НИЙСЛЭЛИЙН ЕРӨНХИЙ БОЛОВСРОЛЫН “ГЁТЕ” ДУНД

СУРГУУЛИЙН 4-Р АНГИ БУЮУ “KID’S BOX-5” СУРАХ БИЧГИЙН

АНГЛИ ХЭЛНИЙ СУРГАЛТЫН ХӨТӨЛБӨР

APPROVED BY B. NAMSRAIDORJ /SCHOOL MANAGER/

DEVELOPED BY ENGLISH LANGUAGE DEPARTMENT

Primary English as a Second Language curriculum for GRADE 4

Stage 6
 CONTENTS

ONE: INTRODUCTION

TWO: SYLLABUS OVERVIEW

Aims
Learning objectives

THREE: SUBJECT CONTENT

FOUR: ASSESSMENT CRITERIA

FIVE: SCHEME OF WORK

Outline
Units Term Outline

SIX: TEACHING AND LEARNING RESOURCES:

SEVEN: CLASS GRADING GUIDELINES

ONE: INTRODUCTION:

Kid's Box introduces pupils to the pleasures of learning English and enables them to consistently
improve throughout the five books in the series. All five levels develop pupils' abilities in the four skills -
listening, speaking, reading and writing - as well as challenging them cognitively and helping them to feel a
real sense of achievement in learning. As experienced teachers ourselves, we are aware of the demands and
difficulties involved in managing a diverse and mixed ability classroom. Teaching younger learners can be at
once the most rewarding and the most soul-destroying of pursuits! Sometimes we can have very bad days, but
it's the good days that give us an exhilarating sense of achievement, a sense of being part of a child's future
development. Plutarch reminds us that 'The mind is not a vessel to be filled, but a fire to be ignited' and this
concept of learning underpins Kid's Box. Pupils learn when they are interested and involved: when they want
to find something out, when they are playing a game, when they are listening to a story, when they are doing
craft activities. Learning is an active process in every way and Kid's Box makes sure that pupils are physically
and mentally active and that they are encouraged to make sense of the language themselves. 'The art of
teaching is the art of assisting discovery', Mark Van Doren.
The language syllabus of Kid's Box has been carefully selected and graded to suit the age and level of
the pupils. Language is introduced in context and in manageable chunks, giving pupils plenty of opportunities
to practice and become familiar with the meanings and the sounds. Language is recycled throughout the units
and pupils can practice the language in different contexts. They can also personalize it. Recycling is
particularly important for young learners, who tend to forget quite quickly and who do not have the study
skills of older learners. For this reason, there is constant revision and recycling throughout the units and
course. The units are based around the Star family and their friends and toys. Characters give pupils a way of
contextualizing the language and help them to make it meaningful and purposeful. The characters develop
throughout the books so as to sustain the pupils' interest and motivation.

TWO: SYLLABUS OVERVIEW

Aims:
This curriculum strives to improve students’ English level to reach Kid’s box-3 at the end of their primary
school. At the Kid’s box-3 students are beginning to be able to function in social situations. They are able to
use simple everyday polite forms of greeting and address; greet people, ask how they are and react to news;
handle very short social exchanges; ask and answer questions about what they do at work and in their free
time; make and respond to invitations; discuss what to do, where to go and make arrangements to meet; make
and accept offers. They can also function ‘out and about’. They can make simple transactions in shops, post
offices or banks; get simple information about travel; use public transport, ask for basic information, ask and
give directions, and buy tickets.

Learning objectives:
Listening
They can understand clear, slow, standard speech related to areas of most immediate personal relevance (e.g.
very basic personal and family information, shopping, local geography and employment) and can catch the
main point in short, clear, simple messages and announcements.

Reading
Students are able to understand short, simple texts containing high frequency vocabulary and shared
international expressions. They can find specific, predictable information in simple everyday material such as
advertisements, prospectuses and timetables.

Spoken Interaction
Kid’s box-2 students can communicate in simple and routine tasks requiring a simple and direct exchange of
information on familiar topics and activities. They can handle very short social exchanges, even though they
cannot usually keep the conversation going of their own accord.

Spoken Production
Students are able to use a series of phrases and sentences to describe in simple terms family and other people,
living conditions, educational background and present or most recent job.

Writing
They can write short, simple notes and messages relating to matters in areas of immediate need, linking a
series of simple phrases and sentences with simple connectors like ‘and’ , ‘but’ and ‘because’. They can write
a very simple personal letter, for example thanking someone for something.

Learning objectives from the Cambridge Primary English as a Second Language Curriculum
Framework: Stage 6

Welcome to the Cambridge Primary English as a Second Language Curriculum Framework. These
frameworks provide a comprehensive set of progressive learning objectives for learners of English as a
Second language. They are based on the Council of Europe’s Common European Framework of Reference for
Languages (CEFR), which is used widely both within and beyond Europe to map learners’ progression in
English. The curriculum frameworks are divided into five strands: Reading, Writing, Use of English,
Listening and Speaking. In line with the
CEFR, learning outcomes in each strand for each successive stage are defined in terms of what learners
should be able to do in English. This framing of learning objectives as a progressive can-do sequence should
encourage the use of learning-centered, activity-based approaches by teachers in the implementation of the
curriculum frameworks.

Cambridge Primary English as a

Second Language Framework: Stage Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8
6
Reading
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
6Rd1 Recognise the difference
between fact and opinion in
short, simple texts on a wide
range of general and curricular
topics

6Rd2 Understand independently specific ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

information and detail in short, simple
texts on a range of general and curricular
topics
6Rd3 Use ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
independently familiar
paper and digital
reference resources to
check meaning and
extend understanding

6Rf1 Read and follow independently ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

familiar instructions for classroom
activities

6Rg1 Recognise, identify and sound ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

independently a wide range of language at
text level
6Rg2 Read independently a range of ✓ ✓ ✓ ✓ ✓ ✓ ✓
short simple fiction and non-fiction
texts with confidence and enjoyment
6Rg3 Recognise the attitude or ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
opinion of the writer in short
texts on a wide range of general
and curricular topics
6Rm1 Understand the main ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
points of a wide range of
short, simple texts on general
and curricular topics by using
contextual clues

Cambridge Primary English as a

Second Language Framework: Stage
6 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8
Writing
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
6Wa1 Plan, write, edit and
proofread work at text level, with
some support, on a range of
general and curricular topics

6Wa2 Use joined-up handwriting in all ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

written work across the curriculum with
appropriate speed and fluency
6Wc1 Write, with some support, about
factual and imaginary past events,
activities and experiences on a growing ✓ ✓ ✓ ✓
range of general and curricular topics
6Wc2 Write, with some ✓ ✓ ✓ ✓ ✓
support, about personal
feelings and opinions on a
limited range of general
and curricular topics

6Wo1 Link sentences into ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

coherent text using a variety of
basic connectors on a range of
general and curricular topics
when writing independently

6Wo2 Punctuate, with some ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

accuracy, written work at text
level for a range of general
and curricular topics when
writing independently

6Wo3 Use independently appropriate

layout at text level for a growing range of
written genres on familiar general and ✓ ✓ ✓ ✓ ✓ ✓ ✓
curricular topics

Cambridge Primary English as a

Second Language Framework: Stage Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8
6
Use of English

✓
6Uf1 Use a growing range of
quantifiers, cardinal and ordinal
numbers and fractions on a
range of general and curricular
topics

6Uf2 Use a range of adverbs [simple and

comparative forms] including adverbs of ✓ ✓
manner
• 6Uf3 Use simple perfect forms to express ✓ ✓
[recent, indefinite and unfinished] past on
a range f general and curricular topics
6Uf4 Use a growing range of future forms, ✓
including be going to [predictions based
on present evidence] and will for
predictions on a range of general and
curricular topics
6Uf5 Use a range of active and
passive simple present and past
forms and used to/didn’t use to
for past habits/ states on a range
of general and curricular topics

6Uf6 Use present continuous forms with ✓ ✓

present and future meaning and past
continuous forms for background, parallel
and interrupted past actions on a range of
general and curricular topics
6Uf7 Begin to use simple forms of
reported speech to report statements and
commands on a range of general and
curricular topics
6Uf8 Use a growing range of modal forms
including would [polite requests], could
[polite requests], needn’t [lack of ✓
necessity], should, ought to [obligation] on
a range of general and curricular topics
6Uf9 Use if/unless in conditional sentences
on a range of general and curricular topics
6Uf10 Use if/unless in zero and first
conditional clauses on a range of general
and curricular topics

6Ug1 Use a limited range of abstract

nouns and compound nouns on a range of ✓ ✓
general and curricular topics
6Ug2 Use a growing range of participle
adjectives and a growing range of
adjectives in the correct order in front of ✓ ✓
nouns on a range of general and curricular
topics
6Ug3 Use pre-verbal, post-verbal and
end-position adverbs on a range of general
and curricular topics
• 6Ug4 Use a growing range of
prepositions preceding nouns and ✓ ✓
adjectives in prepositional phrases
6Ug5 Begin to use dependent prepositions
following adjectives on a range of general ✓
and curricular topics
6Ug6 Being to use some common
prepositional verbs on a range of general ✓ ✓
and curricular topics
6Ug7 Spell most high
frequency words accurately
for a range of familiar general ✓
and curricular topics when
writing independently
6Ut1 Use double genitive
structures: a friend of theirs;
on a range of general and
curricular topics
6Ut2 Use a range of determiners including
neither, both on a range of general and
curricular topics
6Ut3 Use a growing range of questions
including how far, how many times, what
+ noun, on a range of general and
curricular topics
6Ut6 Use conjunctions ✓ ✓
including while; until, as soon
as in relating narratives on a
range of general and curricular
topics
6Ut7 Use a range of defining
and non-defining relative clauses
with which, who, that, whose,
whom on a range of general and
curricular topics

Cambridge Primary English as a

Second Language Framework: Stage Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8
6
Listening
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
6Ld1 Understand, with little or
no support, specific information
and detail in both short and
extended talk on a range of
general and curricular topics

6Ld2 Deduce, with little or no ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

support, meaning from context
in both short and extended talk
on a range of general and
curricular topics
6Ld3 Understand more complex ✓
unsupported questions which ask
for personal information
6Ld4 Understand, with little or ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
no support, longer sequences of
classroom instructions
• 6Ld5 Understand, with little or no ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
support, more complex questions on a
range of general and curricular topics
• 6Lg1 Understand, with little or no ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
support, both short and extended narratives
on a range of general and curricular topics
• 6Lg2 Identify rhymes, onomatopoeia and
rhythm ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

• 6Lm1 Understand, with ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

little or no support, the
main points in both short and
extended talk on a range of
general and curricular topics
• 6Lo1 Recognise, with little or ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
no support, the attitude or
opinion of the speaker(s) in both
short and extended talk on a
range of general and curricular
topics

Cambridge Primary English as a

Second Language Framework: Stage 6 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Speaking
6S1 Provide detailed information about ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
themselves and others at discourse level on
a wide range of general topics
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
6S2 Ask questions to clarify meaning on a
range of general and curricular topics

6S3 Give an opinion at discourse level on a ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

range of general and curricular topics
6S4 Respond, with increasing flexibility, at
both sentence and discourse level to
unexpected comments on a range of general ✓ ✓ ✓ ✓ ✓ ✓ ✓
and curricular topics
6S5 Summarise what others have said on a ✓ ✓ ✓ ✓ ✓ ✓ ✓
range of general and curricular topics

6S6 Link comments to ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

what others say at
sentence and discourse
level in pair, group and
whole class exchanges
 6S7 Keep interaction going in longer ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
exchanges on a wide range of general and
curricular topics
6S8 Relate extended ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
stories and event s
on a growing range
of general and
curricular topics

CEFR guidelines
The Cambridge Primary English as a Second Language curriculum framework is based on the Council
of Europe’s common European Framework of Reference for Languages (CEFR). The framework
correlation to the Cambridge Global English stages (or levels) is set out in the table below.

CEFR levels for CIE stages

Stage
1 2 3 4 5 6
Reading Working Low High Low Mid High
CEFR towards A1 A1 A2 A2 A2
level A1
Writing Working Low High Low Mid High
CEFR towards A1 A1 A2 A2 A2
level A1
Use of Low High Low Mid High Low
English A1 A1 A2 A2 A2 B1
CEFR level
Listening Low High Low Mid High Low
CEFR A1 A1 A2 A2 A2 B1
level
Speaking Low High Low Mid High Low
CEFR A1 A1 A2 A2 A2 B1
level

CEFR level 6 scale IELTS TOEFL TOEFL Vocabulary Active Passive Goethe
point iBT iPT active/passive level
3-9 30-120 310-677
A1 Starter - 60 100 1
Beginner
A1.1 - - 300/600 100 200 2
2
A1.2 140 300 3

A2 A2.1 150 600 4

Elementary 3 30-40 337-456 600/1200
A2.2 150 600 5

B1 B1.1 1000 2000 6

Pre- 4-5 40-65 460-542 2500/5000
B1.2 1500 3000 7
intermediate
B2 B2.1 8
1000
Intermediate 5.5-6.5 65-95 543-626 5000/10000
B2.2 1500 9
B2 B2.3 10
Upper- 2500
intermediate
C1 Advanced C1.1 7-7.5 95-110 627-677 5000 11
10000/20000
C1.2 5000 12

C2 C2 8.5 or 110-120 637-677 - -

Proficiency above - -

THREE: SUBJECT CONTENT:

The skills covered in the syllabus are outlined below.
Learning a language is divided into main 5 categories based on their specific functions. They are speaking,
listening, reading, writing and grammar or use of English.

Grade I Grade II Grade III Grad IV Grade V

-can sing along - will be able to - can answer - can describe things, - can talk about school,
songs and read deliver simple limited number of animals, people and friends, holidays,
some rhymes greetings questions position home, places, food and
- can count up - follow songs and accurately - can express one's animals
to 20 chants, - can name things ability - can express feeling
- can describe - introduce self in - can describe - can count up to 1000 and illnesses
weather class things and people - can express - routine talks
- can name - can name shapes, in a limited way agreement - can talk about issues
Speaking

some toys, numbers, colors using simple - express belongings and events
animals, fruits, and letters describing words - express immediate - endangered animals,
clothes, shapes - to count things - start expressing needs modern gadgets
- can describe and answering their immediate - can talk about routine
some things how many? needs and wants
using simple there’re - can say position - can compare things
adjectives - can answer for of things and people
- can use simple who is this? -
action words - can say the - can talk about future
sentence using
present continuous
- can understand - can understand - can understand - can understand - can follow commands
simple and follow simple simple instruction classroom instructions and instructions and
instructions instructions and questions and - can understand one's respond
- can chant - can understand respond to them request and respond - can understand story
Listening

- can understand songs and short accordingly promptly and rhymes

short story with stories with - can understand - can understand - can understand
pictures pictures short conversation within the content of simple conversation
- can listen and about familiar family, places, and get the main idea
write different topics and routines, illness, and answer
sounds in English situation animals and weather accordingly
 - can recognize - can identify - can read and - can read short and - can read fluently
English consonants nad understand short longer words fluently - can read stories and
alphabets and vowels sentences with - improve their identify the characters
Reading
name them - can read frequently used vocabulary by - can understand the
alphabets and and familiar words approximately 400 main point of the story
CVC words - can read and - can read small texts - can read instruction
- can match words understand short and understand the and follow correctly
to their pictures texts in a limited main idea
way
- can trace and - can trace all the - can write short - can spell frequently - can compose simple
colour alphabets words used words accurately sentences in a correct
- can trace and - can write 50 - attempt to write not structure
match colours and sight words familiar words - can use connectives
numbers - can write most - can write very short when writing
Writing

- can write short frequently used compositions within - can do descriptive

CVC words and familiar words the frame of learnt writing about people
topics and place
- can write
compositions about
familiar topics
- Preposition - can understand - can understand and - can use correct
- this/ that/ and use limited use limited usages of sentence structure
these/those usages of to be and to be and have got - - can tell time
- mine/ yours have got there is/ are - - can use proper
- present - there is/ are possessive pronouns prepositions
continuous tense -possessive - start understanding - can use variety of
- Can I have pronouns comparison form verb tenses
Grammar

- I love, I don’t - understand positive - can differentiate

and negative cardinal and ordinal
love
obligations numbers
- Would you like
- able to ask - can use comparative
… permission and express and superlative forms
ability
- suggesstion and
offers
- can use past simple
tense

FOUR: ASSESSMENT CRITERIA:

When teaching English, it is important to use different types of methods to motivate the students to learn more
and engage them. Following are the methods and activities that we use to teach English.
Speaking Listening Writing Reading Grammar
- Drama/Role play - Running dictation - Creative writing - Skim - Expand a
- Think-pair-share - Back to back - Graphic organizer - Scan sentence
- Comments/ interview - Journal writing - Preview - Sentence
discussion - Follow the direction - Sentence chain - Match building
- Information Gap - Phone call - Guided writing - Transform - Sentence
- Brainstorming - Movie clip quiz - Modelled writing - Quiz combining
- Storytelling - Gap fill - Cloze text - Definition - stolen
- Story completion - listen and draw - Expand a sentence - comprehensio punctuation
- Reporting - tongue twister - Continue the n question
- Playing Cards sentence - Puzzle story
- Picture narrating - Crossword
- Find the difference

FIVE: SCHEME OF WORK:

 Outline
This scheme of work is divided into 8 topic-based units, each providing practice in the syllabus’s
interrelated skills of speaking, listening, reading and writing.
Each unit contains a series of activities linked to a common topic area. Each activity incorporates
suggestions for a lesson plan, designed to engage with a particular syllabus assessment objective or
objectives. Each activity can act as a stand-alone lesson (but may take more than one lesson to complete); a
unit can also be taught as a progressive scheme of work. The activities may be followed in order, or you may
prefer to select your own activity-based path through the unit.
Some activities feature examination practice exercises to print out for (or email to) your learners.
These follow the format of the examination papers, and may help teachers who are using the units for revision
purposes. There is no prescribed order to the units; teachers may prefer to start with a topic area that they feel
is the most accessible for their particular learners. Some teachers may prefer to navigate across the units with
a view to focusing on a particular skill (e.g. working through all the activities relating to Listening).

SCHEME OF WORK
Outline for units or Unit plan (Kids box-5, 4th grade)
Unit 1 Time for Television!
In this unit learners will:
• be able to tell the time and will have reviewed TV programmes they show
• will have had more practice telling the time and talked about school routines.
• will have read and talked about TV programmes.
• Will have written a review of a TV programme or film.

Learning Lesson objectives

Week Hours Skill Assessment criteria
objectives Activities
1 4
hours 6Ld1
6Lg1 Pupils listen to the dialogue
Understand a dialogue about TV.
Listening 6Lm and mark the words they
1 wrote in the notebook.
6Ld4
6Lo1
6S1
6S2
6S3
6S4 Name your favourite and least Take turns ask and
Speaking
6S5 favourite TV program.Give reason. answer.
6S6
6S7
6S8
6Rd1
6Rd2
6Rd3
6Rf1 Find out about and talk about types of
Reading Pupils read the website.
6Rg2 programmes
6Rg3
6Rm1

Writing 6Wa1 -Write a review of a TV Use the questions and

6Wa2 programmes. answers to write a review
6Wc1 of a Tv programme of
6Wc2 film.
 6Wo1
6Wo2
6Wo3

6Ug2
6Ug3
6Ug4 Describing a Tv program.
Language Write a description about a
6Ug5
focus/Use Tv program using words
6Ug6
of English form the box below.
6Uf4
6Uf6

The time, Tv programmes and TV,

Vocabulary adjectives: amazing, funny, bad,
boring, exciting,interesting,good ,
irregular verbs, days of the week
-

Unit:2 People at work

In this unit learners will:
- Will have learnt vocabulary to talk about people’s jobs.
- Will have had more practicing talking about people and the job they do.
- Be able to talk about plan and intentions using ‘going to’.
- will have had more practice using ‘going to ‘for plans and intentions and have sung a song.
- Will have completed a writing their plans for next week
- Will have read bout teeth and their structure.

Learning Lesson objectives

Week Hours Skill Assessment criteria
objectives Activities
2 4 6Ld1
hours 6Lg1
Find out about characters and their
professions. listen to the CD. Pupils say
Listening 6Lm1 the profession and the
6Ld4 name of the person.
6Lo1
6S1
6S2
6S3
Talk about professions and people. Answer questions about a
6S4
Speaking known person's
6S5 profession.
6S6
6S7
6S8
6Rd1
6Rd2
6Rd3
Answer questions after reading a text. Read and complete the
6Rf1
Reading diary.
6Rg2
6Rg3
6Rm1

Writing 6Wa1 Write a weekly plan. Pupils write a personal list

6Wa2 in the notebook, with real
6Wc1 plans for next week,
6Wc2 without repeating the
verbs.
6Wo1
 6Wo2
6Wo3

6Ug2
6Ug3 Fill in the sentences with
6Ug4 correct form. (be going to )
-Practice going to
6Ug5
Language
6Ug6
focus/Use of Explain the use of the
6Uf4 - Practise the use of the apostrophe. apostrophe. Pupils read the
English
6Uf6 text and identify mistakes.
Correct as a group.

Vocabulary
Jobs and occupation
-

Unit 3 City life

In this unit learners will:
- Will be able to understand and give simple directions and will have reviewed city vocabulary.
- Will have had further practice with using maps and understanding and giving simple directions
- Will have had further practicing giving directions and will have sung a song.
- Will have learnt more vocabulary to talk about cities and read about London.
- Will have read about the history of cities around the world.
- Will have learnt more about and completed a project.

Learning Lesson objectives

Week Hours Skill Assessment criteria
objectives Activities
3 4
6Ld1 Give a simple directions
hours
6Lg1 for the map on the
Listening 6Lm1 board for the pupil’s to
Listen to the directions and follow.
6Ld4 follow with a finger.
6Lo1 Repeat.
6S1
6S2
6S3 Speaking practice from
Asking for and giving directions
6S4 pupil’s book and
Speaking
6S5 activity book
6S6 .
6S7
6S8
6Rd1
6Rd2
6Rd3 Reading practice from
Read the text to find the correct
6Rf1 pupil’s book and
Reading information then write the correct
6Rg2 activity book
sentences in their notebook.
6Rg3
6Rm1

Writing 6Wa1 Give and understand directions. Look at the map and use
6Wa2 Write directions the helping questions to
6Wc1 guide in writing
6Wc2 sentences.
6Wo1
6Wo2
6Wo3
 6Ug2
6Ug3
6Ug4
6Ug5
Language Preposition of place Finds 15spelling
6Ug6
focus/Use of Directions mistakes in the text then
6Uf4
English Past simple write the text correctly.
6Uf6

Vocabulary
Places / directions/preposition of place
-

Unit 4 Disaster !
In this unit learners will:
- Will be able to talk about about past, using past simple and past continuous.
- Will have had more practice using the past simple and past continuous to talk about interrupted past
actions and will have sung a song.
- To identify natural disaster like to tsunami, earthquake, flood and volcano.
- Will have read about disaster around the world and reviewed ordinals and months of the year.

Lesson objectives
Week Hours Skill Learning objectives Assessment criteria
Activities
4 4 6Ld1 Listen to a song with past
hours 6Lg1 continuous and simple past. predict the words in
Listening 6Lm1 each gap and fill them in
6Ld4 as they listen
6Lo1
6S1
6S2
6S3
-Talk about things that were Take turn asking and
6S4
Speaking happening in the past. answering
6S5
6S6
6S7
6S8
6Rd1
6Rd2
6Rd3
6Rf1 -Read about famous natural Reading practice from
Reading disasters around the world.
6Rg2 pupil’s book and
6Rg3 activity book
6Rm1

6Wa1
6Wa2
6Wc1
Write about a scene
6Wc2 Writing a story using past
Writing from your favourite
6Wo1 simple and past continuous.
film.
6Wo2
6Wo3

Language 6Ug2 Differentiate verb tenses in the Underline them in

 6Ug3
6Ug4
6Ug5
6Ug6 different colours and draw
focus/Use of past (past simple and past
6Uf4 a timeline to show the
English continuous) difference.
6Uf6

Vocabulary Disaster / months of the year/

regular and irregular verbs

Unit 5 Material things

In this unit learners will:
- will be able to talk about objects and what materials they are made of.
- Will have had further practice using made of for different objects and materials.
- Will have read about different manmade and natural materials from around the world.
- Will have written a descriptions of objects.

Lesson objectives
Week Hours Skill Learning objectives Assessment criteria
Activities
5 4 6Ld1 -Understand a dialogue about
listen to the dialogue and
hours materials.
6Lg1 put a tick next to the words
-Identify the name of the
Listening 6Lm1 materials.
in the notebook they hear.
6Ld4
6Lo1
6S1
6S2
6S3
Ask about materials objects are
6S4 Speaking practise : from
Speaking made of.
6S5 pupil’s book.
6S6
6S7
6S8
6Rd1
6Rd2
6Rd3
Read about types of plastic, how
6Rf1
Reading they are made and why they are Reading practice form
6Rg2 recycled. pupil’s book.
6Rg3
6Rm1

6Wa1
6Wa2
6Wc1
write the description of
6Wc2
Writing Describe a house their ideal house and draw
6Wo1 it.
6Wo2
6Wo3

Language 6Ug2 - Write objects and their Pupils copy the table in the
focus/Use of 6Ug3 materials. notebook and look for five
English 6Ug4 objects made out of each
6Ug5 material. Give an example
with wood. Pupils get a
6Ug6
point for each object.
6Uf4
6Uf6
 Materials : bone , brick, card,
fur, glass ,gold ,leather,
Vocabulary
manmade ,metal, plastic,
rubber, silver, stone, wood,
wool
-

Unit 6 A Senses
In this unit learners will:
- to name and talk about the five senses.
- To describe sensations connected with the senses.
- will have read about how to make pizza and followed a recipe.
- Will have written diamante poem.

Lesson objectives
Week Hours Skill Learning objectives Assessment criteria
Activities
6 4 6Ld1
-Recognise vocabulary about -Pupils listen to the
hours 6Lg1
the senses. conversation and put a tick
Listening 6Lm1 -Understand a conversation next to the words in the
6Ld4 about the senses. notebook they hear.
6Lo1
6S1
6S2
6S3 -Ask and talk about the five
6S4 senses.
Speaking -Give descriptions using like.
6S5
6S6
6S7
6S8
6Rd1 In pairs, pupils read the
6Rd2 sentences and put them in
6Rd3 order to make a text. They
-Identify sentence order in a text
6Rf1 compare with other pairs.
Reading and
6Rg2
6Rg3 Read the email and explain
6Rm1 the meaning. Pupils read
and complete in pairs.
6Wa1
6Wa2
6Wc1 Pupils write a diamond
6Wc2 Understand and recite a poem. poem. Pupils recite it when
Writing they finish.
6Wo1 Write diamante poem.
6Wo2
6Wo3

Language 6Ug2 -Agree on plans for a party. Write about your plans
focus/Use of 6Ug3 for the party,
English 6Ug4
6Ug5 - Revise going to.
6Ug6
6Uf4
6Uf6
 Vocabulary
Senses/ cooking
-

Unit 7 Natural world

In this unit learners will:
- to Talk about taking care of nature.
- to give advice using should and shouldn’t.
- to give advice about looking after nature.
- to Read and talk about animals in danger of extinction
- to describe animals.

Lesson objectives
Week Hours Skill Learning objectives Assessment criteria
Activities
7 4 6Ld1
hours 6Lg1
Listen to the video from
Listening 6Lm1 Listen to the conversation
YouTube or CD
6Ld4
6Lo1
6S1
6S2
6S3
Talk about problems and
6S4 Think and write
Speaking solutions.
6S5 advice.
6S6
6S7
6S8
6Rd1
6Rd2
6Rd3
Read the questions and look for Read the text and
6Rf1
Reading the answer in the text. answer.
6Rg2 Name other animals in danger. .
6Rg3
6Rm1

6Wa1
6Wa2
6Wc1
6Wc2 Write your
Writing
6Wo1 Write a letter. questionnaire.
6Wo2
6Wo3

Language 6Ug2 Practice should and shouldn’t Think and write should
focus/Use of 6Ug3 or shouldn’t.
English 6Ug4
6Ug5
6Ug6
6Uf4
6Uf6
 Vocabulary
Nature /Wild animals
-

Unit 8 World of sport

In this unit learners will:
-to have practised the present perfect.
- to talk about the experience of playing sports.
- to read and talk about playing sports in different seasons of the year.
- phoneme/3:/

Lesson objectives
Week Hours Skill Learning objectives Assessment criteria
Activities
8 4 6Ld1
hours 6Lg1
Listen to conversation and
Listening 6Lm1 Listen to the CD
complete the sentences.
6Ld4
6Lo1
6S1
6S2
6S3
6S4 talk about the experience of
Speaking playing sports. Ask and amswer.
6S5
6S6
6S7
6S8
6Rd1
6Rd2
6Rd3
Read and correct the
6Rf1 Read about playing sports at
Reading sentences in the
6Rg2 different times and places.
notebook.
6Rg3
6Rm1

6Wa1
6Wa2
6Wc1 Write your e-mail about
6Wc2 Write an e-mail about the something that
Writing
6Wo1 weekend. happened at the
6Wo2 weekend.
6Wo3

Language 6Ug2 Practice the present perfect Write the correct form
focus/Use of 6Ug3 of the verb in the email.
English 6Ug4
6Ug5
6Ug6
 6Uf4
6Uf6

Vocabulary
Sports and seasons
-

SIX: TEACHING AND LEARNING RESOURCES:

English is taught usually in classroom so we have lots of resources are needed to set the learning environment
for our students. Those follows:
 Flashcards for each topic they are studying so the students can see the things at least as a picture
 Worksheets – to practice the language it is always useful to do more extension exercises on worksheets
 Reading books – Books are also one of the effective tool to improve one’s English
 Textbooks and workbooks – our textbooks are great facilitators to practice the language and workbooks
help students practice the topics and rules in interesting and engaging ways. Our students love working on
the workbook.
 Task cards – are helpful for especially early finishers and it makes them busy and engaged at the same
time.
 Whiteboards/ markers- assessing students and engaging them is not easy but with the whiteboard and
marker every student can be engaged. They can write their own opinion and answer on it privately and it
makes teachers job easier to assess them quickly.
 Speaker – with it students can experience and practice native speakers conversation and story
 Google classroom – is a great online method to reach out to the students while they are on holiday. It is an
online classroom so students can see the teachers posts and assignments
 Google form – is easier way to assign and test the students and it automatically assess them for you if you
can set up the task effectively.
 Posters – are visual helpers around the class. Students can see them every day and learn them without
much effort.
 Colours – can be used to assess or student self-assessment. It also helps to organize the tasks based on
different levels
 Markers – different colour markers help to organize ideas in visual way
 Smart board/ TV – is a visual method to teach different topics. It can also be used as working field as we
can write on them
Information sources:

 “Lessons from nothing” Bruce Marsland, Cambridge university press 1998

 “Practical techniques for language teaching” Michael Lewis, Jimmie Hill, Heinle,Cengage Learning 1992
 “A creative approach to teaching grammar” Peter Burrows, 2014
 “How to teach speaking” Scott Thornbury, Pearson 2013
 “Kid’s box 1” British English, updated second edition, Caroline Nixon, Michael Tomlinson, Cambridge
university press 2017
 “Kid’s box 2” British English, updated second edition, Caroline Nixon, Michael Tomlinson, Cambridge
university press 2017
 “Kid’s box 3” British English, updated second edition, Caroline Nixon, Michael Tomlinson, Cambridge
university press 2017
 “Kid’s box 4” British English, updated second edition, Caroline Nixon, Michael Tomlinson, Cambridge
university press 2017
 “Kid’s box 5” British English, updated second edition, Caroline Nixon, Michael Tomlinson, Cambridge
university press 2017
 “Kid’s box 6” British English, updated second edition, Caroline Nixon, Michael Tomlinson, Cambridge
university press 2017
 Course handbook 0837 Cambridge primary old version

SEVEN: CLASS GRADING GUIDELINES:

Our school academic grades reflect student academic achievement. The determination of the specific
grade a student receives is based on the teacher's professional judgment after careful consideration of all
aspects of student's performance during a grading period. Each teacher is required to distribute a handout
stating the grading criteria at the beginning of each course.

№ Percentage
Criteria
100%
1 Attendance 10%
2 Participation, Attitude and Responsibility
20%
(preparation for school, note-taking, being active in classes)
3 Homework
10%
(It is given to reinforce and support the understanding of work covered in class)
4 Project work
(presentation, essay, research, project, using different free sources are given enable
students to develop research skills and become independent learners, help establish 10%
effective time-management routines)
5 Mid-term exams 20%
6 Final Examination 30%
Total 100%