Curriculum Framework for English Teaching and Learning at ... Framework for English Teaching and Learning at Primary 1 (Whole Year) Unit & ... Finish the general exercises marked with

Tsuen Wan Public Ho Chuen Yiu Memorial Primary school

Curriculum Framework for English Teaching and Learning at Primary 1 (Whole Year)

Unit &

Story Book

Module Phonics Vocabulary Grammar & Function Key Stage

Targets Me, my

family and friends:

My family

l-

as a

beginning

sound

e.g.

love / lion

a) father b) mother c) grandmother/ grandma

d) sister e) brother f) grandfather/ grandpa

g) don’t h) whiskers i) cousin

j) aunt k) uncle

Mini-Core Learning

� Spell item (a), (b), (d) and (e).

� Recognize item (c), (f) and (g) to decode ideas.

Core Learning

� Spell item (a) to (g).

� Recognize (h) to (k) to decode ideas.

Enrichment Learning

� Spell all the words and make use of them to decode and

encode ideas.

� Extra learning from Student Notebook.

� Express feelings about family members

� Ask and respond to “Who” questions to find out a person’s identity

� Introduce family members

a) This is my (father / mother /…). b) I love my (father / mother /…). c) Who is (he / she)? d) (He / She) is my (father / mother /…).

Mini-Core Learning

� Learn how to introduce family members.

� Learn how to express feelings about family members.

� Learn roughly to respond to “Who” questions so that to find out a

person’s identity.

� Finish the exercises materials marked with 1 star *.

Core Learning

� Learn all the grammar items to decode and encode ideas.

� Finish the general exercises marked with 2 stars **.

Enrichment Learning


� Finish the challenging exercises marked with 3 stars ***.

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1

I love my

family

Unit &

Story Book


Targets Connecting

with the

natural

world:

Farm

animals

Syllables

e.g.

tub (1)

water (2)

a) a cow b) a duck c) water

d) a dog e) a pig f) a tub

g) in h) on i) soap

j) near k) under

Mini-Core Learning

� Spell item (a),(b),(d) and (e)

� Recognize item (c), (f), and (g) to (k) to decode ideas.

Core Learning

� Spell item (a) to (f)

� Recognize item (g) to (k) to decode ideas.

Enrichment Learning


encode ideas.

� Ask and respond to “Where” questions to find out locations

� Use prepositions or prepositional phrases to indicate place and

position

a) Where is the (cow/ pig …)?

b) The cow is under the tree.

c) Where are the (ducks/ dogs…)?

d) The ducks are in the tub.

e) The (cow/ pig …) is (in/ on/ under/ near) the (tub/ tree… ).

Mini-Core Learning

� Learn how to ask and simple respond to “Where” questions to find

out locations.

� Learn how to use prepositions or prepositional phrases to indicate

place and position.


Core Learning



Enrichment Learning



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2

Mrs Wishy- Washy’s

Tub

Unit &

Story Book


Targets Connecting

with the natural world:

The weather

w-

as a

beginning

sound

e.g.

wet /

weather

a) cloudy b) hot c) dry d) sunny

e) rainy f) windy g) wet h) cold

i) foggy j) today k) weather l) snowy

m) what’s = what is

Mini-Core Learning

� Spell item (a) to (h)

� Recognize item (i) to (l) to decode ideas.

Core Learning

� Spell item (a) to (k)

� Recognize item (l) to (m) to decode ideas.

Enrichment Learning


encode ideas.

� Asking and responding to “What” questions to find out specific information about weather.

� Using adjectives to describe weather

a) What is the weather like today? b) Today is sunny. c) It is / It’s hot.

Mini-Core Learning

� Learn how ask and respond to “What” questions to find out specific

information about weather verbally.

� Learn how to use some common adjectives like ‘sunny’, ‘cloudy’,

‘rainy’, ‘windy’, ‘hot’, ‘cold’, ‘dry’ and ‘wet’ to describe weather.

� Finish the exercises materials marked with 1 star *

Core Learning

� Learn how ask and respond to “What” questions to find out specific

information about weather, both orally and in written form.

� Learn how to use some adjectives like ‘sunny’, ‘cloudy’, ‘rainy’,

‘windy’, ‘foggy’, ‘snowy’, ‘hot’, ‘cold’, ‘dry’ and ‘wet’ to describe

weather.


Enrichment Learning

� Learn and recognize the days of the week.



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3

What’s the

weather like

today?

Unit &

Story Book


Targets My 5 senses:

Using my

senses

Rhyming

words

e.g.

clap / snap

bun / run

a) eyes b) a nose c) hands d) ears

e) legs f) feet g) a mouth h) arms

i) fingers j) see k) smell l) hear

m) eat n) clap 0) reach p) run

q) jump r) sing

Mini-Core Learning

� Spell item (a), (b), (c), (d), (e), (f), (g), (j), (m) and (n).

� Recognize item (h), (i) and (o) to decode ideas.

Core Learning

� Spell item (a), (b), (c), (d), (e), (f), (g), (j), (k), (l), (m), (n), (p), (q) and (r).

� Recognize (h),(i) and (o) to decode ideas

Enrichment Learning


encode ideas.

� Using modal “can” to give a simple description of oneself in

terms of abilities

� Ask and respond to “What” questions to find out specific

information

a) What can you (see / smell / …)?

b) I can (see / smell / …) ( a train / a flower / …).

c) I can (see / smell / …) with my (eyes / nose / …).

Mini-Core Learning

� Learn the parts of the body.

� Learn how to use “can” to give a simple description of oneself in

terms of abilities.

� Learn roughly to respond to “Wh-” questions so that to find out

specific information.


Core Learning



Enrichment Learning



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4

With my hands

Unit &

Story Book


Targets

Connecting

with

the natural

world:

Pets

Rhyming

words

e.g.

hairy / scary

fine / mine

a) big b) small c) scary d) hairy

e) long f) short g) tall h) fly

i) run j) swim k) jump l) too

m) has n) a pet o) tail p) can’t /can

Others:

q) fine r) mine s) read t) write

u) bear v) bird w) snake x) giraffe

y) spider

Mini-Core Learning

� Spell 8-10 words. (Suggested items: (a), (b), (e), (f), (g),

(h), (i), (j), (k) and (p))

� Recognize some other words to decode ideas. (Suggested

items: (c), (d), (l), (m), (n) and (o))

Core Learning

� Spell items (a) to (p).

� Recognize items (q) to (y) to decode ideas.

Enrichment Learning

� Spell all the words except items (q) and (r) and make use

of them to decode and encode ideas.


� Using the interrogative pronoun “what” to find out specific information

about an animal or an object

� Using adverbs / adverb phrases ‘too…’ to express degree

� Using adjectives to describe animals and objects � Using the modal “can” to talk about abilities

a) What do you think of this (bear / bird / …) ?

b) I think it’s too (big / small/…)

c) I like a (small / big / …) one.

d) What can it do?

e) It (can / can’t) (fly / swim / …).

Mini-Core Learning

� Mainly learn how to use adjectives to describe animals and

objects and use ‘can’ to talk about abilities.

� Learn items (b), (d) and (e) to decode and encode ideas.


Core Learning

� Learn all grammar items listed to decode and encode ideas.

� Finish the exercises materials marked with 2 stars**

Enrichment Learning


� Finish the exercises materials marked with 3 stars***

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5

A pet

Unit &

Story Book


Targets Me, my

family and

friends:

Caring for

myself

n-

as a

beginning

sound

e.g.

nose / now

a) a foot b) feet c) an arm d) arms

e) a toe f) toes g) an eye h) eyes

i) a nose j) a head k) a doctor l) candy

m) medicine n) soap o) a bath p) need

q) dirty r) sore s) some t) more

Mini-Core Learning

� Spell (a),(b),(e),(g),(h),(j),(k) and(l).

� Recognize (i),(m),(n),(o) and (r) to decode ideas.

Core Learning

� Spell (e),(f),(k),(l),(n),(o), (p), (q), (r), (s) and(t).

� Recognize (a),(b),(c),(d),(g), (h), (i),(j),(m),(q) and (r) to

decode ideas.

Enrichment Learning


encode ideas.

� Extra learning from Student Notebook

� Giving a simple description of body parts

� Indicate an object in appropriate singular or plural form

� Using the simple present tense to express needs

� Using modals “can” and “can’t” to express permission

� Using the general determiner “more” to show quantities

a) My ( head / toes / … ) ( is / are ) very ( sore / dirty / … ).

b) I need (a doctor / some soap /… ).

c) Can I have (some candy / a bath /… )?

d) (Yes / No), you (can /can’t).

e) I want more ( candy / soap / … ), please.

Mini-Core Learning

� Focus more on items a) to d).

� Learn roughly for item e).

� Only finish the exercises marked with 1 star *.

Core Learning



Enrichment Learning



� Encourage students to use previous learnt language patterns to

write more for the writing task.

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6

The doctor game

Unit &

Story Book


Targets

Me, my

family and

friends:

My favourite

food

Syllables

e.g.

cake (1)

spider (2)

banana (3)

a) a sandwich (es) b) an egg c) ham

d) a tomato (es) e) an ice cream f) meat

g) a peanut h) butter i) a banana

j) peanut butter k) a cake l) bread

m) cheese n) a biscuit o) like

p) a worm q) a mouse r) a spider

Mini-Core Learning


� Recognize (i),(m),(n),(o) and (r) to decode ideas.

Core Learning


� Recognize (c),(d),(i),(m),(n),(o),(p),(q) and (r) to decode

ideas.

Enrichment Learning


encode ideas.


� Asking and responding to “What” questions to find out a person’s choice of food

� Using the indefinite articles “a/ an” to refer to object in general

� Asking simple questions to obtain “yes/no” responses

� Expressing one’s own preferences

� Using modal “would” to make an offer

a) What food would you like?

b) I would like (a/an/some) (cake / apple /ice cream…).

c) Would you like (a spider / some eggs…)?

d) Yes, I would. / No, I wouldn’t.

Mini-Core Learning

� Mainly learn how to use simple questions to obtain ”Yes/No”

responses.

� Learn items (a), (b),(g) and (j) to decode and encode ideas.


Core Learning



Enrichment Learning



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7

What would

you like?

Unit &

Story Book


Targets

Connecting

with the

natural

world :

Pets

c-

as a

beginning

sound

e.g.

cat / cow

a) play b) hide c) drink

d) eat e) sleep f) swim

g) like h) love i) climb

j) cat k) a string l) grass

m) milk n) food o) a park

p) toy animals q) a hamster r) a mouse / mice

Mini-Core Learning

� Spell about 10 words. (Suggested items: (a), (b),(c), (d),

(e), (f), (g), (h), (j), (m), and (n).)

� Recognize (i), (k), (l), (o), (p) (q) and (r) to decode ideas.

Core Learning

� Spell about 15 words. (Suggested items: (a), (b), (c), (d),

(e), (f), (g), (h), (i), (j), (k), (l), (m) and (n).)

� Recognize (o), (p), (q) and (r) to decode ideas.

Enrichment Learning


encode ideas.

� Extra learning from Student Notebook

� Asking and responding to “What” questions to find out specific

information about an animal’s preference

� Use the simple present tense to give a simple description of an

animal in terms of habits

a) What does your ( cat / dog / … ) like to do?

b) My (cat / dog / … ) likes to (sleep / run / … ).

c) It likes to ( eat / drink / … ) ( fish / water / … ).

Mini-Core Learning

� Mainly learn to respond to “What” questions to find out

information about an animal’s preference.

� Learn item (a), and (b) to encode and decode ideas.


Core Learning


� Finish the exercises materials marked with 2 stars**

Enrichment Learning


� Finish the exercises materials marked with 3 stars***

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8

My cat

Unit &

Story Book


Targets Connecting

with the natural world:

Time

Syllables

e.g.

hug (1)

cookie (2)

a) Numbers (1-12): From ‘one’ to ‘twelve’ in English letters

b) Things we do:

b.1) get up b.2) have breakfast

b.3) have lunch b.4) have dinner

b.5) do homework b.6) play with toys

b.7) watch TV b.8) take a bath

c) Others:

c.1) play computer games c.2) read books

c.3) go to the tutorial centre c.4) draw pictures

c.5) brush (my) teeth c.6) bake cookies

c.7) wash (my) face c.8) set the table

c.9) listen to the songs

Mini-Core Learning

� Spell item (b1), (b2),(b5),(b7) and (b8)

� Recognize item (c1),(c3),(c6),(c7),(c8) and (c9) to decode ideas.

Core Learning

� Spell item (b1) to (b8)

� Recognize item (c1) to (c9) to decode ideas.

Enrichment Learning


encode ideas.


� Asking and responding to “What” questions to find out time

� Indicating time and different activities

a) What time is it?

b) It’s (one / two /…) o’clock.

c) It’s half past (one / two /…).

d) It’s time to (set the table / have dinner /…).

Mini-Core Learning

� Learn how to ask and respond to “What” questions to find out

time

� Learn item (a), and (b) to encode and decode ideas.


Core Learning



Enrichment Learning



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What time is

it?

Unit &

Story Book


Targets Places and activities:

In the park

ng-

as an ending

sound

e.g.

swing / ring

Rhyming

words

e.g.

pool /

school

hay / play

a) Colours:

red / yellow / green / blue / orange

b) Places:

b.1) a swing b.2) a ring b.3) a pool

b.4) school b.5) home b.6) hay

c) Verbs in the form of present participles

c.1) play→playing c.2) dance→dancing

c.3) dive→diving c.4) run→running

c.5) jump→jumping c.6) draw→drawing

c.7) swim→swimming c.8) sing→singing

c.9) sleep→sleeping c.10) cycle→cycling

Mini-Core Learning

� Spell items (a) and (c1-5)

� Recognize item (b1-6), and (c6-10) to decode ideas.

Core Learning

� Spell items (a), (b1-5) and (c1-5)

� Recognize item (b.6), and (c6-10) to decode ideas.

Enrichment Learning


encode ideas.


� Using the present continuous tense to describe an action taking

place at time of speaking

� Ask & respond to “How many” questions to find out quantity

� Using verb ‘is, are’ to talk about present states

� Use plural form of countable nouns to refer to more than one

object

� Use colour words to describe an object

a) How many monsters are there?

b) There (is/are) (one/two /…) (green/red/…) monster(s).

c) What (is it/are they) doing?

d) (It is/They are) (playing/dancing/…) (on/in/…) (a swing/ …)

Mini-Core Learning

� Learn how to respond to “How many” and “What” questions

to find the quantity and use the present continuous tense

describe taking place at time of speaking

� Use colour words to describe an object

� Learn item (b), and (d) to encode and decode ideas.


Core Learning



Enrichment Learning



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10

Five green monsters

Unit &

Story Book


Targets My 5

senses:

Using my

senses

r-

as a

beginning

sound

e.g.

round /run

a) Things we use at school a1) pocket a2) school bag a3) food bag

a4) pencil case a5) pencil a6) rubber

a7) ruler a8) water bottle

b) Adjectives b1) hard b2) long b3) square

b4) soft b5) round b6) fuzzy

b7) rough b8) gooey b9)sticky

c) Others c1) teddy bear c2) something c3) block

c4) ball c5) touch c6) feel

c7) marble c8) rock c9) feather

Mini-Core Learning

� Spell about 13 words. (Suggested items: (a1- a8), (b1-b7) and (b9).)

� Recognize (b9), (c2), (c3), (c5), (c6) (c7) and (c9) to decode ideas.

Core Learning

� Spell (b1) to (b9).

� Recognize (c1) to (c9) to decode ideas.

Enrichment Learning


encode ideas.


� Ask and respond to “What” and “How” questions to find out

specific information

� Using adjectives to identify objects

a) What is in my (pocket / school bag / …)?

b) Touch it.

c) How does it feel?

d) Something that is (round / soft /…).

e) What is it? f) It is a (ball / rock / …).

Mini-Core Learning

� Learn how to ask and respond to “What” and “How” questions to find out specific information

� Learn item (a), (c) and (d) to encode and decode ideas.


Core Learning



Enrichment Learning



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11

What’s in my pocket?

Unit &

Story Book


Targets Connecting

with the

natural

world :

Animals

Syllables

e.g.

tea (1)

panda (2)

crocodile

(3)

a) Colours: black / white / grey / brown

b) Animals:

b1) tiger b2) lion b3) crocodile

b4) monkey b5) hippo b6) panda

b7) giraffe b8) elephant b9) zebra

c) Verbs in the form of present participles:

c1) play→playing c2) eat→eating

c3) jump→jumping c4) swim→swimming

c5) run→running c6) swing→swinging

d) Others:

d1) tea d2) zoo d3) thin d4) fat d5) tail

Mini-Core Learning

� Spell item (b1), (b2),(b5),(b7) and (b8)

� Recognize item (c1),(c2),(c3) and (c6) to decode ideas.

Core Learning

� Spell item (b1) to (b9)

� Recognize item (c1) to (c9) to decode ideas.

Enrichment Learning


encode ideas.


� Asking and responding to “What” questions to find out

specific information of animals

� Identifying animals

� Using adjectives to describe animals.

a) What can you see?

b) I can see (a/an) (tiger / elephant…).

c) It is (running / eating…) (through the jungle / bananas…).

d) It is (fat / small…).

e) It has (big eyes / a short tail…).

f) It is (black / brown…) and (white / yellow / …).

g) What is it?

Mini-Core Learning

� Learn how to ask and respond to “What” questions to find out

specific information of animals

� Learn item (a), and (e) to encode and decode ideas.


Core Learning



Enrichment Learning



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12

Walking through the

Jungle

Unit &

Story Book


Targets My 5

senses:

Using my

eyes

/

a) a book b) a rubber c) a pen

d) a pencil box e) a classroom f) a desk

g) a ruler h) a blackboard

Mini-Core Learning

� Spell item (a) to (d) , (f) and (g).

� Recognize item (e) and (h) to decode ideas.

Core Learning

� Spell item (a) to (d) , (f) and (g).

� Recognize item (e) and (h) to decode ideas.

Enrichment Learning


encode ideas.

� Ask & respond to “What” questions to find out specific

information

� Indicate an object in appropriate singular or plural form

a) What do you see?

b) I see a rubber/ two rubbers.

Mini-Core Learning

� Learn how to spell and read the classroom objects.

� Learn roughly to respond to “What” questions to find out

specific information.


Core Learning


Enrichment Learning

� Learn more vocabulary from Student Notebook (Theme:

Stationery & Classroom things).

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Up in a tree

(For

Enhancement

Learning)

Unit &

Story Book


Targets Me, my

family and

friends:

Family

/

a) a lamb b) a bull c) mother

d) a hen e) a sheep f) sad

g) a horse h) who i) scared

j) happy k) unhappy l) angry

Mini-Core Learning

� Spell 5-6 words. Suggest items (a), (c), (d), (f) and (j)

� Recognize item (b), (e) and (g) to decode ideas.

Core Learning


encode ideas.

Enrichment Learning


encode ideas.

� Extra learning from Student Notebook (Theme: Animals)

� Ask and respond to “how-”questions to find out one’s feeling

� Using adjectives to express feelings.

� Introducing oneself

a) I am a bull.

b) How do you feel?

c) I feel happy.

Mini-Core Learning

� Mainly learn introducing oneself and respond to “how-”

questions to find out one’s feeling.

� Learn item (a) and (b) to decode ideas.

Core Learning

� Learn all items to decode and encode ideas.

Enrichment Learning

� Learn more adjectives from Student Notebook (Theme:

Feelings) in order to express feelings.

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Who will be my mother?

(For

Enhancement

Learning)

Unit &

Story Book


Targets My five

senses /

Using my

eyes: clothing

and colours

/

a) a belt b) a dress c) a T-shirt

d) socks e) a coat f) a jacket

g) a cap h) shoes i) sneakers

j) a tie k) orange l) blue

m) black n) pink o) white

p) red q) yellow

Mini-Core Learning

� Spell 5-6 words. Suggest items (c), (h), (m), (n) and (p)

� Recognize item (a), (b) and (g) to decode ideas.

Core Learning


encode ideas.

Enrichment Learning


encode ideas.

� Asking and responding to “Wh-” questions to find out specific

information about an object.

� Using verb ‘is, are’ to seek information.

� Using adjectives (colours) to describe objects.

a) What colour (is / are) (it / they)?

b) (It's / They're) (pink / black /…).

c) (He / She) has a (red / white /…) and (blue / yellow /…) (belt /

dress /…).

Mini-Core Learning

� Learn how to spell and read the names of the clothes.

� Learn roughly to respond to “What” questions to find out

specific information about an object.

Core Learning

� Learn all items to decode and encode ideas.

Enrichment Learning

� Learn more colours from Student Notebook (Theme: Colour) in

order to describe objects.

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It’s Pink,

I think

(For

Enhancement

Learning)

Unit &

Story Book


Targets Connecting

with the

natural

world :

Insects

/

a) a cockroach b) children c) a desk

d) floor e) steps f) run

g) scream h) think i) up

j) away from k) across l) onto

Mini-Core Learning

� Recognize items (a), (b), (c), (e), (f) and (i) to decode ideas.

Core Learning

� Recognize items (a), (b), (c), (d), (e), (f), (h), (i) and (k) to decode ideas.

Enrichment Learning

� Recognize all the items and make use of them to decode

and encode ideas.

� Asking and responding to “Where” questions to ask about and

find out the location of the subject



a) Where is the (cockroach)?

b) What is it doing?

c) The cockroach is (running) (across) (the floor)

Mini-Core Learning

� Respond to “Where” questions to talk about the location of the

subject



Core Learning

� Asking and responding to “Where” questions to find out the

location of the subject



Enrichment Learning

� Asking and responding to “Where” questions to ask about and

find out the location of the subject



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Cockroach

(For

Enhancement

Learning)

Remarks:

1. All the Learning Targets in the 3 strands for Key Stage 1 are covered in different units:

Interpersonal Strand (IS)

a) To establish and maintain relationships and

routines in carrying out school activities

b) To converse about feelings, interests and

experiences

c) To exchange short simple messages through

activities.

d) To express preferences in making simple

arrangements with others for carrying out events

e) To obtain and provide objects and information in

classroom situations and through activities.

Knowledge Strand (KS)

a) To provide or find out and present information on familiar topics

b) To interpret and use given information through processes or

activities

c) To state opinions using information and ideas in simple spoken and

written texts

d) To recognize and solve simple problems in given situations

e) To clarify one’s own written expression with support from the

teacher

f) To recognize some obvious features of the English language in

simple spoken and written texts and apply this awareness to one’s

initial learning and use of the language

Experience Strand (ES)

a) To develop an awareness and an enjoyment

of the basic sound patterns of English in

imaginative texts through activities

b) To respond to characters and events in

imaginative and other narrative texts through

oral, written and performative means

c) To give expression to imaginative ideas

through oral, written and performative means.

d) To give expression to one’s experience

through activities.

2. All the Language Skills for Key Stage 1 are incorporated in every unit:

Listening

- identify and discriminate sounds, stress and intonation

- listen for explicit and implicit meaning

Speaking

- present information, ideas and feelings clearly and coherently

- participate effectively in an oral interaction

Reading

- understand the basic conventions of written English

- construct meaning from texts / - Locate information and ideas

Writing

- use the basic conventions of written English

- present information, ideas and feelings clearly and coherently

3. All the Generic Skills are infused throughout the curriculum:

Collaboration Communication Numeracy Creativity Self Management Problem Solving Study Skill Critical Thinking

Documents

Curriculum Framework for English Teaching and Learning at ... Framework for English Teaching and Learning at Primary 1 (Whole Year) Unit & ... Finish the general exercises marked with