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English Curriculum

Conversational and Oral Language

Content Standard
The learner understands the standard of English in order to participate
in various oral communication demands (situation, purpose and audience).
Performance Standards
The learner has sufficient facility in English to understand spoken
discourse and to talk and interact with others about personal experiences
and text listened to or read.
Stage 1
The learner

listens and attempts to respond to others in English

listens and responds to texts and relates them to personal experiences
talks about personal experiences or tell a story
Identifies, describes and uses some commonly used verbal and non-

verbal features in a range of texts

identifies, clarifies and question meanings drawings on personal

background, knowledge and experiences

asks questions, listen to, interprets and presents information

Stage 2
The learner

listens and interacts with others in a group or class discussion

listens and responds to texts, recall the main ideas, and relates them

to personal experiences
converse, asks a questions, and talks about events and personal
experiences in a group

tells stories, recites or read aloud informally or for audience

identifies, describes and uses some commonly used verbal and nonverbal features in a range of texts and begins to adapt spoken

language to an audience
identifies, clarifies and uses meanings in spoken texts, drawing on

personal background, knowledge and experiences

asks questions, listen to, interprets and presents information

Phonics, spelling and vocabulary

Hear, read and write initial letter sounds.
Know the name and most common sound associated with every letter
in the English alphabet.
Identify separate sounds (phonemes) within words, which may be

represented by more than

one letter, e.g. th, ch, sh.
Use knowledge of sounds to read and write single syllable words with
short vowels.
Blend to read and segment to spell, words with final and initial
adjacent consonants, e.g. b-l, n-d
Begin to learn common spellings of long vowel phonemes, e.g. ee,

ai, oo.
Use knowledge of sounds to write simple regular words, and to attempt
other words.
Spell familiar common words accurately, drawing on sight vocabulary.
Use rhyme and relate this to spelling patterns.
Recognize common word endings, e.g. -s, -ed and ing.
Grammar and punctuation
Pause at full stops when reading.
Identify sentences in a text.
Know that a capital letter is used for I, for proper nouns and for the
start of a sentence.
Mark some sentence endings with a full stop.
Write sentence-like structures which may be joined by and.


The following genres and text types are recommended at Stage 1:

Fiction and poetry: real life stories, traditional tales from different
cultures, fantasy stories,
poetry and plays.
Non-fiction: non-chronological report, simple recount, instructions.

Fiction and poetry

Join in with reading familiar, simple stories and poems. Demonstrate

an understanding that one

spoken word corresponds with one

written word.
Know that in English, print is read from left to right and top to bottom.
Read a range of common words on sight.
Use phonic knowledge to read decodable words and to attempt to
sound out some elements of
unfamiliar words.
Read aloud from simple books independently.
Anticipate what happens next in a story.
Talk about events in a story and make simple inferences about
characters and events to show
Recognize story elements, e.g. beginning, middle and end.
Retell stories, with some appropriate use of story language.
Talk about significant aspects of a storys language, e.g. repetitive
refrain, rhyme, patterned
Enjoy a range of books, discussing preferences.
Make links to own experiences.
Learn and recite simple poems.
Join in and extend rhymes and refrains, playing with language
Read labels, lists and captions to find information.
Know the parts of a book, e.g. title page, contents.
Show awareness that texts for different purposes look different, e.g.
use of photographs,
diagrams, etc.
Read and talk about own writing.

Speaking and Listening

Speak clearly and choose words carefully to express feelings and ideas

when speaking of
matters of immediate interest.
Converse audibly with friends, teachers and other adults.
Show some awareness of the listener through non-verbal
Answer questions and explain further when asked.
Speak confidently to a group to share an experience.

Take turns in speaking.

Listen to others and respond appropriately.
Listen carefully to questions and instructions.
Engage in imaginative play, enacting simple characters or situations.
Note that people speak in different ways for different purposes and


Warm- up lesson



Saying hello, hi and good bye

Introducing yourself and greeting others
Saying the letters of the alphabet
Recognizing the letters of the alphabet
Responding to classroom language

Identifying classroom objects

Identifying colors
Counting tenths to millions

All about me

Identifying parts of the body

Describing people
Giving and following commands

My family

Identifying members of the family

Exchanging greetings
Saying where someone is

Nice weather

Describing weather
Identifying clothes
Following commands

First day at school

My school things

Work Days

Talking about everyday actions

Grammatical Structures and Usage:



Hello everybody

Verb to be
Possessive adjectives

Meeting People

Verb to be Question and answer

Negative and short answer
Possessive s

The World of Work

Present simple
Questions and negatives

Take it easy

Present simple

This is /are
How many
Preposition of place
Some and any
This, These, that, those

Was born

Where do you live?

Can you speak English?

Then and now

Past simple
Regular/Irregular verbs
Time expressions

Stage I Desired Results

Established Goals: Students will distinguish the different degrees of comparison


adjectives and use it in sentences accurately.



Students will construct sentences using

1. Who is more handsome between the

the different degrees of comparison

Students will identify the sentence

two men?
2. Among the super junior/girls

Students will know when to use er/est,
ier/iest, more and most and the
irregular adjectives.

generation who is the most

3. What is the sentence pattern?
4. When do you use er, est, ier, iest,
more and most?
5. What are the irregular adjectives?

Students will know:

Students will be able to:

How to construct sentences in the

different degree of comparison

The sentence pattern
How to convert positive adjective to

comparative and superlative form

The following concepts regarding
converting positive adjectives to
comparative and superlative;
The use of er/est for short word
The use of ier/ iest for the words

Construct sentences accurately

(including grammar, punctuation,

spelling capitalization and usage)

Give examples of adjectives
Compare person in different

Use the adjective in sentences in
different degrees.

that end in y
The use of more and most
Irregular word

Stage 2 Assessment Evidence

Performance Task:
1. Constructing sentences accurately
(including grammar, punctuation,
spelling, capitalization and usage)
2. Giving example of adjectives and

Other evidences:


using it in sentences
3. Converting positive adjective to
comparative and superlative

Stage 3 Learning Plan

The teacher will conduct a review what adjective is?
The teacher will present different pictures and ask the students to
describe it.
Analysis and Abstraction
The teacher will guide the students through convergent questioning to
learn the rules in using comparative and superlative adjectives:
One syllable adjectives generally form the comparative by adding -er and the

superlative by adding est ex. Soft-softer-softest

Note that if a one syllable adjective ends in a single vowel letter followed by a
single consonant letter, the consonant letter is doubled, e.g.: thin thinner, big

If an adjective ends in -e, this is removed when adding -er/-est, e.g.: wide

If an adjective ends in a consonant followed by -y, -y is replaced by -i when
adding -er/-est, e.g.: dry drier/driest.

two syllable adjectives which end in -y usually form the comparative by adding
-er and the superlative by adding -est, (note the change of -y to -i in the

comparative/superlative) e.g.: lucky-luckier-luckiest

Adjectives which have three or more syllables always form the comparative and

superlative with MORE and THE MOST,

e.g.: handsome-more handsome-most handsome
Summarize the lesson.
Convert the following adjectives in comparative and superlative. and
use it in 3 degrees of comparison