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English Levelling Programme

Welcoming newcomers to bilingual learning
while optimising their opportunities

03/02/2013

Saint George Bilingual School English Department




Content
Introduction .................................................................................................................................... 2
1. Focus ....................................................................................................................................... 2
Topics .......................................................................................................................................... 2
Grammar and structures ............................................................................................................. 3
2. Objective of the programme ................................................................................................... 4
3. Competences and Performance .............................................................................................. 4
4. Methodology ........................................................................................................................... 5
5. Assessment criteria ................................................................................................................. 6
Instruments used in assessment ................................................................................................. 8
Bibliography .................................................................................................................................... 9
Annexes ......................................................................................................................................... 10
Thematic Vocabulary list ........................................................................................................... 10
Grammar and Structures Vocabulary list .................................................................................. 15
Topics by domains and areas .................................................................................................... 20



English Levelling Programme

Introduction
In our institution we have students who are entering a bilingual environment, with other subjects
also given in English, spoken and written, which requires certain knowledge of the language along
with certain listening and reading comprehension skills, as they are expected to express their
comprehension in spoken and written English. Therefore, those students who have not received
the grounding for such English tuition and teaching are disadvantaged in the bilingual-learning
environment that our institution offers, along with all the benefits that it brings.
In an initial diagnosis, we have identified their need as being bases in English, which are covered in
the first stages of the CEFR programme structure.
1. Focus
Newcomers to a bilingual-learning environment need time to adjust and adapt to learning in
another language, they also require specific language training that allows them to acquire the
most necessary tools and skills in the shortest time possible without forsaking quality. To manage
this, the institution has opted for the levelling programme hereby proposed, which focuses on the
core vocabulary (building blocks) and essential structures (building plan) delivered in tuition-
oriented activities (opportunities to put into practice). This is considered to be the most efficient
and effective way of welcoming these newcomers to the institution and bilingual learning, and to
the full benefits of the best decision.
The following table outlines the topics that are covered, stage by stage:


Topics

Starters Movers Flyers
animals
the body and the face
clothes
colours
family and friends
food and drink
the home
numbers 1-20
places and directions
school
sports and leisure
time
toys
transport
weather
work
the world around us

animals
the body and the face
clothes
colours
family and friends
food and drink
health
the home
numbers 1-100
places and directions
school
sports and leisure
time
toys
transport
weather
work
the world around us

animals
the body and the face
clothes
colours
family and friends
food and drink
health
the home
materials
numbers 1-1,000
places and directions
school
sports and leisure
time
toys
transport
weather
work
the world around us

The following table outlines the structures that are covered, stage by stage:
Grammar and structures
Starters Movers Flyers
nouns: singular, plural, names,
irregular plurals, un-countable
adjectives: including possessive
adjectives
determiners: a, an, the, some,
this, that, these, those
pronouns: including
demonstrative, personal,
possessive interrogative
pronouns & one
verbs: positive, negative,
question, imperative & short-
answer forms
present simple
present continuous (not with
future meaning)
can for ability, requests &
permission
have (got) for possession
adverbs: time, place, too
conjunctions: and
prepositions of place
question words: who where
impersonal you:
How do you spell ?
have + obj. + inf.
ing form as nouns
lets
like + v. + ing
there is / are
would like + n or v
Happy birthday!
Here you are
Me too
So do I
story about + ing
What (a/an) + adj + n
What now?

indirect object
adjectives: comparative &
superlative, single-syllable
verbs: positive, negative,
question, imperative and short-
answer forms
past simple: ir-regular forms
verb + infinitive
verb + ing
infinitive of purpose
want / ask someone to do
something
must for obligation
have (got) to / had to
shall for offers
could past form of can
adverbs: frequency, -ly, quantity
adjectives: comparative &
superlative, multiple-syllable
conjunctions: because
prepositions of time
question words: why when
relative clauses: who which
where
What is / was the weather like?
Whats the matter?
How / what about + n or ing
when clauses (not with future
meaning)
go for a + n
be called + n
be goo at + n or ing
I think / know

verbs: positive, negative,
question, imperative and short-
answer forms
present perfect
be going to
will
might
may
shall for suggestions
could
should
tag questions
adverbs: already yet
conjunctions: so
if clauses (zero conditional) If it
is sunny, we go swimming
where clauses
before / after clauses
be / look / sound / feel /
taste / smell like
make something + adj
What time ?
What else / next ?
See you soon / later / next week
/ tomorrow
be made of

The second and third stages in terms of topics only differ in that underlined and in bold, which
means students practise the grammar and structures in the subsequent stages using known
vocabulary. This enhances their self-confidence and motivates them to continue making the effort.

2. Objective of the programme
Give these students who are new to bilingual learning vocabulary and structure-centred tuition to
ensure they have the base knowledge necessary to understand the classes given in English,
comprehend the teaching imparted, participate in the activities, produce evidence of their
comprehension in spoken and written English, as such overcoming the obstacles that face them
today, and so improving their academic performance and getting the full benefit of the bilingual
environment they are learning in. Upon achieving this, both the students and we will have faced
and overcome this obstacle to optimum learning, thus improving on the existing bilingual-
education solutions offered by the Institution, making Saint George Bilingual School and even
better and more viable option for Pereiras present students, and future leaders.
a. Participating students should acquire the necessary grounding in English to be
able to understand spoken and written text presented in classes given in English
sufficiently well to be able to participate and obtain better notes.
b. Dedicated students should become versed in the English commonly used to
express needs, understanding and comprehension, agreement and disagreement,
opinion and preferences sufficiently well to make themselves understood to both
native and non-native English speakers.
c. Consistent students should develop sufficient self-confidence in their abilities in
English to evidently benefit from the bilingual-learning environment in our
Institution.
d. Saint George Bilingual School will become an even better and more viable option
for Pereiras present students, and future leaders of our tomorrow.

3. Competences and Performance
As inn other Subject Areas, the standards for English are clear criteria that allow the students and
their parents, the teachers and educational institutions, the Secretaries of Education and the other
respective educational authorities, know what should be learnt. Besides this, they serve as a point
of reference top establish what he students should know about the language and what they
should know how to do in a given context. The sets of knowledge, know-how, skills and individual
characteristics a person to carry out actions in any given context are what define the
competences. In the case of English in this levelling programme, we expect to foster, to later
nurture communicative competence.
Communicative competence includes:
Linguistic Competence: This refers to the knowledge of the formal resources of the language as a
system and the ability to utilise them in the forming of well-expressed and meaningful messages.
It includes lexical, phonological, syntactical and orthographic knowledge and skills, among others.
This competence implies not only the managing of theoretical concepts of grammar, orthography
and semantics, but also its application in diverse situations. (E.g. form associations to use the
known vocabulary in other contexts or apply the learnt grammatical rules in the creating of new
messages).

Pragmatic Competence: This is related with the functional use of the linguistic resources and, in
first place, is comprised of a discursive competence that refers to the ability to organize the
sentences and in sequences to produce textual fragments. Secondly, it implies a functional
competence to know, as much the linguistic forms and their respective functions, as too the way
in which one should be linked to another and/or others in real-life communicative situations.
Socio-linguistic Competence: This refers to the knowledge of social and cultural conditions implicit
in the use of the language. For instance, it is used to manage norms of courtesy and other rules
required by the relationships between generations, genders, class and social groups. It is also
employed on entering into contact with expressions of popular wisdom or differences of register,
dialect and accent.
Communicative competence cannot be worked alone as it implies flexible know-how, which is
updated in meaningful contexts and supposes the ability to use language knowledge in diverse
situations, both within and outside of school surroundings. For this same reason, the proposal
embraces the development of abilities and know-how that are related with the ethics, aesthetics,
social and cultural dimensions of the language being learned. Beyond the knowledge of an isolated
code, it is important to offer boys, girls and youths real opportunities to comprehend and interpret
their reality.
4. Methodology
The good use of a language is indispensible for the integral formation of students, because not
only does it help them acquire knowledge but also contributes to their process of socialization;
letting them get to know the reality they live, communicate with others, express their own
opinions, enhance human values, and so develop respect for others opinions, the habit of being a
good listener, good reader, good writer, and a good critic.
In keeping with that stated above, the methodology to be applied in our English Levelling
Programme is:
1. Team learning: which implies working in a group by way of permanent discussion that
requires serious appropriation of theory-based tools through group agreement, whose
members play different roles while following instructions; making a continual feedback
process between theory and practice implicit, thus guaranteeing that these two
dimensions take on real meaning.
2. Meaningful learning: allows for the acquisition of new meaning and it is articulated by
way of these activities:
a. Exploration of previous meanings; performing a diagnostic of of knowledge,
abilities, necessities and state of competences.
b. Strengthening or transformation of meanings.
c. Pass from previous to new knowledge through analysis, reflection,
comprehension, the use of basic-thinking processes, application of inductive and
deductive reasoning processes, codification, decodification and critical thinking.
d. The verification, evaluation, ordering or culmination of new meanings.
e. Comparison of previous and new experiences, taking into account the
performance that will measure the quality of learning. By these means, the
learning will be meaningful for the students and they will relate it with real
experiences from and in their own lives, and reality.

5. Assessment criteria
The Can Dos provided in the CEFR are the assessment criteria to be used for each student, which allows for individual progress and development to be
identified and ensures that students are in the levelling programme until such time as they show that they no longer have need of it. Apart from this
point, the criteria are the same ones used for the Institutions English Programme, and so go towards the students notes at the end of each term.
Note that the set of criteria applied does depend upon the year the student is coursing, which is A1 Movers Primary & A2 Flyers High School.
CEF A1 A2 B1 B2 C1 C2
U
n
d
e
r
s
t
a
n
d
i
n
g

L
i
s
t
e
n
i
n
g

I can recognize
familiar words and
very basic phrases
concerning myself, my
family and immediate
concrete surroundings
when people speak
slowly and clearly
I can understand phrases
and the highest
frequency vocabulary
related to areas of most
immediate personal
relevance (e.g. very basic
personal and family
information, shopping,
local area, employment).
I can catch the main
point in short, clear,
simple messages and
announcements.
I can understand the
main points of clear
standard speech on
familiar matters
regularly encountered in
work, school, leisure,
etc.
I can understand the
main point of many
radio or TV programs on
current affairs or topics
of personal or
professional interest
when the delivery is
relatively slow and clear.
I can understand
extended speech and
lectures and follow
even complex lines of
argument provided
the topic is
reasonably familiar.
I can understand
most TV news and
current affairs
programs.
I can understand the
majority of lms in
standard dialect.
I can understand
extended speech even
when it is not clearly
structured and when
relationships are only
implied and not
signalled explicitly.
I can understand
television programs
and lms without too
much effort.
I can understand any
kind of spoken
language, whether live
or broadcast, even
when delivered at fast
native speed, with no
difculty provided I
have some time to get
familiar with the
accent.
R
e
a
d
i
n
g

I can understand
familiar names, words
and very simple
sentences, for
example on notices
and posters or in
catalogues.
I can read very short,
simple texts
I can find specific,
predictable information
in simple everyday
material such as
advertisements,
prospectuses, menus
and timetables.
I can understand short
simple personal letters.
I can understand texts
that consist mainly of
high frequency everyday
or job-related language.
I can understand the
description of events,
feelings and wishes in
personal letters.
I can read articles
and reports
concerned with
contemporary
problems in which
the writers adopt
particular attitudes
or viewpoints.
I can understand
contemporary
literary prose.
I can understand long
and complex factual
and literary texts,
appreciating
distinctions of style.
I can understand
specialized articles and
longer technical
instructions, even
when they do not
relate to my field.

I can read with ease
virtually all forms of
the written language,
including abstract,
structurally or
linguistically complex
texts such as manuals,
specialized articles and
literary works.
S
p
e
a
k
i
n
g

S
p
o
k
e
n

I
n
t
e
r
a
c
t
i
o
n

I can interact in a
simple way provided
the other person is
prepared to repeat or
rephrase things at a
slower rate of speech
and help me
formulate what Im
trying to say.
I can ask and answer
simple questions in
areas of immediate
need or on very
familiar topics.
I can communicate in
simple and routine tasks
requiring a simple and
direct exchange of
information on familiar
topics and activities.
I can handle very short
social exchanges, even
though I cant usually
understand enough to
keep the conversation
going myself.
I can deal with most
situations likely to arise
while traveling in an area
where the language is
spoken.
I can enter unprepared
into conversation on
topics that are familiar,
of personal interest or
pertinent to everyday
life (e.g. family, hobbies,
work, travel and current
events).
I can interact with a
degree of uency and
spontaneity that
makes regular
interaction with
native speakers quite
possible.
I can take an active
part in discussion in
familiar contexts,
accounting for and
sustaining my views.


I can express myself
uently and
spontaneously without
much obvious
searching for
expressions.
I can use language
exibly and effectively
for social and
professional purposes.
I can formulate ideas
and opinions with
precision and relate my
contribution skilfully to
those of other
speakers.

I can take part
effortlessly in any
conversation or
discussion and have a
good familiarity with
idiomatic expressions
and colloquialisms.
I can express myself
uently and convey
ner shades of
meaning precisely. If I
do have a problem,
I can backtrack and
restructure around the
difculty so smoothly
that other people are
hardly aware of it.
S
p
o
k
e
n

P
r
o
d
u
c
t
i
o
n

I can use simple
phrases and sentences
to describe where I
live and people I
know.
I can use a series of
phrases and sentences
to describe in simple
terms my family and
other people, living
conditions, my
educational background
and my present or most
recent job.
I can connect phrases in
a simple way in order to
describe experiences
and events, my dreams,
hopes and ambitions.
I can briefly give reasons
and explanations for
opinions and plans.
I can narrate stories,
relate the plot of a book
/ film & describe my
reactions.
I can present clear,
detailed descriptions
on a wide range of
subjects related to
my eld of interest.
I can explain a
viewpoint on a
topical issue giving
the advantages and
disadvantages of
various options.
I can present clear,
detailed descriptions
of complex subjects
integrating sub-
themes, developing
particular points and
rounding off with an
appropriate
conclusion.
I can present a clear,
smoothly- owing
description or
argument in a style
appropriate to the
context and with an
effective logical
structure which helps
the recipient to notice
and remember
signicant points.
Instruments used in assessment
To assess the students progress and achievement in the levelling programme, we will use the following instruments:
1. Quantitive instruments:
a. Objective tests, copies of CEFR-produced sample testing materials
2. Qualititive instruments:
a. Observation of the students participation and work in the activities, and assignments given.
Testing frequency & types for quantitive assessment of student progress and status, testing will be carried out on finishing a topic area, in various sessions
to allow students to demonstrate their learning in the same sequence in which they were presented the skill, and they will be performed as follows:
1. Structures & grammar test
2. Reading comprehension test
3. Listening test
4. Speaking test
W
r
i
t
i
n
g

W
r
i
t
i
n
g

I can write a short,
simple postcard, for
example sending
holiday greetings.
I can fill in forms with
personal details, for
example entering my
name, nationality and
address on a hotel
registration form.
I can write short, simple
notes and messages
relating to matters in
areas of immediate
needs.
I can write a very simple
personal letter, for
example thanking
someone for something.
I can write simple
connected text on topics
which are familiar or of
personal interest.
I can write personal
letters describing
experiences and
impressions.
I can write clear,
detailed text on a
wide range of
subjects related to
my interests.
I can write an essay
or report, passing on
information or giving
reasons in support of
or against a
particular point of
view.
I can write letters
highlighting the
personal signicance
of events and
experiences.
I can express myself in
clear, well-structured
text, expressing points
of view at some length.
I can write about
complex subjects in a
letter, an essay or a
report, underlining
what I consider to be
the salient issues.
I can select style
appropriate to the
reader in mind.
I can write clear,
smoothly- owing text
in an appropriate style.
I can write complex
letters, reports or
articles which present
a case with an effective
logical structure which
helps the recipient to
notice and remember
signicant points.
I can write summaries
and reviews of
professional or literary
works.


Bibliography
www.mineducacion.gov.co

Propuesta de estndares nacionales: Evaluacin, estndares y currculo de ingls. Una propuesta
de maestras. Ziga, G., y Bernal L.S. Universidad Sur colombiana, Neiva, 2005 .

Proyecto Fortalecimiento de una segunda lengua en tres IED del Distrito, en su componente de
formulacin de Estndares Bsicos para tres IED de Fontibn. Secretara de Educacin Distrital,
2004

Consejo de Europa. Departamento de Poltica Lingstica. Marco comn europeo de referencia
para las lenguas: aprendizaje, enseanza, evaluacin. Publicacin digital en la web:
http://cvc.cervantes.es/obref/marco/

Ministerio de Educacin Nacional. Lineamientos Curriculares para Idiomas Extranjeros. 1999

Zuiga, G. y L.S. Bernal. Evaluacin, estndares y currculo de ingls. Una propuesta de maestras.
Neiva, Universidad Sur colombiana, 2005

Estndares Bsicos de Competencias en Lenguas Extranjeras: ingls. MEN. 2006

ESOL Examinations; Cambridge Young Learners English Tests, Handbook for Teachers: Starters, Movers,
Flyers; University of Cambridge, 2010


Annexes

Reference material used in the programme

Thematic Vocabulary list
Theme Starters Movers Flyers
a
n
i
m
a
l
s

animal
bird
cat
chicken
cow
crocodile
dog
duck
elephant
fish (s + pl)
frog
giraffe
goat
hippo
horse
lizard
monkey
mouse/mice
sheep (s + pl)
snake
spider
tail
tiger
zoo
bat
bear
cage
dolphin
fly
jungle
kangaroo
kitten
lion
panda
parrot
pet
puppy
rabbit
shark
whale
butterfly
camel
dinosaur
extinct
fur
insect
octopus
swan
wing
b
o
d
y

&

f
a
c
e

arm
body
ear
eye
face
foot/feet
hair
hand
head
leg
mouth
nose
smile
back
beard
blond(e)
bottom
curly
fair
fat
moustache
neck
shoulder
stomach
straight
thin
tooth/teeth

c
l
o
t
h
e
s

bag
clothes
dress
glasses
handbag
hat
jacket
jeans
shirt
shoe
skirt
sock
trousers
T-shirt
watch
wear
coat
scarf
sweater
belt
glove
pocket
ring
shorts
tights
umbrella
uniform
c
o
l
o
u
r
s

black
blue
brown
colour
green
grey (US grey)
orange
pink
purple
red
white
yellow
gold
silver
spot
spotted
stripe
striped
f
a
m
i
l
y

&

f
r
i
e
n
d
s

baby
boy
brother
child(ren)
cousin
dad(dy)
family
father
friend
girl
grandfather
grandma
grandmother
grandpa
live
man-en
mother
mum(my)
old
person
people
sister
woman-en
young
aunt
daughter
granddaughter
grandparent
grandson
grown-up
parent
son
uncle
husband
married
surname
wife
Theme Starters Movers Flyers
f
o
o
d

&

d
r
i
n
k

apple
banana
bean
bread
breakfast
burger
cake
carrot
chicken
chips (UK)
coconut
dinner
drink
eat
egg
fish
food
fries (US)
fruit
grape
ice cream
juice
lemon
lemonade
lime
lunch
mango
meat
milk
onion
orange
pea
pear
pineapple
potato
rice
sausage
supper
tomato
water
watermelon
bottle
bowl
cheese
coffee
cup
glass
hungry
pasta
picnic
salad
sandwich
soup
tea
thirsty
vegetable
biscuit (US cookie)
butter
candy (UK sweet(s))
chocolate
chopsticks
cookie (UK biscuit)
flour
fork
jam
knife
meal
pepper
piece
pizza
plate
salt
smell
snack
spoon
sugar
sweet(s) (US candy)
taste
h
e
a
l
t
h

cold
cough
cry
doctor
earache
fine
headache
hospital
hurt
matter
nurse
stomach-ache
temperature
tired
toothache
chemist(s)
cut
dentist
fall
fall over
ill
medicine
t
h
e

h
o
m
e

apartment (US)
armchair
bath
bathroom
bed
bedroom
bookcase
box
camera
chair
clock
computer
cupboard
desk
dining room
doll
door
flat (UK)
flower
garden
hall
house
kitchen
lamp
living room
mat
mirror
painting
phone
picture
radio
room
sleep
sofa
table
television/TV
toy
tree
wall
watch
window

address
balcony
basement
blanket
CD player
downstairs
dream
DVD player
elevator (US)
fan
floor ( 1
st
)
home
lift (UK)
shower
stair(s)
toothbrush
towel
upstairs
wash
brush
comb
cooker
diary
envelope
fridge
key
letter
shelf
soap
stamp
swing
telephone
toilet
m
a
t
e
r
i
a
l
s

card
glass
gold
metal
paper




plastic
silver
wood
wool



Starters Movers Flyers
n
a
m
e
s

Alex
Ann
Anna
Ben
Bill
Jill
Kim
Lucy
May
Nick
Pat
Sam
Sue
Tom
Tony
Daisy
Fred
Jack
Jane
Jim
John
Mary
Paul
Peter
Sally
Vicky
Betty
David
Emma
Harry
Helen
Katy
Michael
Richard
Sarah
William
numbers
1-20 21-100 1
st
20th 101-1,000 21
st
31
st

p
l
a
c
e
s

&

d
i
r
e
c
t
i
o
n
s

behind
between
here
in
in front of
next to
on
park
playground
shop (UK)
store (US)
street
there
under
zoo
above
bank
below
bus station
caf
cinema
farm
hospital
library
map
market
near
opposite
place
road
sports
centre
square
straight
supermarket
swimming
pool
airport
bookshop
bridge
bus stop
castle
chemist(s)
circus
club
college
corner
east
end
factory
fire station
front
get to
hotel
kilometre(s) UK
kilometre(s) US
left
London
museum
north
over
police station
post office
restaurant
right
south
station
straight on
theatre
university
way
west
s
c
h
o
o
l

alphabet
answer
ask
board
book
bookcase
class
classroom
close
colour
computer
correct
cross
cupboard
desk
door
draw
English
eraser (UK)
example
floor
find
know
learn
lesson
letter (alpha)
line
listen
look
number
open
page
part
pen
pencil
picture
playground
question
read
right (correct)
rubber (US)
ruler
school
sentence
sit (down)
spell
stand (up)
story
teacher
tell
test
tick
understand
wall
window
word
write
homework
mistake
text
art
bin
club
college
competition
dictionary
exam
flag
geography
glue
group
history
language
maths (US math)
rucksack
science
scissors
shelf
student
study
subject
teach
university

Theme Starters Movers Flyers
s
p
o
r
t
s

&

l
e
i
s
u
r
e

badminton
ball
baseball
basketball
beach
bike
boat
book
bounce
camera
catch
doll
draw(ing)
drive v
enjoy
favourite
fishing
fly
football (UK)
game
guitar
hit
hobby
hockey
jump
kick
kite
listen
paint(ing)
photo
piano
picture
play
radio
read
ride v
run
sing
soccer (US)
song
sport
story
swim v
table tennis
take a photo /
picture
television
tennis
text
throw
toy
walk v
watch
bat
cinema
CD -player
comic - book
dance
drive v
DVD -player
email
film (UK)
fish
go shopping
holiday
hop
kick n
movie (US)
music
party
present
ride n
sail
skate
skip
sports centre
swim n
swimming pool
towel
video
walk n
drum
diary
flashlight (US)
golf
hotel
magazine
meet
player
programme (US program)
pyramid
race
rucksack
score
ski n + v
sledge
snowball
snowman
suitcase
swing
tape recorder
team
tent
torch (UK)
umbrella
volleyball
t
i
m
e

afternoon
birthday
clock
day
end
evening
morning
night
today
watch
after
always
before
every
never
sometimes
week
weekend
yesterday

days:
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
a.m.
ago
autumn
century
Christmas
date
early
future
half
hour
late
later
midday
midnight
minute
month
0clock
p.m.
past
quarter
spring
summer
time
tomorrow
tonight
winter
year

months:
January
February
March
April
May
June
July
August
September
October
November
December
Theme Starters Movers Flyers
t
o
y
s

ball
baseball
basketball
bike
boat
car
doll
football (UK)
game
helicopter
kite
lorry (UK)
monster
plane
robot
soccer (US)
toy
train
truck (US)

t
r
a
n
s
p
o
r
t

bike
boat
bus
car
drive v
fly
go
helicopter
lorry (UK)
motorbike
plane
ride v
run
swim
train
truck (US)
bus station
drive n
driver
ride n
ticket
airport
ambulance
bicycle
fire engine
rocket
station
taxi
traffic
w
e
a
t
h
e
r

sun cloud, cloudy
rain, rainbow
snow
sunny
weather
wind, windy
fog, foggy
ice
sky
storm
w
o
r
k

teacher clown
doctor
driver
farmer
hospital
nurse
pirate
work
actor
airport
ambulance
artist
astronaut
business
business(wo)man
circus
cook
dentist
engineer
factory
fire engine
fire(wo)man
footballer
job
journalist
mechanic
meeting
news
newspaper
office
painter
photographer
pilot
police station
police(wo)man
queen
rocket
secretary
singer
taxi
waiter
t
h
e

w
o
r
l
d

a
r
o
u
n
d

u
s

beach
sand
sea
shell
street
sun
tree
water
city
country(side)
field
forest
grass
ground
island
jungle
lake
leaf - leaves
moon
mountain
plant
river
road
rock
star
town
village
waterfall
world
air
bridge
castle
cave
desert
environment
fire
future
hill
planet
pyramid
sky
space
wood

Grammar and Structures Vocabulary list
G Starters Movers Flyers
N
o
u
n
s

afternoon
Alex
alphabet
animal
Ann
Anna
answer
apartment (UK flat)
apple
arm
armchair
baby
badminton
bag
ball
banana
baseball
basketball
bath
bathroom
beach
bean
bed
bedroom
Ban
bike
Bill
bird
birthday
board
boat
body
book
bookcase
box
boy
bread
breakfast
brother
burger
bus
cake
camera
car
carrot
cat
chair
chicken
child(ren)
chips (US fries)
class
classroom
clock
clothes
coconut
colour
computer
cousin
cow
crocodile
cross
cupboard
dad(dy)
day
desk
dining room
dinner
dog
doll
door
drawing
dress
drink
duck
ear
egg
elephant
end
English
eraser (US rubber)
evening
example
eye
face
family
father
fish (s + pl)
flat (US
apartment)
floor flower food
foot / feet
football (US
soccer)
friend
fries (UK chips)
frog
fruit
game
garden
giraffe
girl
glasses
goat
grandfather
grandma
grandmother
grandpa
grape
guitar
hair
hall
hand
handbag
hat
head
helicopter
hippo
hobby
hockey
horse
ice cream
jacket
address
age
aunt
back
balcony
bank
basement
bat
bear
beard
blanket
bottle
bottom
bowl
bus station
caf
cage
CD player
cheese
cinema
city
cloud
clown
coat
coffee
cold
comic book
cough
country(side)
cup
daughter
difference
doctor
dolphin
downstairs
dream
drive
driver
DVD player
earache
elevator (UK
lift)
email
fan
farm
farmer
field
film (US movie)
floor (1
st
)
fly
forest
Fred
Friday
granddaughter
grandparent
grandson
grass
ground
grown-up
headache
holiday
home
homework
hospital
idea
inside
island
Jack
Jane
Jim
John
jungle
kangaroo
kick
kind
kitten
lake
laugh
leaf /- leaves
library
lift (US elevator)
lion
map
market
Mary
mistake
Monday
moon
mountain
moustache
movie (UK film)
music
neck
nurse
outside
panda
parent
parrot
party
pasta
Paul
pet
Peter
picnic
pirate
place
plant
present
puppy
rabbit
rain
rainbow
ride
river
road
rock
sail
salad
Sally
sandwich
Saturday
scarf
actor
air
airport
ambulance
April
art
artist
astronaut
August
autumn
belt
Betty
bicycle
bin
biscuit (US cookie)
bookshop
bridge
brush
bus stop
business
business(wo)man
butter
butterfly
camel
candy (UK
sweet(s))
card
castle
cave
century
chemist(s)
chocolate
chopsticks
Christmas
circus
club
college
comb
competition
conversation
cook
cooker
cookie (UK biscuit)
corner
date
David
December
dentist
desert
diary
dictionary
dinosaur
drum
east
Emma
engineer
envelope
environment
exam
factory
February
fire
fire engine
fire station
fire(wo)man
flag
flashlight
(UK torch)
flour
fog
footballer
fork
fridge
front
fun
fur
future
geography
glove
glue
gold
golf
group
guess
half
harry
Helen
hill
history
hotel
hour
husband
ice
insect
jam
January
job
journalist
July
June
Katy
key
kilometre
(US kilometer)
knife
language
letter (mail)
light
London
magazine
March
married
maths (US math)
May
meal
mechanic
medicine
meeting
metal
Michael
midday
midnight
N
o
u
n
s

(
c
o
n
t
i
n
u
e
d
)

jeans
Jill
juice
Kim
kitchen
kite
lamp
leg
lemon
lemonade
lesson
letter (alpha)
lime
line
living room
lizard
lorry (US truck)
Lucy
lunch
man-en
mango
mat
May
meat
milk
mirror
monkey
monster
morning
mother
motorbike
mouse/mice
mouth
mum(my)
name
Nick
night
nose
number
onion
orange
page
paint
painting
park
part
Pat
pea
pear
pen
pencil
person/people
phone
photo
piano
picture
pineapple
plane
playground
potato
question
radio
rice
robot
room
rubber (UK eraser)
ruler
Sam
sand
sausage
school
sea
sentence
sheep (s + pl)
shell
shirt
shoe
shop (US store)
sister
skirt
smile
snake
soccer (UK
football)
sock
sofa
song
spider
sport
store (UK shop)
story
street
Sue
sun
supper
table
table tennis
tail
teacher
television / TV
tennis
test
tick
tiger
today
Tom
tomato
Tony
toy
train
tree
trousers
truck (US)
try
T-shirt
wall
watch
water
watermelon
window
woman-en
word
zoo
shark
shopping
shoulder
shower
skate
snow
son
soup
sports centre
square
star
stair(s)
stomach-ache
Sunday
supermarket
sweater
swim
swimming pool
tea
thing
Thursday
ticket
tooth / teeth
toothache
toothbrush
top
towel
town
treasure
Tuesday
uncle
upstairs
vegetable
Vicky
video
village
walk
wash
waterfall
weather
Wednesday
week
weekend
whale
wind
work
world
yesterday



minute
money
month
museum
news
newspaper
north
November
October
octopus
office
painter
paper
past
pepper
photographer
piece
pilot
pizza
planet
plastic
plate
player
pocket
police station
police(wo)man
post office
postcard
problem
program(me)
pyramid
quarter
queen
race
restaurant
Richard
ring
Robert
rocket
rucksack
salt
Sarah
science
scissors
score
secret
secretary
September
shelf
shorts
silver
singer
ski
sky
sledge
smell
snack
snowball
snowman
soap
sound
south
space
spoon
spot
spring
stamp
station
storm
stripe
student
subject
sugar
suitcase
summer
surname
swan
sweet(s)
(US candy)
swing
tape recorder
taste
taxi
team
telephone
tent
theatre
tights
time
toilet
tomorrow
tonight
torch (UK)
traffic
umbrella
uniform
university
volleyball
waiter
way
west
wife
William
wing
winter
wish
wood
wool
year
zero
a
d
j
e
c
t
i
v
e
s

angry
beautiful
big
black
blue
brown
clean
closed
correct
dirty
double
English
favourite
funny
good
grey (US gray)
great
green
happy
her
his
its
long
my
new
nice
old
OK
open
orange
our
pink
purple
red
right (correct)
sad
short
small
sorry
their
ugly
white
yellow
young
your
afraid
all
all right
awake
back
best
better
blond(e)
boring
bottom
busy
careful
clever
cloudy
cold
curly
different
difficult
easy
exciting
famous
four
fine
hot
hungry
last
loud
naughty
quick
quiet
round
slow
square
straight
strong
sunny
surprised
tall
terrible
thin
thirsty
tired
top
weak
well
wet
windy
worse
worst
wrong
bored
brave
broken
cheap
dangerous
dark
dear
dry
early
empty
enough
excellent
excited
expensive
extinct
far
fast
foggy
friendly
front
full
fun
glass
gold
half
hard
heavy
high
horrible
ill
important
interesting
kind
late
left (directions)
light
little
lovely
low
married
metal
missing
next
noisy
paper
plastic
poor
ready
rich
right (directions)
same
silver
single
soft
spotted
strange
sure
tidy
unfriendly
unhappy
untidy
warm
d
e
t
e
r
m
i
n
e
r
s

a / an
a lot of
lots of
many
no
one
some
that
the
these
this
those
all
another
any
both
every
more
most
each
a few
a little
much
other
a
d
v
e
r
b
s

again
here
a lot
lots
no
not
now
there
today
too
very
yes
all right
always
back
badly
best
netter
carefully
down
downstairs
how
how much
how often
inside
last
loudly
more
most
near
never
off
often
on
only
out
outside
quickly
quietly
round
slowly
sometimes
then
up
upstairs
well
when
worse
worst
yesterday
after
ago
already
also
anywhere
away
before
early
else
ever
everywhere
far
fast
hard
just
late
later
a little
much
next
nowhere
of course
once
over
perhaps
so
somewhere
soon
still
straight on
suddenly
together
tomorrow
tonight
twice
usually
yet
p
r
e
p
o
s
i
t
i
o
n
s

about
at
behind
between
for
from
in
in front of
like
next to
of
on
to
under
with
above
after
before
below
by
down
in (time)
inside
near
off
on (time)
opposite
out of
outside
round
than
up
across
during
for (time)
into
over
past
since
through
until
without
c
o
n
j
u
n
c
t
i
o
n
s

and
but
or
because
than
when
after
before
if
so

p
r
o
n
o
u
n
s

he
her
hers
him
his
I
it
its
a lot
lots
me
mine
one
ours
she
that
their
theirs
them
these
they
this
those
us
we
you
yours
all
any
another
both
more
most
nothing
something
which
who
anyone
anything
each
enough
everyone
everything
much
no-one
other
someone
where
v
e
r
b
s

i
r
r
e
g
u
l
a
r

be
catch (ball)
can
choose
some
do
draw
drink
drive
eat
find
fly
get
give
go
have
have got
hit
hold
know
learn
lets
make
put
read
ride
run
say
see
sing
sit (down)
sleep
spell
stand (up)
swim
take a
photo/picture
tell
throw
understand
wear
write
bring
buy
catch (us)
get (un)dressed
get up
go shopping
have (got) to
hide
hurt
lose
mean
must
put on
take
take off
think
wake up
be going to
begin
break
cut
fall
fall over
feel
feel like
find out
forget
get (off/on/in)
go out
grow
hear
leave
let
lie (down)
meet
send
sell
should
smell
smell like
speak
spend
steal
swing
take (time)
teach
win
v
e
r
b
s

r
e
g
u
l
a
r

add
answer
ask
bounce
clean
close
colour
complete
cross
enjoy
jump
kick
learn
like
listen (to)
live
look
look (at)
love
open
paint
phone
pick up
play (with)
point
show
smile
start
stop
talk
test
tick
try
walk
want
watch
wave
call
carry
climb
cook
cry
dance
dream
drop
e-mail
film
fish
help
hop
invite
laugh
look for
move
need
plant
rain
sail
shop
shout
skate
skip
snow
text
video
wait
wash
work
agree
arrive
ask for
believe
brush
burn
campo
comb
decide
end
explain
fetch
finish
follow
glue
guess
happen
hate
look after
look (like)
mind
mix
post
prefer
pull
push
race
remember
score
ski
sledge
sound
sound like
stay
study
taste
taste like
thank
tidy
turn (off/on)
use
visit
whisper
whistle
wish
m
o
d
a
l
s

can / cannot / cant
would like
could (ability)
must
shall
would
could (possibility)
may
might
should
will
q
u
e
s
t
i
o
n

w
o
r
d
s

how
how many
how old
what
where
which
who
whose
how much
how often
when
why


Topics by domains and areas
Domain Locations Institutions Persons Objects Events Operations Texts
P
e
r
s
o
n
a
l

Home: house, rooms,
garden
own
of family
of friends
of strangers
Own space in hostel,
hotel
The countryside,
seaside
The family
Social networks
(Grand)Parents,
offspring, siblings,
aunts, uncles,
cousins, in-laws,
spouses, intimates,
friends,
acquaintances
Furnishing &
furniture
Clothing
Household
equipment
Toys, tools, personal
hygiene
Objets dart, books
Wild / Domestic
animals, pets
Trees, plants, lawn,
ponds
Household goods
Handbags
Leisure / sports
equipment
Family occasions
Encounters
Incidents, accidents
Natural phenomena
Parties, visits
Walking, cycling,
motoring
Holidays, excursions
Sports events
Living routines:
dressing, undressing,
cooking, eating,
washing
D.I.Y., gardening
Reading, radio & TV
Entertaining
Hobbies
Games & sports
Teletext
Guarantees
Recipes
Instructional material
Novels, magazines
Newspapers
Junk mail
Brochures
Personal letters
Broadcast &
recorded spoken
texts
P
u
b
l
i
c

Public spaces:
streets, square, park
Public transport
Shops &
Supermarkets
Hospitals, surgeries,
clinics
Sports stadia, fields,
halls
Theatre, cinema,
entertainment
Restaurant, pub,
hotel
Places of worship
Public authorities
Political bodies
The law
Public health
Services clubs
Societies
Political parties
Denominations
Members of the
public
Officials
Shop personnel
Police, army, security
Drivers, conductors
Passengers
Players, fans,
spectators
Actors, audiences
Waiters, barpersons
Receptionists
Priests, congregation
Money, purse, wallet
Forms
Goods
Weapons
Rucksacks
Cases, grips
Balls
Programmes
Meals, drinks, snacks
Passports, licences
Incidents
Accidents, illnesses
Public meetings
Law-suits, court trials
Rag-days, fines,
arrests
Matches, contests
Performances
Weddings, funerals
Buying & obtaining
public services
Using medical
services
Journeys by road /
rail / ship / air
Public entertainment
& leisure activities
Religious services
Public
announcements and
notices
Labels & packaging
Leaflets & graffiti
Tickets, timetables
Notices, regulations
Programmes
Contracts
Menus
Sacred texts,
sermons, hymns
O
c
c
u
p
a
t
i
o
n
a
l

Offices
Factories
Workshops
Ports, railways
Farms
Airports
Stores, shops
Service industries
Hotels
Civil Service
Firms
Multinational
corporations
Nationalised
industries
Trade unions
Employers ees
Managers
Colleagues
Subordinates
Workmates
Clients
Customers
Receptionists,
secretaries
Cleaners
Business machinery
Industrial machinery
Industrial & craft
tools
Meetings
Interviews
Receptions
Conferences
Trade fairs
Consultations
Seasonal sales
Industrial accidents
Industrial disputes
Business admin.
Industrial
management
Production
operations
Office procedures
Trucking
Sales operations
Selling, marketing
Computer operation
Office maintenance
Business letter
Report
memorandum
Life & safety notices
Instructional
manuals
Regulations
Advertising material
Labelling &
packaging
Job description
Sign posting
Visiting cards
E
d
u
c
a
t
i
o
n
a
l

Schools: hall,
classroom,
playground, sports
fields, corridors
Colleges &
universities
Lecture theatres
Seminar rooms
Student Union
Halls of residence
Laboratories
Canteen
School
College
University
Learned societies
Professional
institutions
Adult education
bodies
Class teachers
Teaching staff
Caretakers
Assistant staff
Parents
Classmates
Professors, lecturers
(Fellow) students
Library & laboratory
staff
Refectory staff,
cleaners
Porters, secretaries
Writing material
School uniforms
Games equipment
and clothing
Food
Audio-visual
equipment
Whiteboard &
markers
Computers
Briefcases & school
bags
Return to school /
entry
Breaking up
Visits & exchanges
Parents days /
evenings
Sports days, matches
Disciplinary problems
Assembly
Lessons
Games
Playtime
Clubs & societies
Lectures, essay
writing
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