Syllabus

Words Grammar Pronunciation

Core Present simple: What’s your
S Family: brother, dad, family, mum, sister name? I’m (Alex).
Weather: cloudy, cold, rainy, snowy, sunny, How old are you? I’m (6).
All about me windy Present simple: This is my
Numbers: 1–10 (one, two, three, four, five, (family).
page 2
six, seven, eight, nine, ten) Present simple: It’s (cloudy /
Colours: blue, brown, green, orange, pink, red).
purple, red, yellow
Other
dog
Alex, Harry, Poppy, Ben
Hi, hello, goodbye
How are you? I’m fine, thank you.

Core Present simple: I’ve got a Sound:

1 Classroom objects: (1) bag, book, (bag). /p/
crayons, pencil, pencil case, rubber, scissors, Present simple: My pencil, pencil case,
I love school stickers favourite game is (catch). pink, purple
Classroom objects: (2) coloured pencils, Present simple: Can I
page 6 glue, ruler, sharpener borrow your (coloured
Other pencils), please?
Revision & extension: listen, look, sit down,
stand up
Culture: catch, chase, hopscotch, skipping
CLIL: Listen, please! Put up your hands,
please! Be nice, please! Tidy up your tables,
please!

Core Present simple: I can Sound:

2 Parts of the body: arms, body, feet, (shake) my (arms). /h/
fingers, hands, head, legs, toes Present simple: I’m (happy). hands, happy, head,
After school Feelings: happy, sad, tired, worried hello
Other
page 16
Revision & extension: ears, eyes, mouth,
nose
Culture: Clap your hands! Head, shoulders,
knees and toes! Two clean hands!
CLIL: draw, make, mix, paint

Core Present continuous: I’m Sound:

3 Clothes: coat, gloves, hat, jumper, shirt, wearing a (coat) and (gloves). /s/
shoes, socks, trousers Present continuous: I’m sad, scissors, six, socks
A winter walk Describing objects: big, new, old, small wearing a (red) (jumper).
Other Present simple: It’s (big).
page 28
Revision & extension: boots, jacket, scarf,
skirt, tracksuit, trainers
CLIL: cotton, leather, rubber, wool

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 Skills Values Culture
Listening: identifying family members, numbers, weather and colours (listening for specific
information)
Speaking: What’s your name? How old are you? (asking and answering questions about
names and ages); This is my (mum). (talking about family using the possessive structure)

Listening: identifying classroom objects, playground games, rules and numbers (listening Share with Playground
for specific information); listening to and understanding a story about classroom objects your friends. games in the
and sharing; identifying words with the sound /p/ UK
Speaking: I’ve got a (pencil) (describing classroom objects); My school bag is (blue)
(describing your bag using colours); My favourite game is … (stating preferences about
playground games); Can I borrow your (crayons), please? (politely asking and answering
questions about classroom objects); Be nice, please (saying classroom rules);
In my bag, I’ve got … (show and tell project about what’s in my school bag); saying words
and a rhyme with the sound /p/

Listening: identifying parts of the body, body actions, feelings and art verbs (listening for Use your Body rhymes
specific information); listening to and understanding a story about body parts and the value imagination. in the UK
of using your imagination; identifying words with the sound /h/
Speaking: I can (shake) my (arms) (describing body movements); My favourite rhyme is …
(making statements about British cultural rhymes); I’m (happy) (describing feelings); I can
(shake) my (head) (show and tell project about my body), saying words and a rhyme with the
sound /h/

Listening: identifying words and descriptions of clothes, adjectives and materials (listening Help others. School
for specific information); listening to and understanding a story about and helping others; uniforms in
identifying words with the sound /s/ the UK
Speaking: I’m wearing a coat and gloves (describing clothes); I’m wearing a red jumper
(describing clothes using colours); It’s big (describing objects using adjectives); I’ve got
(brown trousers) (show and tell project about my carnival costume); saying words and a
rhyme with the sound /s/

Syllabus 5

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 Words Grammar Pronunciation
Core Present simple: Where’s my Sound:
4 Toys: ball, bike, guitar, puppet, scooter, (ball)? It’s here. /b/
tablet, teddy, train set Present simple: Have you ball, bag, big, bike
Prepositions: behind, in, on, under got a (teddy)? Yes / No.
Time to Other Present simple: Where’s the
tidy up! Revision & extension: costume, doll, drum, (scooter)? It’s (on) the table.
kite, rocket, skates
page 38 CLIL: Numbers 11–20

Core Present simple: My (bird) Sound:

5 Pets: bird, cat, dog, fish, hamster, parrot, can (fly). /r/
rabbit, turtle Present simple: I can (hop). rabbit, rain, rubber,
Animal actions: hop, jump, sing, walk I can’t (swim). run
I take Harry Other
to the vet Revision & extension: chicken, cow, hippo,
monkey, sheep, snake
page 50 CLIL: chick, kid, kitten, puppy

Core Present simple: I like Sound:

6 Food and drink: (1) biscuits, cake, (biscuits). I don’t like (cake). /k/
carrots, eggs, grapes, milkshake, Present simple: Do you like cake, carrots, cat, coat
sandwiches, strawberries (bread)? Yes, I do. / No, I don’t.
Let’s go on Food and drink: (2) bread, cheese, juice,
a picnic milk
Other
page 60 Revision & extension: bananas, chocolate,
salad, sausages, tomatoes, yoghurt
CLIL: hear, see, smell, taste, touch

Review 1 Review: Colours, Numbers 1–10, Weather, Classroom objects, Parts of the body, Feeling
adjectives (happy, sad, tired, worried); I’ve got a … ; Can I borrow your … ? I can (touch ) … ;
I’m (happy).
Review 2 Review: Clothes, Toys, Colours, Prepositions of place (behind, in, on, under), Adjectives (big, old,
new, small); Where’s my … ? I’m wearing a (hat). It’s (new). The (ball) is on the chair.
Review 3 Review: Pets, Food and drink, Actions (hop, jump, sing, walk); I can … I can’t … ; I like (cheese).
I don’t like (eggs). My (bird) can (fly). Have you got a … ?
Festival: Core: bat, cat, ghost, Halloween, monster, pumpkin, witch
Halloween Review: I’m a …
Other: wizard
Festival: Core: card, Christmas tree, letter, present, star, stocking
Christmas Review: What is it? It’s a …
Festival: Core: Easter basket, Easter bunny, Easter egg
Easter Review: Can you see … ?

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 Skills Values Culture
Listening: identifying toys, prepositions and numbers 11–20 (listening for specific Look after The toy shop
information); listening to and understanding a story about toys, prepositions and the value your toys.
of looking after your toys; saying words and a rhyme with the sound /b/
Speaking: Where’s my (ball)? It’s here. (asking and answering questions about the
placement of toys); Have you got a (teddy)? Yes. / No. (asking and answering questions about
possessions); Where’s the (scooter)? It’s on the table. (asking questions about location and
using prepositions to describe placement of objects) My favourite toys are … (show and tell
project about my toys); saying words and a rhyme with the sound /b/

Reading: identifying words for pets, actions and baby animals; reading and understanding Be a good Top 5 pets in
a story about a race loser! the UK
Listening: identifying pets, action words and baby animals (listening for specific
information); listening to and understanding a story about what animals can do and the
value of being a good loser; identifying words and a rhyme with the sound /r/
Speaking: My (bird) can (fly) (describing pets’ abilities); My favourite pet is a (cat) (talking
about which animals you like); I can (hop). I can’t (swim) (describing your own abilities);
A (cat) can … (show and tell project about my favourite pet); saying words and a rhyme with
the sound /r/
Writing: identifying and writing descriptions of pets using can or can’t with action words

Reading: identifying words for food and drink, likes and dislikes and the five senses at word Be nice to A visit to a
and sentence level; reading and understanding a story about Little Red Riding Hood others. farm shop
Listening: identifying food and drink, likes and dislikes and the five senses (listening for
specific information); listening to and understanding a story about food, the five senses and
being nice to others; identifying words with the sound /k/
Speaking: I like (milk). I don’t like (cake) (making statements about likes and dislikes); Do you
like (sandwiches)? Yes, I do. / No, I don’t. (asking and answering about likes and dislikes); My
food (show and tell project about my likes and dislikes); saying words and a rhyme with the
sound /k/
Writing: identifying and writing descriptions of food and drink and likes and dislikes at word
and sentence level

Syllabus 7

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