What should my son be taught when he turns 5 years?
What is my son expected to learn during this early age (before 7 years)?
ENGLISH
(Cambridge Primary, English as a Second Language Curriculum Framework Stage 1)
Reading
• Recognize, identify, sound and name the letters of the alphabet
• Recognize, identify, sound, segment and blend phonemes in individual words
• Identify and remember high-frequency sound and letter patterns
• Recognize, identify and sound, with support, familiar words and sentences
• Sight read high-frequency words
• Recognize that some sounds have more than one spelling
• Understand the meaning of very simple familiar phrases or sentences on familiar general and curricular topics by rereading them
• Use, with support, a simple picture dictionary
Writing
• Hold a pen/pencil in a comfortable and efficient grip
• Form higher and lower case letters of regular size and shape
• Write familiar words to identify people, places and objects
• Write letters and words in a straight line from left to right with regular spaces between letters and words
• Copy letters and familiar high frequency words and phrases correctly
• Copy upper and lower case letters accurately when writing names and places
• Spell some familiar high-frequency words accurately during guided writing activities
• Include a full stop when copying very high-frequency short sentences
Use of English
• Use common singular nouns, plural nouns [plural ‘s’] and proper names to say what things are
• Use numbers 1–10 to count
• Use basic adjectives and colors to say what someone/something is or has
• Use possessive adjectives to describe objects
• Use determiners a, the, this, these to indicate what/where something is
• Use interrogative pronouns which, what, where to ask basic questions; use the questions:
What color is it? What now?
• Use demonstrative pronouns this, these to indicate things
• Use personal subject and object pronouns to give basic personal information
• Use imperative forms of common verbs for basic commands and instructions
• Use common present simple forms [positive, negative, question] to give basic personal information
• Use common present continuous forms [positive, negative, question] to talk about what is happening now
• Use have got + noun to describe and ask about possessions
• Use basic adverbs of place here, there, to say where things are
• Use can/can’t to describe ability; use have got to describe possession
• Use basic prepositions of location and position to describe at, in, near, next to, on to describe where people and things are; use prepositions of time: on, in to talk about days and time; use with to indicate accompaniment; use for to indicate recipient
• Use would you like + noun, to enquire; use let’s + verb; use like + verb + ing to express likes and dislikes
• Use conjunction and to link words and phrases
• Use me too to give short answers
Listening
• Understand a limited range of short, basic, supported classroom instructions
• Understand a limited range of short supported questions which ask for personal information
• Understand a limited range of short supported questions on general and curricular topics
• Understand the main points of short, supported talk on a limited range of general and curricular topics
• Understand some specific information and detail of short, supported talk on a limited range of general and curricular topics
• Use contextual clues to predict content in short, supported talk on a limited range of general and curricular topics
• Understand very short supported narratives on a limited range of general and curricular topics
• Recognize the names of letters of the alphabet
• Recognize the sounds of phonemes and phoneme blends
Speaking
• Make and respond to basic statements related to personal information
• Ask questions in order to find out about a limited range of personal information and classroom routines
• Use a limited range of basic words, phrases and sentences related to classroom objects, activities and routines
• Respond to basic questions on classroom and daily routines
• Use words and phrases to describe people and objects
• Contribute suitable words and phrases to pair, group and whole class exchanges
• Take turns when speaking with others in a limited range of short, basic exchanges
• Express basic likes and dislikes
What is my son expected to learn during this early age (before 7 years)?
ENGLISH
(Cambridge Primary, English as a Second Language Curriculum Framework Stage 1)
Reading
• Recognize, identify, sound and name the letters of the alphabet
• Recognize, identify, sound, segment and blend phonemes in individual words
• Identify and remember high-frequency sound and letter patterns
• Recognize, identify and sound, with support, familiar words and sentences
• Sight read high-frequency words
• Recognize that some sounds have more than one spelling
• Understand the meaning of very simple familiar phrases or sentences on familiar general and curricular topics by rereading them
• Use, with support, a simple picture dictionary
Writing
• Hold a pen/pencil in a comfortable and efficient grip
• Form higher and lower case letters of regular size and shape
• Write familiar words to identify people, places and objects
• Write letters and words in a straight line from left to right with regular spaces between letters and words
• Copy letters and familiar high frequency words and phrases correctly
• Copy upper and lower case letters accurately when writing names and places
• Spell some familiar high-frequency words accurately during guided writing activities
• Include a full stop when copying very high-frequency short sentences
Use of English
• Use common singular nouns, plural nouns [plural ‘s’] and proper names to say what things are
• Use numbers 1–10 to count
• Use basic adjectives and colors to say what someone/something is or has
• Use possessive adjectives to describe objects
• Use determiners a, the, this, these to indicate what/where something is
• Use interrogative pronouns which, what, where to ask basic questions; use the questions:
What color is it? What now?
• Use demonstrative pronouns this, these to indicate things
• Use personal subject and object pronouns to give basic personal information
• Use imperative forms of common verbs for basic commands and instructions
• Use common present simple forms [positive, negative, question] to give basic personal information
• Use common present continuous forms [positive, negative, question] to talk about what is happening now
• Use have got + noun to describe and ask about possessions
• Use basic adverbs of place here, there, to say where things are
• Use can/can’t to describe ability; use have got to describe possession
• Use basic prepositions of location and position to describe at, in, near, next to, on to describe where people and things are; use prepositions of time: on, in to talk about days and time; use with to indicate accompaniment; use for to indicate recipient
• Use would you like + noun, to enquire; use let’s + verb; use like + verb + ing to express likes and dislikes
• Use conjunction and to link words and phrases
• Use me too to give short answers
Listening
• Understand a limited range of short, basic, supported classroom instructions
• Understand a limited range of short supported questions which ask for personal information
• Understand a limited range of short supported questions on general and curricular topics
• Understand the main points of short, supported talk on a limited range of general and curricular topics
• Understand some specific information and detail of short, supported talk on a limited range of general and curricular topics
• Use contextual clues to predict content in short, supported talk on a limited range of general and curricular topics
• Understand very short supported narratives on a limited range of general and curricular topics
• Recognize the names of letters of the alphabet
• Recognize the sounds of phonemes and phoneme blends
Speaking
• Make and respond to basic statements related to personal information
• Ask questions in order to find out about a limited range of personal information and classroom routines
• Use a limited range of basic words, phrases and sentences related to classroom objects, activities and routines
• Respond to basic questions on classroom and daily routines
• Use words and phrases to describe people and objects
• Contribute suitable words and phrases to pair, group and whole class exchanges
• Take turns when speaking with others in a limited range of short, basic exchanges
• Express basic likes and dislikes
No comments:
Post a Comment