Level 4

Level 4 Major Course

 Level 4 uses 6E’s structure.

Engage

Execute Explore

Elaborate
Explain

Extend
 Level 4 teaching content:
1. Topic based LC
2. Clear lesson structure

Lessons 1,3,5,7,9,11 Lessons 2, 4, 8, 10

Category Sub-category Category Sub-category
Phonics Skills & SSL
Reading/Writing Math
(content vocab & SP)
HFW
Phonics
Skills & Subject Specific
Social Language(SSL)
Studies/Science (content vocab & SP & Review SS/S
Verbs）

Grammar Skills Grammar

Lessons 6,12
Assessment 1&2
Some sample slides:
 Project presentation in Level 4 is shown in lessons 5, 6, 11 and 12
of each unit.

Unit 1
 We have added pre-class and post class material to increase
the efficiency of the actual class.

• 4 short pre-class
videos for each unit

• One computer
homework for each Pre-class
lesson
• One paper textbook
for 3 units
One-on-
one
Post-class
online
class
Level 4 Entry Point

Level 4

U1 Entry Point 1

U4 Entry Point 2

U7 Entry Point 3

U10 Entry Point 4

Level 4 Entry Point Descriptor
Level 4: The reading goals in Level 4 continue to focus on new phonics skills with
irregular spellings, but moves away from learning to read towards “reading to learn.”
Students in Level 4 gain information from fiction and non-fiction texts, using these to
understand thematic topics with less pictorial support. Thematically Level 4 begins to
address more mature, advanced topics. Level 4 speaking goals require students to
ask and answer questions, describe their thoughts clearly, and make connections
between multiple topics. Students will review simple future, simple past, simple present,
and present continuous tense, and begin to learn the past progressive tense. They do
not use these tenses at native proficiency.
Level 4 Unit 1 Reading: Student gathers information from fiction and non-fiction
texts, as well as proficiency in understanding and using adjectives
and adverbs of frequency as well as using the past tense.
Speaking: Student describes people, places, things and events with
relevant details, expressing ideas and feelings clearly.
Level 4 Unit 4 Reading: Student can read digraphs (ch/tch, sh, wh, ph,) as well as
use soft c and soft g. Students can segment words into syllables.
Student should be able to differentiate between land versus aquatic
animals, bodies of water and landforms, as well as aspects of basic
Chinese politics, history, and culture, and answer comprehension
questions about a given reading selection. Students will be able to
read and understand contractions.
Level 4 Entry Point Descriptor
Level 4 Unit 4 Speaking: Student uses past progressive tense (was/were verb+ing).
Students will be able to ask and answer questions using the 6 basic
questions words, use the past progressive tense, and use contractions
in speech. Students can discuss relevant details about reading
selections using complete sentences.
Level 4 Unit 7 Reading: Student can read regularly and irregularly spelled –r
controlled vowels. Student should be able to differentiate between
domestic versus international travel, indoor and outdoor hobbies, and
compare Beijing to their own neighborhood. Students will answer
comprehension questions about a given reading selection as well as
sequencing reading selections. Student will be able to identify the
subject and verb in a sentence.
Speaking: Student uses present continuous tense. Students will be
able to form sentences with a verb or verbs that agree with the
subject, speak about events that are occurring using the present
continuous tense, and use conjunctions to connect a complex series
of thoughts. Students can retell about reading selections using
complete sentences.
Level 4 Entry Point Descriptor
Level 4 Unit 10 Reading: Student can read words that have the –ng digraph, words
with silent consonants (kn, mb, wr), and aspirate and unaspirated th-
words. Students will be able to differentiate between people and
animal homes, pets and wild animals, needs versus wants, and read
about jobs and work. Students will be able to compare and contrast
different texts and give an independently formulated opinion.
Speaking: Student uses positional prepositions, object prepositions, and
compound words. Students can voice opinions and give supporting
reasons to defend the position they have taken.
Level 4 Pre-class Videos
 More videos for each unit. Each unit has 4 videos.

Video 1 aligns with lessons 1-2

Video 2 aligns with lessons 3-6

Video 3 aligns with lessons 7-8

Video 4 aligns with lessons 9-12 L3-U1-LC1-1

 The average length of each video

is 8 minutes.

 More interesting than before.

In most videos, one video is one story. L3U10LC2-1

Level 4 Computer Homework
 Each unit has 2 learning cycles with 6 lessons each (12 lessons
in total). The final lesson of each learning cycle is an
assessment class.
 The purpose of the first 5 HW lessons of the learning cycle is
review and practice. The 6th HW will be assessment. It follows
the teacher-led assessment in lesson 6.

Computer Homework Lesson 6 /12 Assessment

1. Guided practice & review, not 1. Assess student learning in areas of

assessment Reading & Writing, Social Studies &
Science, Math
2. Extend learning time 2. Supplement unit assessment
Computer Homework Activity Types

 There are 2 types of activities in the homework:

1. Interactive Review – the student is given many opportunities to

interact with the content, and they will have a chance to
correct their mistakes. The activity should guide the student to
review the material and show him/her the correct answer. These
templates will be more game-like
2. Practice – the student is only given one chance to answer the
question. They will receive feedback after they submit the
question, and they can’t re-take the question immediately. This
means we won’t see the correct/incorrect state until after
submission.
Interactive review sample slides:

Social studies & Science(U1) Phonics(U1)

Grammar(U1) Math(U1)
Practice sample slides:

Social studies & Science(U1) Phonics(U1)

Grammar(U1) Math(U1)
Some Tips for Teachers
You will see that the volume of content is much higher than that in
Level 3. There are 23-25 PPT slides for each lesson, which means the
average time for each slide is 1 minute. Here are some tips to help
you finish the lessons in 25 minutes.

 Phonics and High Frequency Words require good activities, but

please don’t spend too much time on these two sections.
 Read 80% of each reader for students and ask them to read
only 1-2 sentences for each page or some key words in
sentences.
 Parents would love to see the discussion between students and
teachers. However, due to the time limit of each class, please
manage your time well during the discussion.
 Adjust the pace of a lesson according to the student’s English
proficiency, especially his or her speaking fluency (try to
estimate the student’s English proficiency from the very first 2-3
pages of a lesson and decide how many questions you are
going to ask and how difficult these questions are going to be).
 If the student really struggles with answering a question in full
sentences, you need to help them answer directly and ask
them to repeat your answer (rather than stop and wait).
 Conversely, if the student’s English is really good and he or she is
able to finish the lesson very quickly (which may not be very
common), you can spend more time on the Evaluate section
(of 6E). For example, you can talk with the students a little more
in ‘Let’s talk/ chat’.
 Phonics:
We include some phonics with irregular spellings in Level 4. Even
though we have already taught long e and long i sound (CVCe) in
Level 3, we introduce more possibilities for long e (ee, ea, ey) and long
i (ie, igh) sound in Level 4. In addition, we give a very general
introduction of syllables from Unit1 to Unit 3. We will use some phonics
teaching strategies to ask students to practice, such as blending.

Long e (ee) Blending

Unit 10 Unit 4
 Reading comprehension:
Almost every lesson has a reader in Level 4. These readers are fiction as
well as non-fiction. There is a list of target reading comp skills for the whole
level (compare and contrast, cause and effect, graphic organizers,
retelling the stories…). We practice students’ reading skills mainly by asking
them questions.

Unit 5
 High frequency words:
These are the most common activities of HFW: Word speed trials, spelling
and dictation, identify sight words in text, sight word projects (write and
illustrate a sentence for each sight word), scrambled spelling sight words,
fill in the blank sight words, pick out sight words from that unit from a list
containing some non-sight words.

Unit 4 Unit 5
 Vocabulary:
You can find them in readers/read aloud. Not all vocab words are
introduced in one lesson. All words have a picture that explains
meaning. There are written definitions for some words.

Unit 5 Unit 10
 Sentence Patterns (SP):
Written SP on slide explicitly introduces SP along with Q/A prompt.
These SP are closely related to the topic of the unit and you can have
students practice SP under the specific context (in order to help them
use SP more naturally).

Unit 5 Hobbies Unit 4 Going Places

 Verbs:
Verbs are explicitly taught as grammar and vocab with pictures.
We try to make sense of the verbs in a context and you can find
verb conjugation practice in units 5 and 7 according to the
grammar taught in these units.

Unit 2 Unit 5
 Grammar:
We teach grammar explicitly. Students may have learned the
examples of simple future tense and present continuous tense in Level 2
and Level 3. However, in Level 4, we explain the grammar rules to some
extent besides teaching grammar in specific topic context. In addition,
we check students’ verb form understanding using previously mastered
verbs and comparing to base verb form.
Check verb form understanding Teach past progressive tense explicitly

Unit 10 Unit 2
 Math:
There are two key points concerning math:
1. It’s verbal-focused (which means we mainly teach for language,
not skills).
2. The Math Word Problems are in story form. We try to build
connections between math skills and real life problems.

Word problems

Unit 2 Unit 10