ISE I Scheme of Work
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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!