1 – examiner rubric

and answer keys

(Giraffes, Cheese

Rolling Festival and

Emus)

T2 – examiner rubric

and answer keys

(child language

learning)

50 minutes

Using texts of listening tasks.

1. In pairs, select any useful

vocabulary for festivals (for written

exam) and language learning (for

speaking exam).

2. Make vocabulary mind map for

each subject.

3. In groups of 3, discuss how you

first started learning English. What

did you do? How did you learn?

What do you do differently now? (T

can add questions on the board to

stimulate discussion)/

4. In groups of 6 share ideas.

5. Travel discussion (T puts 4 or 5

questions on the board to stimulate

discussion). In groups of 3 discuss

travel.

6. In groups of 6 share ideas.

7. Make vocabulary mind maps for

travel.

Repeat starting with rules and

regulations, health and fitness, and

continue until all Conversation

subject areas have been covered or

lesson finishes.

Use this activity as a warmer/filler

Texts for Cheese

rolling and Child

language learning

listening tasks

Worksheet from

Week 2 Wednesday

Worksheet 5 (Mind

map template)

throughout the course.

Thursday Task 1 –

Long reading

and analysis

20 minutes:

Text analysis (jigsaw reading). Cut

up the text in Task 1- Long reading

of ISE I Sample paper 1 into

paragraphs. 1 set for each pair.

Pairs put paragraphs in order.

Swap and check with other pairs.

ISE I Sample paper

1 – Task 1 – Long

reading (cut text on

‘sleep’ into

paragraphs’) page 2

1.0 - read for general comprehension/skim

read/read for gist

1.2 - carefully read to identify & understand

specific facts, information, opinion and

significant points

1.3 - deducing meaning - guess the meaning

of unknown sentences, phrases and words

from their context

1.4 - read and understand articles and

reports concerned with contemporary

problems in which the writers give facts and

opinions, key points and subsidiary

information

1.5 - synthesise and evaluate information

and arguments from a number of different

text types summarise a wide range of

factual and imaginative texts

20 minutes:

Worksheet 1 (text analysis)

Worksheet 2:

Text/paragraph

analysis – topic

sentences,

paragraph structure

– general to detailed

etc cohesion –

referencing pronouns

etc

20 minutes:

Headings and summary – pairs re-

read the text from Task 1 – Long

reading and write a heading and a

summary for each paragraph.

ISE I Sample paper

1 – Task 1 – Long

reading (text) page

2-3

20 minutes:

Exam task – individually answer

questions. Ss check with others

then check with answer sheet.

40 minutes:

Using a new practice paper, Ss

individually repeat this process for

Task 1 – Long reading

ISE I Sample paper

2 – Task 1 – Long

reading page 2-3

Friday Reading

strategies –

Task 3 –

Reading into

writing

90 minutes:

Trinity classroom activity - Task 3 –

Reading into writing (Means of

transport)

Trinity classroom

activity - Task 3 –

Reading into writing

(Means of transport)

1.0 - read for general comprehension/skim

read/read for gist

1.2 - carefully read to identify & understand

specific facts, information, opinion and

significant points

1.3 - deducing meaning - guess the meaning

of unknown sentences, phrases and words

from their context

1.4 - read and understand articles and

Peer review – summaries

and writing

30 minutes: Ss compare and use proof reading

check list to comment on other’s

work. Repeat for at least five

student’s work.

Worksheet from Week 2 Monday

Worksheet 2 (Proof

reading checklist)

reports concerned with contemporary

problems in which the writers give facts and

opinions, key points and subsidiary

information

1.5 - synthesise and evaluate information

and arguments from a number of different

text types summarise a wide range of

factual and imaginative texts

2.0 - summarise or paraphrase ideas from

reading texts

2.2 - present ideas clearly in a suitable

format & structure, writing appropriately,

e.g. using beginnings and endings and using

paragraphs

2.3 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately and use spelling and

punctuation accurately

Week 5 Day Lesson

focus

Activities Resources Learning outcomes Notes

Monday Writing

workshop

2 hours:

Writing skills – review and revision

1. Ss bring in previous writing

scripts and work on:

1. Task fulfilment and text

type

2. Paragraph structure

3. Language errors

2. Give Ss new extended writing

task. Ss write and peer review and

repeat until lesson end.

Worksheet from

Week 2 Monday

Worksheet 2 (Proof

reading checklist)

ISE I Sample paper

1 – Task 4 –

Extended writing

page 10

Self-evaluation

Proof reading

Error correction

Tuesday Speaking –

video

watching and

assessment

60 minutes:

Video sample & assessment

awareness

1. Ss watch first sample exam and

using Worksheet 1 evaluate Ss

performance and give a rough

assessment.

2. T gives TCL mark etc.

3. Repeat process.

x2 ISE I video

samples and

listening answer

keys

Worksheet 1:

Simplified rating

scale

Worksheet 2:

Simplified grade and

rationale

4.0 - listen intensively for factual

information and explicitly stated ideas and

information and understand all or most of

the information the recording provides

4.1 - listen to get the topic and main ideas

of the recording

4.2 - guess the meaning of unknown

utterances, phrases and words from their

context

4.3 - identify which information is factual

and which information is opinion

4.4 - identify which information is key

information, and which information is a

supporting example or detail

60 minutes:

Video sample – lexis and functions

observation

1. Using Worksheet 3, Ss watch

same samples again and tick if they

notice language functions or lexical

items listed on worksheet.

2. Add lexis and language functions

to topic form prepared last week.

3. Revise topic form to add new items in connection to chosen topic.

x2 ISE I video

samples and

listening answer

keys

Worksheet 3:

Language functions

and lexis lists and

answer sheets

Topic form prepared last week

Wednesday Language

input /

grammar

workshop

2 hours:

1. T reviews language issues that

have been noticed in the writing

workshop on Monday.

2. Prepare worksheets for relevant

language issues for Ss to work on

individually.

T’s own grammar

materials

Thursday Independent

listening task

2

60 minutes:

Trinity classroom activity –

Independent listening task 2

(Fashion).

Trinity classroom

activity –

Independent

listening task 2

(Fashion)

4.0 - listen intensively for factual

information and explicitly stated ideas and

information and understand all or most of

the information the recording provides

4.1 - listen to get the topic and main ideas

of the recording

4.2 - guess the meaning of unknown

utterances, phrases and words from their

context

4.3 - identify which information is factual

and which information is opinion

4.4 - identify which information is key

information, and which information is a

supporting example or detail

3.0 - communicate effectively, responding

appropriately to interaction, initiating and

maintaining conversation

3.1 - show understanding of other

speakers/follow the speech of others

3.2 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately

avoid making errors which effect the

understanding of the listener

3.3 - use clear and understandable pronunciation and use appropriate stress

and intonation patterns

20 minutes:

Extension activities from the

classroom activity on fashion.

20 minutes:

Practice Independent listening task

2 (on website)

1. Ss listen and take notes.

2. T acts as examiner, reading

rubric etc.

3. Ss check answers then compare

notes.

Practice independent

listening task 2 (on

website)

20 minutes:

In groups of four, Ss discuss their

opinions on the topic of the

listening task played.

Friday Speaking

Topic

preparation

60 minutes

Role play

1. Ss bring in their Topic forms and

role play examiner/candidate roles

Prepared topic forms 3.0 - communicate effectively, responding

appropriately to interaction, initiating and

maintaining conversation

for topic task only.

2. Repeat this so Ss have practised

with at least 8 other students.

3.1 - show understanding of other

speakers/follow the speech of others

3.2 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately and avoid making

errors which effect the understanding of the

listener

3.3 - use clear and understandable

pronunciation and use appropriate stress

and intonation patterns

60 minutes

Self-evaluation and revision of

Topic forms

1. Ss work on Topic forms and

Topic ideas with help from each

other and from teacher.

2. Language functions & useful

exam language worksheet at input

and revision if necessary. Use this

before the Topic role play if input is

needed.

Worksheet 4:

Revision of language

functions and useful

exam language

Week 6 Day Lesson

focus

Activities Resources Learning outcomes Notes

Monday Listening

skills

2 hours:

Listening, note taking practise and

discussion

Listening to BBC learning English

news reports

(http://www.bbc.co.uk/learningengl

ish/english/features/news-report)

1. T selects and plays single news

reports. Ss take notes (Worksheet

1). Compare notes and form

discussion groups. Approximately

15 minutes per news report.

2. Repeat with BBC’s ‘six minute’

English articles MNB – notes will be

used in tomorrow’s lesson.

http://www.bbc.co.u

k/learningenglish/en

glish/features/news-

report Worksheet 1:

Note taking

worksheet

4.0 - listen intensively for factual

information and explicitly stated ideas and

information and understand all or most of

the information the recording provides

4.1 - listen to get the topic and main ideas

of the recording

4.2 - guess the meaning of unknown

utterances, phrases and words from their

context

4.3 - identify which information is factual

and which information is opinion

4.4 - identify which information is key

information, and which information is a

supporting example or detail

3.0 - communicate effectively, responding

appropriately to interaction, initiating and

maintaining conversation

3.1 - show understanding of other

speakers/follow the speech of others

3.2 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately and avoid making

errors which effect the understanding of the

listener

3.3 - use clear and understandable

pronunciation and use appropriate stress

and intonation patterns

Tuesday Writing 2 hours:

Using notes from Monday – Ss write

summaries of 3 news reports and 3

articles

1. Ss write 2 summaries – 1 report

and 1 article then swap and peer

review using proof reading tick list

etc.

Worksheet from

Week 2 Monday

Worksheet 2 (Proof

reading checklist)

2.0 - summarise or paraphrase ideas from

reading texts

2.2 - present ideas clearly in a suitable

format & structure, writing appropriately,

e.g. using beginnings and endings and using

paragraphs

2. Repeat and swap with different

partner to have a variety of peer

feedback.

3. Choose best two summaries and

write a full account of the report of

articles and include your opinions.

4. Swap and peer review.

2.3 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately

use spelling and punctuation accurately

5.0 - giving reasons, opinions & preferences

5.1 - describing the future, informing and

expressing intention

5.3 - describing past actions in the indefinite

and recent past

5.4 - expressing obligation

5.5 - asking for information & opinions

Wednesday Reading 2 hours:

Reading, note taking and discussion

T brings in suitable authentic

reading texts (about 6 texts) or use

selection from BBC learning English

http://www.bbc.co.uk/learningengli

sh/english/search?q=reading&subm

it=GO

1. Ss read and take notes,

summaries and paraphrase.

2. Swap and try to expand the

summarised text into fuller

versions, checking them against the

original texts afterwards.

3. If useful T could use the BBC

given

questions and activities.

4. Using their notes, in groups of 4

Ss discuss the issues from each

reading text.

Authentic reading

texts

1.0 - read for general comprehension/skim

read/read for gist

1.2 - carefully read to identify & understand

specific facts, information, opinion and

significant points

1.3 - deducing meaning - guess the meaning

of unknown sentences, phrases and words

from their context

1.4 - read and understand articles and

reports concerned with contemporary

problems in which the writers give facts and

opinions, key points and subsidiary

information

1.5 - synthesise and evaluate information

and arguments from a number of different

text types summarise a wide range of

factual and imaginative texts

Thursday Task 3 -

Reading into

writing

60 minutes:

Using notes and summaries from

BBC reading texts from Wednesday

1. Ss write a plan for a response to

each text using own notes

(questions in next column).

2. Ss swap and discuss their plans.

Task questions for

teacher to adapt to

match the reading

texts used.

1. What’s your

opinion of….?

2.0 - summarise or paraphrase ideas from

reading texts

2.2 - present ideas clearly in a suitable

format & structure, writing appropriately,

e.g. using beginnings and endings and using

paragraphs

Decide on which to write in full.

3. Ss write 2 full responses to the

task questions.

4. Swap and peer review, proof

read etc.

2. What do you think

will happen in the

future for ……?

3. Describe what has

happened in …….?

Worksheet from

Week 2 Monday

Worksheet 2 (Proof

reading checklist)

2.3 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately

use spelling and punctuation accurately

5.0 - giving reasons, opinions & preferences

5.1 - describing the future, informing and

expressing intention

5.3 - describing past actions in the indefinite

and recent past

5.4 - expressing obligation

5.5 - asking for information & opinions

Friday Speaking

Conversation

subject areas

2 hours:

Milling activity – 20 minutes for

each subject

1. Ss mill and talk about the given

subject – T encourages Ss to move

on after a few minutes so each

student has talked to most people

in the class for each subject.

2. Repeat for all 6 subjects.

3. Ss review subject vocabulary

mind maps and add any new lexis.

Worksheet 2:

Just for teachers. Ts

support worksheet of

stems, statements &

subjects

3.0 - communicate effectively, responding

appropriately to interaction, initiating and

maintaining conversation

3.1 - show understanding of other

speakers/follow the speech of others

3.2 - use a range of grammar and

vocabulary (including ISE I suggested

grammar) accurately and avoid making

errors which effect the understanding of the

listener

3.3 - use clear and understandable

pronunciation and use appropriate stress

and intonation patterns

Week 7 Day Lesson

focus

Activities Resources Learning outcomes Notes

Monday Listening

practice

exams

Listening task audio

(on website)

Tuesday Speaking

practice

- Topic

- Full S&L

exam run

through

Wednesday R&W practice Sample papers (on

website)

Thursday R&W exam

review

Listening

practice

Sample papers (on

website)

Friday Speaking

practice

-

Conversation

+ full S&L

exam run

through

Listening task audio

(on website)

Week 8

Exam week!