English Curriculum for 3-5 years-olds

MY BODY
Unit no. 1
Duration: 6 days
Lesson time: 30 minutes every day
AIMS
INTENDED OUTCOMES
To introduce the names
To be able to point to
of different parts of the
the part of the body
body
when they hear the
word
To introduce the English
To begin to be able to
lesson as a fun time
say the names of some
To introduce simple
parts of the body
greetings
To be able to do the
To introduce basic
action when they hear
instructions
the instruction
To introduce numbers 1To enjoy the English
5
lessons
To be able to say
hello
To be able to say their
name in response to
Whats your name?
To begin to be able to
count along with the
teacher, up to 5
GRAMMAR
EVERYDAY LANGUAGE
possessive; your
numbers 1-5
questions; wheres ...?
whats your name?
commands; point to,
hello
shake, stamp etc
goodbye
how many?
Through the
accompanying
worksheets:
oColour
oCut
oStick

VOCABULARY
head
shake
your
shoulders
head
knees
bend your
toes
knees
eyes
clap your
ears
hands
mouth
stamp
nose
your
arm
feet
leg
wiggle
hand
your
fingers
fingers
feet
shrug your
shoulders
numbers
1-5
stand up,
sit down
ACTIVITIES
Total Physical Response;
children to do actions,
following the teachers
example to begin with
Games:
Heads down, thumbs up
Using flashcards; Terrys
game,
point to pelmanism,
guessing
game, swapping places
Songs:
Head, shoulders, knees
and toes
Hand upon your head
I have two eyes, two
ears, one
nose (S&K)

Clap hands, follow me

Roly poly poly
Im a little bear, my
name is
Teddy;

COLOURS AND SHAPE

Unit no. 2
Duration: 2 days
Lesson time: 30 minutes every day
AIMS
INTENDED OUTCOMES
To introduce the names
To be able to point to
colours and shapes
the picture of the colour
and shape when they hear
To identify specific
its name
shapes.
To begin to be able to
To recognize shapes in
the environment.
say the colours and shapes
To create original works
To begin to recognise
of art using the shapes
colours and shapes
To introduce colours
To be able to correctly
identify objects of a
particular colour

GRAMMAR
Questions:
What colour is this?
What shape is it?
Who?

EVERYDAY LANGUAGE
What colour is?
Whose turn is it? Its
your turn
Whos won?
Point to

VOCABULARY
red
blue
green
yellow
pink
grey
orange
pink
brown
black
white
rectangle
triangle
circle
square
ACTIVITIES
Games:
Pointing to flashcards on
walls, putting flashcards
into hoops
Swapping places
Going fish
red, red, blue
Guessing game
Jumping into hoops of
different
colours
Whats missing?
Memory matching
Songs:
Mr. Shape Head
Activity:

Mr. Shape Head craft

ANIMALS
Unit no. 3
Duration: 3 days
Lesson time: 30 minutes every day
AIMS
INTENDED OUTCOMES
To introduce the names
To be able to point to
of different animals
the picture of the animal
when they hear its name
To study their habits,
To begin to be able to
descriptions an place of
living
say the names of some
animals
To practise greetings
To begin to be able to
To introduce numbers
count up to 10 with the
6-10
teacher
To begin to recognise
the numerals 1-5
To be able to correctly
identify objects of a
particular colour
To be able to associate
animal noises with
particular animals
GRAMMAR
EVERYDAY LANGUAGE
Questions:
What colour is?
Whats this? Its a
Whose turn is it? Its
How many ?
your turn
Who?
Whos won?
Point to
Numbers 6-10

VOCABULARY
hippo
red
lion
yellow
monkey
blue
bear
green
crocodile
brown
bird
colour
dog
numbers
6cat
10
cow
snake
pig
chicken
horse
duck
tortoise
elephant
ACTIVITIES
Practise the sounds of
different
animals
Games:
Pointing to flashcards on
walls,
putting flashcards into
hoops

Swapping places
Running game
red, red, blue
Guessing game
Jumping into hoops of
different
colours
Whats missing?
Memory matching
Songs:
Im a happy, happy hippo
Old McDonald had a Farm
God made cats to
miaow like
that
Stories:
Wheres Spot?
Old McDonald had a Farm
Noisy Farm
Oh Dear!

DAILY ROUTINE
Unit no. 4
Duration: 5 days
Lesson time: 30 minutes
AIMS
To introduce
vocabulary
associated with the
daily routine
To be able to talk
about their daily
routine in a general
way
To introduce
the days of the week
To become familiar
with some phrases
related to peoples
daily life
To introduce
vocabulary associated
with telling the time

every day
INTENDED OUTCOMES
To be able to point to
the
correct activity when
they
hear the word
To begin to be able to
say
what they do every
morning, afternoon and
evening
To be able to mime
the correct action
To be able to carry
out
certain instructions
when
asked

VOCABULARY
wake up
go
get up
eat
wash my face
have
brush my teeth
do
brush/comb my
study
hair
Sunday
dry my hair
Monday
go to the
Tuesday
bathroom/toilet
Wednesda
get dressed
y
eat/have
Thursday
breakfast/lunch/di Friday
nner
Saturday
go to school
study
go home

To become familiar
with some phrases
related to saying the
time
GRAMMAR
Go to.
Lets.
I have to
Its time to.

To be able to ask and

say the time and days
of the week

play
go to bed
sleep

EVERYDAY LANGUAGE
What time is it?
Its .
What day is it today?

ACTIVITIES
TPR: teacher to give the
children instructions in relation
to daily routine
Games:
Pointing to flashcards on walls,
putting flashcards into hoops
Swapping places
Running game
red, red, blue
Guessing game
Whats missing?
Memory matching
Songs:
Wake up!
The morning routine
What time is it?
Days of the week Rap BackStory:
Gogo Adventure What is the
time?

ACTIONS
Unit no. 5
Duration: 4 days
Lesson time: 30 minutes every day
AIMS
INTENDED OUTCOMES
To introduce vocabulary
To be able to point to the
associated with the
correct action flashcard
actions
when they hear the word
To practice vocabulary
To begin to be able to ask
and answer the questions
To introduce
To be able to mime the
The expression can and
correct action
cant
To be able to carry out
To introduce question :
certain instructions when
What can you do?
asked
Can you?

VOCABULARY
walk
can
run
cant
sleep
eat
drink
play
swim
jump
climb

read
write
fly
ride
make
speak
see
cook
open
shut
sing
dance
laugh
watch
cry
GRAMMAR
Can
Cant

EVERYDAY LANGUAGE
I can.
I cant
What can you do?
Can you.?
Yes, I can.
No, I cant.

ACTIVITIES
TPR: teacher to give the
children instructions in
relation to actions
Games:
Pointing to flashcards on
walls,
putting flashcards into
hoops
Swapping places
Guessing game
Whats missing?
Memory matching
Songs:
Can an elephant jump?
What can you do?
Story:
Gogo Adventure I can
swim

SCHOOL
Unit no. 6
Duration: 3 days
Lesson time: 30 minutes every day
AIMS
INTENDED OUTCOMES
To introduce vocabulary
To be able to point to the

table

VOCABULARY
shut

associated with the

school
To practise numbers,
colours and greetings
To introduce
prepositions in, on,
under
To introduce commands
in relation to school
objects

GRAMMAR
Shut the
Open the

correct object when they

hear the word
To begin to be able to say
the names of some
classroom objects
To be able to put things
on the correct item of
furniture when asked
To be able to carry out
certain instructions when
asked
To be able to say the
names of the colours red,
yellow, green, blue when
asked
EVERYDAY LANGUAGE
touch
put in/on/under the
The same or different?
Whats this?

chair
carpet
door
window
ceiling
pencil
scissors
glue
book
board
school
classroom

open
in
on
under

ACTIVITIES
TPR: teacher to give the
children instructions in
relation
to the school
Games:
Pointing to flashcards on
walls,
putting flashcards into
hoops
Swapping places
Running game
red, red, blue
Guessing game
Whats missing?
Memory matching
Songs:
Open, shut them
Point to the ceiling
Story:
Wheres Spot?

THE WEATHER
Unit no. 7
Duration: 2 days
Lesson time: 30 minutes every day
AIMS
INTENDED OUTCOMES
To be able to point to
To introduce vocabulary
the correct picture
related to the weather
To introduce a weather when they hear the
slot into the routine of the word
To begin to be able to
lesson
say what the weather
To introduce vocabulary
is like on that day
of
To be able to act an
emotions
emotion in response to
the teacher saying the
word
To begin to be able to
say how they feel
GRAMMAR
EVERYDAY LANGUAGE
Its(sunny etc)
Whats the weather
like today?
Are you hot or cold?
What colour is the sky
How are you feeling?
today?
Im(hot/happy etc)

VOCABULARY
sky
happy
sun
sad
cloud
angry
rain
tired
storm
cold
hot
sunny
cloudy
raining
windy
ACTIVITIES
Have a little weather
display and as part of the
daily routine, ask what the
weather is like
Games:
Pointing to flashcards on
walls, putting flashcards
into
hoops
Swapping places
Running game
Guessing game
Whats missing?
Memory matching
Songs:
The sky is blue today
I like the rain
If youre happy and you
know it
Im happy, Im happy

THE HOUSE
Unit no. 8
Duration: 5 days
Lesson time: 30 minutes every day
AIMS
INTENDED OUTCOMES
To introduce vocabulary
To be able to point to
related to the house
the correct
room/piece of
To revise furniture from
furniture when they
school unit
hear the word
To reinforce
To begin to be able to
prepositions on, under,
say the names of
in and introduce
different rooms and
prepositions inside,
pieces of furniture
outside
To practise numbers 1-10 To be able to place
objects in the correct
positions in relation to
furniture and house
etc
To be able to count,
along with the
teacher, up to 10
To begin to be able to
recognise the numbers
6-10
GRAMMAR
EVERYDAY LANGUAGE
As appropriate for routine
Wheres the?
etc
In the (room)
Is it in the (room)?

VOCABULARY
house
stairs
room
upstairs
bedroom
downstair
living room s
roof
bathroom
garden
kitchen
inside
cooker
outside
fridge
tree
sofa
television
bed
toilet
bath
shower

ACTIVITIES
put different objects and
characters into different
rooms in
a toy house or a large
picture of
one
children to point to
different
rooms/ name rooms as
teacher
points to each one
guessing game; wheres
?
Games:

swapping places
running game
Memory matching
Whats missing?
Songs:
Ive got a house

THE FAMILY
Unit no.9
Duration: 3days
Lesson time: 30 minutes every day
AIMS
INTENDED OUTCOMES
To introduce the
To be able to identify
vocabulary of immediate
the correct member of
members of a family
the family when they
hear the word
To relate the vocabulary
To begin to be able to
to the childrens own
lives
say the names of the
members of the family
To practise vocabulary
To bring in a
from the House unit
photograph of own
family and, depending
on ability, either point
to the different family
members when asked
or name them
GRAMMAR
EVERYDAY LANGUAGE
As appropriate
Possessive; my
who

VOCABULARY
Mum/my
Dad/dy
Brother
Sister
Baby
Family
Grandma
Grandpa

ACTIVITIES
Using characters of
family
members and the house
from the last unit, place
the different family
members in different
rooms, etc
Bring in a photograph of
own family and talk about
it to the class
Games:

Guessing game; wheres

(Mum)?
Whos missing?
Songs:
My mummy, my daddy
and baby
Finger family

FOOD
Unit no. 10
Duration: 3days
Lesson time: 30 minutes every day
AIMS
INTENDED OUTCOMES
To introduce the
To be able to point to
names of some fruit
the correct food item
and vegetables and
when they hear the
other food items
word
To give the children a
To begin to be able to
real experience of
say the names of the
fruit, in which to use
different food items
the language theyre
To begin to be able to
learning
express likes and
To introduce like
dislikes
and dont like

GRAMMAR
I like
I dont like
Do you like?

EVERYDAY LANGUAGE
As appropriate

VOCABULARY
Apple
Hungry
Pear
Cake
Plum
Biscuit
Strawberry Sandwich
Orange
Chocolate
Other food
Lemon
items
Banana
as
Carrot
appropriate
Potato
for the
Tomato
children
Pepper
(eg what
Grapes
they
Fruit
bring at
Vegetables snack
time)
ACTIVITIES
Have a fruit tasting
lesson
Make a fruit salad with
the
children

Games:
Terrys game
Whats missing?
Swapping places/ running
game
red, red, blue
Songs:
What is yellow?
5 red apples, hanging in a
tree
Who made apples?
Story:
The Very Hungry
Caterpillar

CLOTHES
Unit no. 11
Duration: 4days
Lesson time: 30 minutes every day
AIMS
INTENDED OUTCOMES
To introduce words for
To be able to point to
common items of
the correct item of
clothing
clothing when asked
To review shapes
To begin to able to talk
and sizes
about what theyre
wearing
To reinforce the order
To identify the correct
adjective-noun
shape when asked
To study the seasons
To begin to be able to
name shapes
To be able to identify
whether something is
big or small

VOCABULARY
t-shirt
square
skirt
circle
trousers
triangle
shorts
rectangle
trainers
big
(sandals)
small
shoes
little
socks
winter
jumper
spring
jacket/
summer
coat
autumn

GRAMMAR
What are you wearing?
Are you wearing?
Im wearing
Whats this?
Its a

EVERYDAY LANGUAGE
As appropriate

ACTIVITIES
Games:
Please Mr Crocodile
Running game
red, red, blue
Guessing game
Whats missing?
Memory matching
Songs:
Are you wearing red
today?
Whats this?