A2 Malvern House

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Syllabus: Elementary CEFR Level: A2 Coursebook: Outcomes 2nd Edition 
 
Week Units Language Focus Skills Focus Supplementary 
Materials 
1 1 & 2 Grammar: verb to be, the 
present simple, there is/are, 
adverbs of frequency, 
countable and uncountable 
nouns 
 
Vocabulary: countries, jobs and 
workplaces, describing places, 
free-time activities, daily 
routines, and English for the 
classroom 
Reading: My hometown 
 
Speaking: Making 
arrangements 
 
Listening: Language 
school interview 
 
Writing: Completing 
forms 
 
Total English ELE Resource 
Book pp 98-99 
English for Life ELE pp 5-6 
Reward ELE Resource Pack 
Units 1,2 
Cutting Edge ELE Teacher’s 
book pp 114-118 
Elementary Vocabulary 
Games pp 37-40 
Clockwise ELE Teacher’s 
Resource Pack p 18 
Life ELE (p.17):Writing a 
personal description 
2 3 Grammar: prepositions of 
place, can/can’t for ability, 
pronoun forms, possessive 
adjectives and possessive 
apostrophe 
 
Vocabulary: local facilities, in 
the house, understanding the 
concept of collocations 
Reading: Me and my 
family 
 
Speaking: Asking for 
information 
 
Listening: Asking about 
shops and other places 
 
Writing: Describing the 
area you live in 
Outcomes ELE pp 34-35 
Total English ELE Teacher’s 
Resource Book p 114 
Cutting Edge ELE Resource 
bank p 152, 126 
Clockwise ELE Resource 
Pack p 25 
3 4 Grammar: past simple (regular 
& irregular) all forms (positive, 
negative, question) 
 
Vocabulary: Holiday and 
weekend activities, months, 
seasons and dates, going on 
holiday 
Reading: A holiday in 
Ireland 
 
Speaking: ‘That sounds…’ 
 
Listening: Talking about 
the weekend 
 
Writing: A letter to a pen 
friend 
Cutting Edge ELE Resource 
bank p 134, 162 
Elementary vocabulary 
games pp 57-68 
Total English ELE pp 45-47 
English for Life ELE p 25 
Outcomes ELE pp 30-35 
Real English Grammar pp 
28 
4 5 Grammar: demonstratives 
(this, that, these, those), 
present continuous 
 
Vocabulary: Describing what 
you want when shopping, 
shops and department stores 
 
 
Progress Test #1 
Reading: A big sale, John 
Lewis 
 
Speaking: Questions in 
shops 
 
Listening: At the market 
and in a department 
store 
Real English Grammar p 14 
Reward Elementary unit 15 
Cutting Edge ELE resource 
bank pp 147-149 
5 6 & 7 Grammar: modifiers for 
adjectives and comparative 
Reading: The world in a 
school 
 
Games for Grammar 
Practice pp 104-108 
Real English Grammar p 98 
 
forms, auxiliary verbs, have 
to/don’t have to 
 
Vocabulary: school and 
university, courses, languages, 
relationships, jobs and 
activities in the home, 
describing people 
Speaking: ‘How’s the 
course going?’ 
 
Listening: Talking about 
different courses 
 
Writing: Preparing a 
greetings card 
Clockwise ELE pp 58-60 
Reward ELE resource pack 
units 29-30 
Total English ELE teacher’s 
book p 140 
Instant Lessons 1: 
Elementary p.47 (writing 
instructions) 
Life ELE p.65: Writing 
instructions (recipe) 
6 8 Grammar: going to and would 
like to 
 
Vocabulary: common daily 
activities, life events and plans, 
for and against arguments 
Reading: ‘Your opinion 
matters!’ 
 
Speaking: Making 
suggestions 
 
Listening: Making plans 
 
Writing: Making 
arrangements 
Outcomes ELE pp 64-67 
Total English ELE p 120 
Total English ELE teacher’s 
book p 157 
7 9 Grammar: present perfect and 
part participles 
 
Vocabulary: encountering daily 
problems and describing 
experiences 
Reading: An 
unforgettable experience 
 
Speaking: Making 
recommendations 
 
Listening: On holiday in 
Turkey 
 
Writing: Write about a 
memorable experience 
Real English Grammar p 36 
Outcomes ELE pp 72-77 
Total English ELE pp 96-99 
Total English ELE teacher’s 
book p 145 
Cutting Edge ELE resource 
bank p 163-164 
8 10 Grammar: too much, too 
many, not enough, superlative 
adjective 
 
Vocabulary: trains and stations, 
public transport 
 
Progress Test #2 
Reading: A taxi journey 
 
Speaking: Telling the 
time, ‘where’s the best 
place to…?’ 
 
Listening: Buying a train 
ticket and asking for 
recommendations 
 
Writing: Visiting a 
friend’s place 
‘Comparative Quiz’ (Play 
Games with English 1: p48-
49) 
‘Superlative Quiz’ (Play 
Games with English 1: p50-
51) 
‘Comparative Quiz’ (Play 
Games with English 2: p30-
31) 
 
9 11 
12 
Grammar: me too, me neither, 
quantity, should for advice, 
conjunctions: because and so 
 
Vocabulary: restaurants, food, 
forming negative adjectives 
using the prefix -un, health 
problems, feelings, the news 
Reading: Eating habits 
 
Speaking: Ordering food 
and drink, saying ‘no’ 
 
Listening: Talking about 
food 
 
23-‘How to Keep Fit’ (Pair 
Work 1: p74) 
15-‘What’s it like studying 
in Britain?’ (Clockwise Ele 
Resources: p47-48) 
22a- ‘What do you spend 
your money on?’ 
(Clockwise Ele Resources: 
p69-70) 
 
Writing: Describing food 
page 
Cutting Edge Pre-Int: 
‘Parents and Children’: 
p125 
‘Observation 3’ (Play 
Games with English 1: p56-
57) 
‘Observation 1’ (Play 
Games with English 2: p34-
35) 
Writing an advice leaflet 
(Inside Out workbook p.50) 
10 13 Grammar: might, be going to, 
present perfect with how long 
 
Vocabulary: weather, the 
countryside and city, animals 
Reading: Six reasons not 
to… 
 
Speaking: Short 
questions 
 
Listening: What’s the 
forecast? 
 
Writing: Describing 
photos 
Real English Grammar p 36 
Outcomes ELE pp 72-77 
Total English ELE pp 96-99 
Total English ELE teacher’s 
book p 145 
Cutting Edge ELE resource 
bank p 163-164 
11 14 
15 
Grammar: will for predictions, 
adjective + verb, be thinking of 
+ ing, adverbs 
 
Vocabulary: describing films, 
plays, and musicals, talking 
about society, machines and 
technology, computers and the 
internet 
Reading: Comments on 
the new, Technology – 
Love it or hate it? 
 
Speaking: ‘Do you know 
much about…?’ 
 
Listening: A news report, 
talking about technology 
 
Writing: Online messages 
page 
‘Observation 3’ (Play 
Games with Grammar 2: 
p60-61) 
‘Picnic’ (Play Games with 
English 1: p62-63) 
‘Observation 5’ (Play 
Games with English 1: p70-
71) 
‘Close-Ups 1’ (Play Games 
with English 2: p28-29) 
24: ‘What am I going to 
do?’ (Reward Ele 
Resources) 
37: ‘Predictogram’ (Reward 
Ele Resources) 
12 16 Grammar: past continuous, will 
for promises 
 
Vocabulary: love and marriage 
 
Progress Test #3 
Reading: Poems about 
promises 
 
Speaking: Did I tell you…? 
 
Listening: Love at first 
sight 
 
Writing: A poem 
 
13 Review of the previous weeks and requests from the students. Spend time focusing on 
improving the students’ weaknesses. 
 
 
In the case of having multiple students who weren’t present at the beginning of the course, 
review or teach content from earlier parts of the book. 
 
 
 
General English courses 
 
GE courses are designed to improve the learner's proficiency in all skills and systems of English. They 
present new language within a range of relevant topics that reflect the use of English in everyday 
life. 
Each level of the course is based on the CEFR scale, and it is anticipated that by the end of the 
course, the learner will be able to satisfy the “can “do statements associated with the level and will 
be ready to begin studying at a higher level. This is achieved by progress through the course book 
and supplementary materials, as well as participation in the social programme, self-study and other 
activities outside the classroom. 
 
Self-Study 
As well as the content of the course books and supplementary materials, students should be 
introduced to strategies for study and language improvement when they are not in the classroom. 
Sending students to various attractions in London such as the Geoffrey Museum for vocabulary 
about the home, or to Borough Market to practise ordering food and drink, are good ways to 
encourage taking what they learn in the classroom to the real world. 
Students should also make use of the study centre at Malvern House where they can read the 
graded readers, review vocabularyand grammar, or complete their homework (three pieces should 
be set each week). 
Another idea to get students practising outside class time is to send them on the Social Programme 
events which take place throughout the week and on Saturdays, this can also be combined with 
students attending the film and conversation clubs. 
Additional support is provided in the way of the “Learning Support” sessions taking place on 
Tuesdays and Thursdays, students can sign up at the reception desk. 
 
Assessment 
 
Progress testing is carried out every 4 weeks yet teachers may conduct mini tests and reviews on a 
weekly or bi-weekly basis, depending on the needs of the class. Also, every 4 weeks, a tutorial should 
be held with the student to discuss academic performance and set goals for the coming weeks. 
These goals should be regularly reviewed with the student and need to be considered when planning 
lessons. The details and outcomes of these tutorials are then typed up in the progress tracking 
report. 
 
Assessment is linked to the CEFR scale. It is anticipated that by the end of the course, a student will 
be able to fulfil the “can do” statements for the relevant level of the CEFR. 
 
 
 
 
Teaching and learning strategies 
Content of the lesson 
• Jigsaw reading/listening 
• Write summaries 
• Write headlines/paragraph headings 
• Elicit explanations from students 
• Have students present information visually 
• Cloze exercises 
• Roleplay/dialogues 
• Pair and group discussion 
• Use surveys/questionnaires/interviews 
 
Student-teacher interaction 
• Use graded language 
• Frequently summarise key points 
• Present information in varied ways (orally, written, using objects etc) 
• Use written and verbal instructions 
• Explain and check all new concepts before instructing 
• Students maintain notebook/learning log 
• Allow students enough time to respond 
 
Differentiation 
• Peer correction/tutoring 
• Process writing 
• Using simpler task for weaker students 
• Providing extra challenge for stronger students 
 
Teaching style 
• Student-centred approach 
• Encourage higher-order thinking questions 
• Avoid idioms or unclear language 
• Provide appropriate error correction 
 
Motivating students 
• Connect learning to students’ knowledge and experience 
• Provide students with lesson outline/weekly plan 
• Use a variety of groupings in the classroom 
• Plan activities that involve movement 
• Use KWL charts 
• Use realia 
 
 Low-level students should be encouraged to keep a notebook recording vocabulary. Use technology 
to aid learning, such as online dictionaries and flashcard apps. Plan several changes of pace into the 
lesson as lower-level students do not always have the motivation to undertake tasks for a long 
period of time.