English Phoenix Syllabus - G1 - Content

Proposed English Language Learning Program
English Phoenix
Learner Profiles
Prepared by R. James
TESOL Pre-K–12 English Language Proficiency Standards Framework
The standards address concerns introduced by the No Child Left Behind legislation. It also
presents detailed tables that show indicators of success at different levels of proficiency.
1. Presentation of a Clear Proficiency Standards Framework

The standards publication presents five language proficiency standards. They include both
social and academic uses of the language students must acquire for success in and beyond
the classroom. The English language proficiency standards are as follows:
Standard 1: English language learners communicate for social, intercultural, and

instructional purposes within the school setting.
Standard 2: English language learners communicate information, ideas, and concepts

necessary for academic success in the area of language arts.

necessary for academic success in the area of mathematics.

necessary for academic success in the area of science.

necessary for academic success in the area of social studies.
2. Identification of Specific Grade-Level Clusters

The grade-level clusters for the English language proficiency standards reflect current
educational configurations in the United States.
Pre K
Grade levels pre K-K are grouped together because the primary focus is on creating a
learning environment that nurtures the development of young English language learners.
1-3
Grade levels 1-3 are grouped together because in most elementary school programs, these
grades are geared toward “learning to read."
4-5
Grade levels 4-5 share the common goal of literacy skills application, often referred to as
“reading to learn."
6-8
At the 6-8 grade levels, English language learners face increased academic and social
pressure to perform. In addition, at this level, there is a widening range of student
performance.
9-12
Grade levels 9-12 reflect the traditional high school organization. The academic demands
at the secondary level make reaching parity with grade-level peers increasingly difficult for
English language learners.
3. Usage of Four Language Domains

Each of the five language proficiency standards is divided into the language domains of
listening, speaking, reading, and writing. While interaction naturally occurs between and
among
language domains, in this document, they are maintained as separate constructs as one
way of thinking about curriculum, instruction, and assessment.
Listening
Listening is an active skill. By highlighting an assortment of listening tasks across
standards, the need to involve students in active listening and purposeful listening skills
development becomes clear.
Speaking
English language learners engage in oral communication in a variety of situations for a
variety of purposes and in a wide spectrum of settings. As part of oral communication,
students are constantly using language in meaningful interaction with others.
Reading
English language learners process, interpret, and evaluate written language, symbols, and
text with understanding and fluency. Learning to read in a second language may be
enhanced or hindered by students’ level of literacy in their native language. Students who
have a strong foundation in reading in their first language bring with them skills that can
be readily transferred in the process of learning to read in English.
Writing
English language learners use written communication for a variety of purposes and
audiences. Writing can be used to express meaning through drawing, symbols, or text.
English language learners may come with writing styles influenced by their home
cultures.
4. Inclusion of Five Levels of Language Proficiency

The use of five levels reflects the complexity of language development and allows the
tracking of student progress across grade levels within the same scale. The five levels of
language proficiency reflect characteristics of language performance at each developmental
stage. The language proficiency levels are intended to highlight and provide a model of the
process of language acquisition that can be adapted by individual districts and states.
Level 1-Starting
At L1, students initially have limited or no understanding of English. They rarely use
English for communication. They respond nonverbally to simple commands, statements,
and questions. As their oral comprehension increases, they begin to imitate the
verbalizations of others by using single words or simple phrases, and they begin to use
English spontaneously. At the earliest stage, these learners construct meaning from text
primarily through illustrations, graphs, maps, and tables.
Level 2-Emerging
At L2, students can understand phrases and short sentences. They can communicate
limited information in simple every day and routine situations by using memorized
phrases, groups of words, and formulae. They can use selected simple structures
correctly but still systematically produce basic errors. Students begin to use general
academic vocabulary and familiar everyday expressions. Errors in writing are present
that often hinder communication.
Level 3-Developing
At L3, students understand more complex speech but still may require some repetition.
They use English spontaneously but may have difficulty expressing all their thoughts
due to a restricted vocabulary and a limited command of language structure. Students
at this level speak in simple sentences, which are comprehensible and appropriate, but
which are frequently marked by grammatical errors. Proficiency in reading may vary
considerably. Students are most successful constructing meaning from texts for which
they have background knowledge upon which to build.
Level 4-Expanding
At L4, students’ language skills are adequate for most day-to-day communication
needs. They communicate in English in new or unfamiliar settings but have occasional
difficulty with complex structures and abstract academic concepts. Students at this level
may read with considerable fluency and are able to locate and identify the specific
facts within the text. However, they may not understand texts in which the concepts are
presented in a decontextualized manner, the sentence structure is complex, or the
vocabulary is abstract or has multiple meanings. They can read independently but may
have occasional comprehension problems, especially when processing grade-level
information.
Level 5-Bridging
At L5, students can express themselves fluently and spontaneously on a wide range of
personal, general, academic, or social topics in a variety of contexts. They are poised
to function in an environment with native speaking peers with minimal language
support or guidance. Students have a good command of technical and academic
vocabulary as well of idiomatic expressions and colloquialisms. They can produce
clear, smoothly flowing, well-structured texts of differing lengths and degrees of
linguistic complexity. Errors are minimal, difficult to spot, and generally corrected
when they occur.
Role of the Teacher
The role of the is vital to the success of the ELL student. Teachers must differentiate instruction
to empower students to become active learners. Teachers should:
1. Apply the understanding of language acquisition and proficiency levels.

2. Simplify instruction, not the concept.
3. Use the student’s own name.
4. Work toward depth in a clear, concise manner, eliminating all peripheral, nonessential
information.
5. Use strategies with support comprehension such as gestures, increasing the opportunity
for short student/partner responses and interaction, use of graphic organizers and
presenting content area vocabulary and concepts using realia, picture files, repetition,
technology and hands-on activities.
6. Examine the ELL’s background and learn how the student’s past experiences will affect
learning. The impact of a student’s background on learning will depend on his previous
schooling, home languages and cultures, and the concepts important to those cultures.
7. Understand that ELL students may not have had experience with all of the concepts being
taught in school.
8. Encourage independent, self-directed study
9. Become aware of appropriate accommodations for assessments and grading and apply
them consistently.
10. Keep parents up-to-date with the child’s progress and report any issues which
interfere with learning
Role of Parents and Family
Schools underestimate and underutilize parents’ interest, motivation, and potential

contributions” in regard to the academic success of their children
Report of the National Literacy Panel on Language-Minority Children and (pg 15).
Berube (2000) suggests seven core beliefs leading to the empowerment of the language
minority family.
1. The family is the child’s first teacher.

2. Education is the shared responsibility of the home and school.
3. Learning is a lifelong process.
4. In the global economy, bilingualism is an asset.
5. A child’s education at home or at school is powerfully defined by culture.
6. Home environments are a very effective means of supporting learning.
Role of Student
1. The student completes assignments on-time.

2. The student communicates effectively with teacher.
3. The student participates actively in class.
4. The student participates effectively in class discussions.
5. The student works independently.
6. The student attends class regularly.
7. The student displays effort and enthusiasm in class.
Instructional Strategies and Materials

Instruction involves various strategies of differentiation such as Sheltered Instruction
Observation Protocol (SIOP), Cognitive Academic Language Learning Approach (CALLA),
and direct, explicit vocabulary instruction. Scheduled communication and collaboration
between teacher and parents will also occur.
Teaching Format and Strategies

Teaching format is either face to face, online learning via zoom or blended learning. The
basic strategy is Engage. Study. Activate. Parents and family are an important part of the
learning process.
Other teaching strategies will be applied as needed including

• Whole Language Approach
• Language Experience Approach
• gamification
• Communicative Approach
• practical English
• parental/environmental support
• songs
• flashcards
• first language scaffolding
• practical assignments
Teaching Materials
• school textbooks
• reala
• Modified texts
• Native language texts
• Web based instructional materials
• Audio books
• Bilingual supplemental books
• Computer software
• Parent / Family communication aides
Online
• Independent study (YouTube, learning apps, Google Classroom, ESL Kids Games,
Moodle), Zoom
Every lesson is unique and is made up of different stages. Lessons can focus on grammar,
vocabulary reading or writing. They may contain listening and speaking activities and
concentrate on introducing new language items or onevr ision. The actual content of any
lesson will depend on what the teacher aims to achieve during the lesson, the students and
the teaching situation. However there are some ideas that can be considered for every
lesson.
Students who are interested in, involved in and enjoy what they are studying tend to make
better progress and learn faster As teachers, it is important then to provide students with
lessons that are not only well-structured but which are also interesting and enjoyable.
Careful thought and preparation will help to achieve this.
When thinking about an English lesson it is useful to focus on the following three elements:
Basic Teaching Strategy
These three elements, E. S. A. should be present in every teaching sequence, whatever your
teaching point. But what do we mean by E. S. A.?
E is for Engage. It is important to engage the students. This means getting the students
interested in the subject, in the class and in the language point and hopefully enjoying what
they are doing. But why is this important? After all, you may feel that students come to
school to learn, not to be entertained!
If students are engaged, if they’re genuinely interested and involved in what’s going on, the
chances are that there’ going to learn an awful lot better because they’re not just doing
what they have to do because they’re in school, they’re also actively involved in what’s
going on.
Jeremy Harmer, author of The Practice of English Language Teaching - Lesson Plan, Programme
Engaging students is important for the learning process. Engaged students learn better and
are likely to cause fewer discipline problems.
S is for Study. In any lesson students usually need something to study. In an English teaching
lesson there needs to be some language focus for the class. Students need to be introduced
systematically to the way that English is put together. The Study element of a lesson could be
a focus on any aspect of the language, such as grammar or vocabulary and pronunciation.
A study stage does not have to be new language input. It could also cover revision and
extension of previously taught material.
A is for Activate. Simply telling students about the language is not usually enough to help
them to learn it. In order for students to be able to develop their use of English, they need to
be given the chance to produce it. In an Activate stage the students are given tasks,
normally writing and or speaking activities which require students to use not only the
language they are studying that day, but also other language that they have learnt.
Broad Instructional Outlines
1. Sight Words and Simple Sentences.

Basic sight words needed to initiate and improve reading fluency and comprehension.
Language Focus: high frequency words
1. Colors: red, orange, pink, yellow, blue, orange, purple, green, brown, white,
black
2. Numbers: one, two, three, four, five, six, seven, eight, nine, ten
3. People: boy, man girl, woman, baby, teacher
4. Animals: dog, bird, cow, cat, fish, pig, cicada
5. Objects: apple, car, house, bed, dog, table
6. Feelings: sad, hot, hard, happy, cold, soft, hungry, thirsty
7. Actions/Verbs: run, go, fly, walk, stop, play, take, get, make, have, say, see
8. Pronouns: I, he, us, you, me, she, we, they
9. Size: big, fat, tall, thin, little, short
10. Positions/Prepositions: up, down, in, out, over, under
11. Basic Sight Words: a, and, an, can, is, it, the, this, was, what, who, with
2. Classroom English
Classroom commands and instructions.
1. Class begins. 上課。
2. Repeat after me. 跟我重複一遍。
3. Write it down. 寫下來。
4. Do you understand? 你懂不懂? / 懂了嗎?
5. I understand. 我懂了。
6. I don’t understand. 我不懂。
7. I don’t know. 我不知道。
8. See you on Thursday. 星期四見。
9. See you next week at 8 a.m. 下週上午 8 點見
10. Class dismissed. 下課。
11. Today we will learn about _______. 我們今天將學習___.
12. How do you say _____ in Chinese? _____的中文怎麼說?
13. How do you say _____ in English? _____的英文怎麼說?
14. What is this? 這是什麼？
15. This is a __________. 這是一 ______。
16. Please answer the question. 請回答
17. Very good! 很好！
18. Are you finished? 好了嗎？
19. Yes, I am finished. 好了。
20. No, I’m not finished. 還沒。
21. Correct. 對。
22. Incorrect 不對。
23. Please say it again. 請再說一次。
24. Homework 作業。
25. How do you spell (student)? (Student) 你怎麼拼?
Interpersonal / Presentational - Person-to-Person
I can recognize and respond to common classroom instructions and questions.
Interpretive - Listening
I can recognize common classroom instructions, and questions.
Reading: Based in sight words and simple S-V-O sentences. The focus is on oral
communication so reading is secondary and incidental.
Writing: Based on phonics, C-V and C-V-C words. Like reading, writing is secondary to
oral communication and incidental.
3. Daily English
Basic questions and responses for daily conversation.
1. Good morning. 早上好。

2. Good afternoon. 下午好。
3. How are you? 你好嗎？
4. Are you hungry? 你餓了嗎？
5. Yes, I’m hungry. 是的，我餓了。
6. Are you thirsty? 你口渴嗎
7. Yes, I’m thirsty. 是的，我很渴。
8. What is your name? 你叫什麼名字？
9. My name is _____________. 我的名字是 _____________。
10. How old are you? 你幾歲？
11. I’m ___ years old. 我___歲。
12. Where do you live? 你住在哪裡？
13. I live in Miaoli. 我住在苗栗縣。
14. What do you like to do? 你喜歡做什麼？
15. I like to ___________. 我喜歡 ___________。
16. What do you like to eat? 你喜歡吃什麼？
17. I like to eat ______________. 我喜歡吃 ______________。
18. What do you like to drink? 你喜歡喝什麼？
19. I like to drink ___________. 我喜歡喝___________。
20. What are you doing? 你在做什麼？
21. I’m _________________. 我在_________________。
22. Where are you going? 你要去哪裡？
23. I’m going to the 我要去_____________。
_____________.
26. What day is today? 今天是星期幾？
27. Today is ______________. 今天是______________.
Interpersonal / Presentational - Person-to-Person

I can recognize and respond to common greetings and questions about myself.
Interpretive - Listening
I can recognize and respond to common greetings.
Reading: Based in sight words and simple S-V-O sentences. The focus is on oral
communication so reading is secondary and incidental.
Writing: Based on phonics, C-V and C-V-C words. Like reading, writing is secondary to
oral communication and incidental.
4. Phonics Sequence 1 through 7.

The major foci for the phonics sequence is to enable the students to blend and segment V-C
and C-V-C words, and to learn how to write letters using the ball and stick method.
Week 1 satipn
Week 2 c/k e h r
Week 3 mdgou
Week 4 lfbj
Week 5 jvyxyz
Week 6 ng oo ai oa ie ee or
Week 7 ch sh th th qu ou
Week 8 oi ue er ar
The ultimate aim is to be able to use phonics to read words in English and then decipher
meaning.
5. Reading
Listening and responding to stories in English.
Students will develop and intimacy and familiarity with natural spoken English as well as
recognize elements of the language learned in class previously.
6. Writing
7. Sight Words
Dolch Sight Words, Fry Sight Words, Fry Top Written Words
Scope and Sequence of Topics

The rational for the sequence is to begin with the most intimate subject, i.e. the student and
expand in ever expanding circles of experience; thus, family, school, neighborhood.
1. Alphabet via Jolly Phonics

2. Numbers 1-10
3. Numbers 20-100
4. About Me
5. My Classroom
6. Family
7. My Home (rooms of a house)
8. Prepositions of Location
9. Likes & Dislikes (food and drink)
10. Vegetables
11. Colors
12. Fruit
13. Body
14. Days of the Week
15. Time and daily routine
16. What is he/she doing? NEIGNBORHOOD
17. Where is he/she?
18. Can - for Ability
19. My School – Subjects (likes and dislikes)
20. Feelings & Emotions
21. Our World
22. Clothes
23. Farm Animals
24. Zoo Animals
25. Actions
26. Shapes
27. What’s the date?
www.eslkidstuff.com | Lesson Plans for ESL Kids Teachers
Suggested Lesson Plan Order

We have received a lot of emails asking which order our lesson plans should be taught in. The original idea was to have our lesson plans as a "dip in" and
"pick out" what you need system, so they were not made with a syllabus in mind. However, due to huge response we have created the below 'syllabus'
where the lessons progress logically and allow students to build up their English skills as they go. However, please treat this as a rough guide and feel free to
change according to your students' needs.
Please note: this document will be updated frequently as we add more lesson plans to our website. Please be sure to return to
http://www.eslkidstuff.com/esl-kids-lesson-plans.html to get the latest version.
AGES 3-7:
Lesson Plan Objectives Structures Target Vocab
1. Intro Lesson Greetings, names, follow simple "Hello", "What's your name", "My red, blue, green, flower, stand up, sit down, hands up,
(Ages 3-7) instructions, identify and recognize 3 name is...", "Goodbye", "Give me..." hands down, jump, run, turn around, pass, touch.
colors
2. Colors Saying colors "What color is it?” red, yellow, pink, green, purple, orange, blue, rainbow,
apples, sun, flowers, grass, grapes, carrots, sky.
3. Numbers 1-10 Counting numbers 1-10 "1-2-3-4-5-6-7-8-9-10". 1-2-3-4-5 -6-7-8-9-10, jump, turn around, clap your hands,
kick, wiggle.
4. Fruit Saying different fruit and talking "What fruit do you like (to eat)?”, “I apples, bananas, oranges, grapes, melons, pineapples,
about likes like ...”, "I like them very much." lemons, strawberries, yummy, yuk.
5. Body Saying different parts of the body "Which part of the body is that?”, head, shoulders, knees, toes, eyes, ears, mouth, nose.
"Touch your ..."
6. Shapes Saying different shapes and face "What is it?", "How are you this square, circle, triangle, rectangle, head, eyes, ears, nose,
vocab morning?" mouth, hair.
Lesson Plan Order Page 1 of 14 Copyright ESL KidStuff. All rights reserved
7. Farm Animals Saying farm animals and animal “What animal is that?”, “What noise farm, cow, moo, dog, woof, sheep, baa, duck, quack, pig,
noises does it make?” oink.
8. Zoo Animals Saying zoo animals and animal “Let’s go to ...”, “What will we see zoo, lion, elephant, monkey, tiger, snake, birds.
noises at ...?”
9. Classroom Identifying and saying 5 different "What's this?", "What color is ...?" table, chair, bookcase, door, window.
Objects objects in the classroom
10. Our World Talking about our world "What's this?", "What color is ...?" sky, land, sun, moon, stars, mountain, sea, river, cloud,
rainbow, lakes, fields, forest, brown, white, black.
11. Feelings & Talking about Feelings and "How do you feel when ...?", "Do happy, sad, hungry, angry, scared, sleepy, sunny, rainy,
Emotions Emotions you feel ... when...?", "When it's ... I lunchtime, eat, yummy, noisy, stormy, bedtime, sleep, good
am ..." night.
12. Weather Asking about and describing the "How's the weather?", "It's ~" sunny, rainy, windy, cloudy, snowy, foggy, hot, cold, look
weather outside.
13. Vegetables Talking about different vegetables "I like~", "I don't like~" farmer, farm, growing, carrots, potatoes, cabbages, onions,
pumpkins, corn, radish, lettuce, basket, yummy, delicious.
14. Wheels on the Talking about travelling on the bus ".. go/goes ...", "All around the bus, wheels, go round, town, wipers, go swish, horn, goes
Bus town" beep, doors, open, shut, babies, go boo-hoo, driver, sit
down.
15. Clothes Talking about different clothes "Let’s get dressed”, "Put on your ~", shirt, pants/trousers, socks, jacket, shoes, hat.
"Quick, get ready", "He/She is
wearing ~".
16. Can - for Ability - Talking about ability "Can you ..?", "I can …", "What can jump, run, swim, hop, stomp my feet, turn around, fly, ride a
- Asking questions and answering you do?" bike.
with “can”
17. Directions: left / Saying action verbs and directions: "Jump (to the left, to the right, left, right, forward, back, jump, turn around, touch the
right / forward / left, right, forward, back forward, back)" ground, turn, sit down, stand up, clap your hands.
back
18. Classroom Talking about classroom stationery "What's in your bag?”, "Bring me bag, pencil, pen, book, glue, crayons, ruler, eraser (GB:
Stationery and requesting things the (pencil), please", "Put it / them rubber), scissors, pencil case, stapler, pencil sharpener,
in my bag", "Do you have my/a tape.
(pencil)?".
19. Likes & Dislikes Talking about likes and dislikes for "I like ~", "I don't like~", "What a cheese, chocolate, rice, French fries, strawberries, bread,
food stink!" ice cream, grapes, pasta, pizza, beans, food, drink, very
nice, yummy, yuk.
20. Family Talking about different members of "Who is this?", "How are you?", "I’m father, mother, brother, sister, grandfather, grandmother,
the family fine thank you", "See you soon" family.
AGES 8-14:
1. Intro Lesson Greetings, Asking & answering "What's your name", "My name pet, food, drink, color, brother, sister, can, can't, must,
(Ages 8-41) personal questions, using modal is...", " Where are you from?", mustn't, pen, pencil, eraser, crayon, ruler, stapler, staples,
verbs for rules, Identifying different "What pet do you have?", "What is glue, paper, folder, hole punch, pencil sharpener, white out,
classroom stationery your favorite food/drink/color?", scotch tape, pencil case, marker, calculator.
"How many brothers and sisters do
you have?".
2. Days of the Saying the days of the week “What day is it today?” Monday, Tuesday, Wednesday, Thursday, Friday,
Week Saturday, Sunday.
3. Numbers 1-20 Counting up to 20 "1-20" 1-2-3-4-5 -6-7-8-9-10-11-12-13-14-15-16-17-18-19-20.
4. Months of the Saying the months of the year "What month is it?" January - December.
Year
5. Seasons Talking about the four seasons "Let's ...", "In the (season) ..." spring, summer, autumn, winter, warm, hot, cool, cold,
picnic, beach, walk, snow.
6. Pets & Talking about different pets and "Do you have any …?", "I have ...", pets, a dog, cats, hamsters, rabbits, goldfish, mouse/mice,
Possessions possessions (using "I have ...") "Yes, I do / No, I don't" turtles, parrots, horses, elephants, 1-10.
7. Describing Describing people using adjectives "What does s/he look like?", "Tell tall, short, long hair, short hair, brown eyes, blue eyes,
People me all about him/her", "She/she blonde hair, black hair, s/he is great.
is/has"
8. Describing Describing things with common "Let's look at~", "What's that?", "It's big, small, long, short, fat, thin, fast, slow, strong, weak,
Things adjectives a/an (adjective)+(noun)" apple, pencil, cat, man, car, bear, mouse, snake, hippo,
horse, lion.
9. Telling the Telling and asking for the time "What time is it?", "Please could clock, o'clock, time.
Time you tell me the time?", "It’s _
o’clock"
10. Morning Saying morning routine verbs "It’s time to ...", "I have to ..." Good morning, wake up, get up, wash my face, brush my
Routines hair, get dressed, eat breakfast, brush my teeth, put on my
shoes, go to school.
11. Subject Using subject pronouns to practice "Who is ...?", "I am", "you are", "he today, happy, sad, hungry, quiet, noisy, sleepy.
Pronouns saying how different people are is", "she is", "we are", "they are",
(I, you, he, she, feeling or acting "who is", "I/you/we/they like ...", "he
we, they) / she likes ..."
12. Sports Talking about playing different sports "What sports do you play?", "I play sports, play, soccer/football, tennis, golf, basketball,
~" and "I don't play ~", "To play baseball, volleyball, rugby, badminton, ball, kick, hit, throw,
(tennis) you have to (hit a tennis bounce.
ball)."
13. Adverbs Saying actions with adverbs "Let's ~", "What shall we do?" run, quickly, walk, slowly, jump, high, crouch down, low,
stomp, loudly, tip-toe, quietly, pat our heads, softly, clap,
hard.
14. Transport & - Identifying different transport vocab "How Did You Get Here Today?", "I on foot, bus, bicycle, car, train, boat, airplane, rocket.
Travel - Saying how you got to school got here on foot / by ..."
15. Places & Talking about where animals and "Where do you live?", "Where does fish, cow, bear, camel, bat, duck, goat, hippo, sea, farm,
Where We Live people live (a cow) live?", "I live (in/on) ...", "It forest, desert, cave, lake, mountain, river, city, town, village,
lives (in/on) ..." countryside.
16. Places in my - Talking about places in your town "Where are you going?", "Where school, the park, the shops, the beach, my friend’s house,
Town - Using the present continuous with are you going right now?", "I'm the station, the zoo, home.
the structures "Where are you going to~", "Over here"
going?" & "I'm going to~"
17. Jobs Asking about jobs and saying 12 "What do you do?", "I’m a …", "My farmer, bus driver, doctor, teacher, dentist, police officer,
different jobs dream job", "I want to be a ..." chef, hair dresser, nurse, soldier, fire fighter, student.
18. Health & Talking and asking about health and "What's wrong?", "What's the a headache, a cough, a stomachache, a sore throat, a
Sickness sickness matter with you?", "I have a/an ..." runny nose, an earache, a cold.
19. Prepositions of - Saying where things are using "Where is/are ...?", "Is it ...?, "Are on, under, in, behind, next to, in front of, between.
Location prepositions they ...?", "It is ...", "They are ..."
- Using singular and plural forms
20. Present Using the present continuous tense "What are you doing?", "I am", "He running, cooking, eating, swimming, walking, drinking,
Continuous to talk about activities you are doing is", "She is", "They are" drawing, sleeping.
now
21. Past Tense Talking about yesterday using past "What did you do yesterday?", yesterday, today, tomorrow, fantastic, great, played with my
Activities - tense regular verbs "Yesterday, I ...(verb+ed"). friends, painted a picture, walked in the park, watched TV,
Regular Verbs jumped in puddles, played a game, kicked a ball, danced.
22. Past Tense Talking about yesterday using past "What did you do yesterday?", yesterday, woke up, ate, drank, went, sang, swam, had,
Activities - tense irregular verbs "Yesterday, I ...(verb)". came back, rode, did, put on, slept, breakfast, milk, school,
Irregular song, pool, fun, home, bike, homework, pajamas, all night.
Verbs: Part 1
23. Past Tense Saying the present and past forms of "What did you do yesterday?", woke up, ate, drank, went, sang, swam, had, came back,
Activities - irregular verbs "Yesterday, I ...(verb)". rode, did, put on, slept, gave, wrote, read, ran.
Irregular
Verbs: Part 2
24. Measuring Measuring parts of the body using "I am / You are ... com tall", tall, short, long, the tallest, the shortest, the longest,
Parts of the large numbers and adjectives to "My/Your (hair/arms/etc.) is/are ... centimeters (cm), hair, arms, nose, hands, legs, feet.
Body describe size cm long", "How tall am I?", "How
long is my ...?", "I am / He/She is ...
the tallest/shortest", "My/His/Her ...
hair/arms/etc ... is/are ... the longest
/ the shortest.
25. Time Using the present simple tense to "How often do you ...?", "never", day, date, week, month, year, calendar, ride a bike, swim,
Frequency - say how often you do things "once", "twice", "(3) times", "every ski, play piano, play (a sport), do ballet , get a haircut, read
"How day", "a week", "a month", "a year" a book, eat (steak), take a bath, play a board game, go
often ...?" bowling, go to the movie theatre, play TV (video) games.
Special Lesson Plans:
These can be dropped into your syllabus at the required time:
Christmas Recognize and identify 8 Christmas "Merry Christmas", "What color is Santa (G.B. Father Christmas), Rudolph, sleigh, presents,
(Lesson Plans words and sing a Christmas carol it?", "Who is this?", "Here you are", Christmas tree, decorations, roast turkey, Christmas
1 & 2) "Thank you" pudding.
Halloween Talking about Halloween and "Happy Halloween!", "Look there's Halloween, ghost, monster, witch, black cat, wizard,
popular Halloween characters a/an ...", "Look out of the window", mummy, bat, zombie.
"What will we see?", "Go outside in
the street", "Who will we meet?"
Thanksgiving Talking about Thanksgiving "Happy Thanksgiving!", "How are Thanksgiving, turkey, gobble, wobble, cold, colder, warm,
you?", "Hip hip hooray!". warmer, hot.
Easter Recognize and identify 6 Easter "Happy Easter", "Where is the Easter egg, Easter bunny / rabbit, chocolate, basket, ears,
words and 3 prepositions of location Easter egg?", "It's in / on / under tail.
(the cup)", "Do you like ...?", " Yes, I
do", "No, I don't".
Using the Lesson Plans in class:
Each lesson plan can be stretched over 2 to 4 lessons, depending on the level and age of your students. By using lots of review activities, games, and
worksheets each lesson plan can lengthened to fit the learning speed of your students, allowing them the chance to fully practice the structures and
vocabulary in the lesson plan.
Below are some examples of how you can structure a single lesson plan to run smoothly over 2, 3 or 4 lessons. For this example we will use the
"Clothes Lesson Plan":
Teaching the "Clothes" Lesson Plan over 2 lessons (approx 50 mins to 1 hour per lesson):
Lesson Day 1:
Warm-up Main lesson body: Review Fun: Alphabet, Spelling or Review Fun: Wrap-up
(see warm-up lesson plan): Reading practice: (see wrap-up lesson plan):
1. Welcome students 1. Introduce the clothes vocab Review a Dedicate part of your lesson Review another 1. Assign Homework
2. Name Tags 2. Practice the clothing vocab game, activity to learning the alphabet, game, activity 2. Say Goodbye
3. Greetings with flashcards or song from a doing spelling exercises or or song from a 3. Sing "Goodbye Song" or
4. Sing "Hello Song" or a Review Song 3. Play "Team Racing" past lesson. doing reading activities - use past lesson. a Review Song
5. Talk about the weather worksheets from our site. 4. Do "Quick Check"
6. Read a Classroom Reader again
7. Homework check
8. Do "Exercise Routine" activity
9. Do a fun review activity from the
previous lesson
15 mins 15-20 mins 5 mins 10 mins 5 mins 5 mins
Lesson Day 2:
1. Welcome students 1. Review clothes flashcards Review a Dedicate part of your lesson Review another 1. Assign Homework
2. Name Tags and play "Team Racing" game, activity to learning the alphabet, game, activity 2. Say Goodbye
3. Greetings again or song from a doing spelling exercises or or song from a 3. Sing "Goodbye Song" or
4. Sing "Hello Song" or a Review Song 2. Sing "Let's Get Dressed" past lesson. doing reading activities - use past lesson. a Review Song
5. Talk about the weather 3. Read classroom reader worksheets from our site. 4. Do "Quick Check"
6. Read a Classroom Reader again "Let's Get Dressed"
7. Homework check 4. Do cut and paste craft
8. Do "Exercise Routine" activity sheets
previous lesson (If time: Create a "Clothes
Catalogue Scene")
Teaching the "Clothes" Lesson Plan over 3 lessons (approx 50 mins to 1 hour per lesson):
Lesson Day 1:
1. Welcome students 1. Introduce the clothes vocab Review a Dedicate part of your lesson Review another 1. Assign Homework
2. Name Tags 2. Practice the clothing vocab game, activity to learning the alphabet, game, activity 2. Say Goodbye
3. Greetings with flashcards or song from a doing spelling exercises or or song from a 3. Sing "Goodbye Song" or
4. Sing "Hello Song" or a Review Song 3. Play "Team Racing" past lesson. doing reading activities - use past lesson. a Review Song
5. Talk about the weather worksheets from our site. 4. Do "Quick Check"
6. Read a Classroom Reader
7. Homework check
previous lesson
Lesson Day 2:
4. Sing "Hello Song" or a Review Song 2. Sing "Let's Get Dressed" past lesson. doing reading activities - use past lesson. a Review Song
5. Talk about the weather 3. Read classroom reader worksheets from our site. 4. Do "Quick Check"
6. Read a Classroom Reader again "Let's Get Dressed"
7. Homework check 4. Do cut and paste craft
8. Do "Exercise Routine" activity sheets
previous lesson
Lesson Day 3
4. Sing "Hello Song" 2. Sing "Let's Get Dressed" past lesson. doing reading activities - use past lesson. a Review Song
5. Talk about the weather again worksheets from our site. 4. Do "Quick Check"
6. Read a "Let's Get Dressed" again 3. Create a "Clothes
7. Homework check Catalogue Scene" activity
9. Review a game or activity from a
past lesson.
15 mins 20 mins 5 mins 10 mins 5 mins 5 mins

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Proposed English Language Learning Program

TESOL Pre-K–12 English Language Proficiency Standards Framework

1. Presentation of a Clear Proficiency Standards Framework

Standard 1: English language learners communicate for social, intercultural, and

Standard 2: English language learners communicate information, ideas, and concepts

Standard 3: English language learners communicate information, ideas, and concepts

Standard 4: English language learners communicate information, ideas, and concepts

Standard 5: English language learners communicate information, ideas, and concepts

2. Identification of Specific Grade-Level Clusters

3. Usage of Four Language Domains

4. Inclusion of Five Levels of Language Proficiency

1. Apply the understanding of language acquisition and proficiency levels.

Role of Parents and Family

Schools underestimate and underutilize parents’ interest, motivation, and potential

1. The family is the child’s first teacher.

1. The student completes assignments on-time.

Instructional Strategies and Materials

Teaching Format and Strategies

Other teaching strategies will be applied as needed including

Basic Teaching Strategy

1. Sight Words and Simple Sentences.

1. Good morning. 早上好。

Interpersonal / Presentational - Person-to-Person

4. Phonics Sequence 1 through 7.

Scope and Sequence of Topics

1. Alphabet via Jolly Phonics

Suggested Lesson Plan Order

Lesson Plan Objectives Structures Target Vocab

Lesson Plan Objectives Structures Target Vocab

3. Numbers 1-20 Counting up to 20 "1-20" 1-2-3-4-5 -6-7-8-9-10-11-12-13-14-15-16-17-18-19-20.

Special Lesson Plans:

These can be dropped into your syllabus at the required time:

Lesson Plan Objectives Structures Target Vocab

Using the Lesson Plans in class:

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