The students are all of mixed ability, about half are complete beginners who have no English ability prior, need a lot of work with pronunciation, and have no or next to no English knowledge. Out of the remainder, most may already know a few of the vocabulary words, but won’t know the sentences, whilst the remainder - 8  students - have a decent knowledge of English, and may know half to most of the vocabulary before this unit and can learn the sentences and pronunciation quicker - although they still need a lot of practice remembering prepositions and harder vocabulary words in Readers C and D.

Here is the weekly progression and structure of the Readers for the unit:

Week 1 Reader A

New words: a car, a truck, a bus, a train, a submarine, a boat, a ship, a motorcycle, a bicycle, a rocket, a helicopter, an airplane, a UFO, an ambulance, a fire engine, a police car

Out of the first group - the complete beginners - most knew and correctly pronounced at least 10 of the vocabulary words by themselves without any assistance. Four still need quite a bit of help pronouncing the majority of the vocabulary. Most are confident speaking the sentences from level B. All of them understood aurally what is being said in Levels C and D (in the air, in the water, fast, powerful..etc), and a few got quite capable of using adjectives correctly from level D, although they do often need prompting and support speaking levels C and D.

 Of the students who already had some prior knowledge of a few of the vocabulary words before the unit, most correctly pronounced all of the 16 vocabulary words, although there sometimes were one or two vocabulary words they needed some prompts to remember. Most quickly picked up level B and the sentence pattern. Like the complete beginner group, they needed some guidance as they sometimes mix up land, air, and water, when practicing Level C, but a few were quite capable of using Level C and D. 

The higher-level group picked up all the vocabulary over the month and reached a good understanding and used Level D relatively consistently. They seemed to enjoy experimenting and expanding the sentence structure further, substituting different vocabulary, adjectives, and prepositions from outside the unit into the sentence structure.

Overall, the structure and unit worked well. I am more than happy with the progress as every student throughout the month improved, showed confidence, and was motivated to learn. The structure and ease of differentiation for all levels gave something for everyone and also made it attainable and understandable for all students, thus increasing motivation, enjoyment and confidence to learn.  This in turn helped all students speak more which of course helped improve their rate of progress, pronunciation and general English ability. Every age and ability had some aspect that was challenging useful and interesting for them and overall I am more than happy with the structure and how it helped make the learning and teaching more enjoyable and rewarding.