The syllabus outlines the language skills and content areas students should master by the end of the Kids 2 course. It includes being able to:
1) Greet others, ask and answer questions, describe likes/dislikes, abilities, possessions, clothing, and daily routines.
2) Identify and ask about objects, talk about scenes/places using prepositions, recognize question words, and express feelings.
3) Use numbers up to 100, vocabulary related to clothing, hobbies, celebrations, animals, home/furniture, nature, and collectibles.
The syllabus outlines the language skills and content areas students should master by the end of the Kids 2 course. It includes being able to:
1) Greet others, ask and answer questions, describe likes/dislikes, abilities, possessions, clothing, and daily routines.
2) Identify and ask about objects, talk about scenes/places using prepositions, recognize question words, and express feelings.
3) Use numbers up to 100, vocabulary related to clothing, hobbies, celebrations, animals, home/furniture, nature, and collectibles.
The syllabus outlines the language skills and content areas students should master by the end of the Kids 2 course. It includes being able to:
1) Greet others, ask and answer questions, describe likes/dislikes, abilities, possessions, clothing, and daily routines.
2) Identify and ask about objects, talk about scenes/places using prepositions, recognize question words, and express feelings.
3) Use numbers up to 100, vocabulary related to clothing, hobbies, celebrations, animals, home/furniture, nature, and collectibles.
The syllabus outlines the language skills and content areas students should master by the end of the Kids 2 course. It includes being able to:
1) Greet others, ask and answer questions, describe likes/dislikes, abilities, possessions, clothing, and daily routines.
2) Identify and ask about objects, talk about scenes/places using prepositions, recognize question words, and express feelings.
3) Use numbers up to 100, vocabulary related to clothing, hobbies, celebrations, animals, home/furniture, nature, and collectibles.
CAN ask and answer simple questions with some support. CAN understand simple stories and dialogues with visual prompts and with some support. CAN describe what they are doing, what they like, describe the clothes they are wearing and what they can do. CAN describe what’s in their homes. CAN count to 100. CAN tell the date, talk about the weather and complete sentences with visual support.
CONTENT:
By the end of the course the students should be able to understand and produce the following in addition to the contents listed in the Pre‐Kids and Kids 1 syllabi.
* The expressions in bold represent what the students are meant to produce; the rest is reception/understanding
Functions Exponents* Greetings Hi/ Hello! How are you? I’m fine, thanks. And you? Very well. What’s your name? I’m…. / My name is …. How old are you? I’m….
Interacting in the classroom What’s (…) in English? It’s … I don’t know. How do you spell …? (G‐O‐N…) Silence, please. Listen, look, read, etc. Put up your hand Have you got a sharpener? Yes, here you are / No, sorry.
1
Identifying and asking about objects What’s this? It’s a ruler Is it a sharpener? Yes, it is / No, it isn’t. (This /that) isn’t a (lion), it’s a (parrot). (These /those) aren’t (birds), they are (cats).
Where’s the (elephant)? (In the water)
Talking about likes and dislikes (do/does) What’s your favourite (colour)? (Red) What do you like (eating for breakfast)? I like cereal and milk. Do you like (eggs)? Yes, I do / No, I don’t
Talking about ability (can/can’t) What sports can you do? I can (swim) I can’t (climb) Can you/he/she (climb)? Yes, (I) can / No, (I) can’t He can (play football) He can’t (jump).
Expressing possession (have got/has I’ve got a (pen). got/haven’t got/ hasn’t got) I haven’t got (a felt‐tip marker). Has (Sally) got (sharpener)? Yes, (she) has / No, (she) hasn’t
Talking and asking about what people are What are you wearing? wearing I’m wearing … What is he wearing? He’s wearing (a hat) He isn’t wearing (a coat). Is he wearing (a jacket)? Yes, he is / No, he isn’t.
Describing and answering questions about What are you doing? actions at the moment of speaking (present I’m (swimming in the river) continuous) What is she doing? She’s (cooking) Is he playing the piano? Yes, he is / No, he isn’t He isn’t (running), he’s (jumping).
Talking about everyday routines (simple Do you study French on Monday? present) Yes, I do / No, I don’t What do you do every day? I (watch TV)
2
Describing and answering questions about There’s (a beach) scenes, places and rooms.(there is/are – There isn’t (a mountain) prepositions) Is there a river? Is there a TV in your bedroom? Is there a girl behind the tree? Yes, there is / No, there isn’t. There’s (a ball) (between) (the chair and the sofa). There are (two lamps) (near the sofa)
Recognising question words (who‐where‐ Who is that man? which‐when‐ how many) My father Where is the lion? In the jungle Which girl? This girl When do you have breakfast? In the morning When’s your birthday? (On) July (the) 3rd / (On) 3rd July.
Expressing feelings How do you feel? I’m (hungry)
Expressing quantity How many (cars) can you see? I can see (three)
LEXICAL AREAS
This list does not provide an exhaustive register of all the words which can be taught at the level and could appear in our exams; therefore it is meant to be open and flexible although all the Lexical Areas should be covered
Lexical area Vocabulary Numbers up to 100 Clothes goggles, helmet, sunglasses, scarf, bracelet, earrings, watch, badge, cap, jumper, swimsuit, etc. Actions & free time listen to stories, watch DVDs, use a computer, read books, read magazines, look for information, do the homework, play football, play tennis, play basketball, run, swim, skateboard, ski, cook, sleep, do gymnastics, ride a bike, do judo, rollerblade, get up, have a shower, get dressed, have breakfast, go to school, study, have lunch, go home, have dinner, go to bed, etc. Parties & Celebrations balloons, cake, sweets, card, candles, presents, king, queen, princess, pirate, ghost, alien, clown, fancy‐dress party, witch, cowboy, birthday party, happy birthday, Christmas, Easter, Halloween, etc.
3 Animals bear, cheetah, zebra, gorilla, seal, whale, dolphin, kangaroo, rhino, shark, orang‐utan, turtle, hippo, hummingbird, etc. Parts of the house & bedroom, bathroom, living room, dining room, kitchen, hall, garden, furniture sofa, chair, lamp, table, bed, night table, rug, case, fridge, cupboard, bathtub, etc. Nature and the world island, river, lake, mountain, forest, cave, waterfall, beach, palm around us tree, path, grass, rocks, rivers, etc. Collectibles shells, marbles, stickers, badges, pins, cards, boats, dolls, stamps, etc. Food turkey, sprouts, pudding, crackers, tea, box of chocolates, sausages, etc. Location / next to, behind, between. prepositions Weather the sun/sunny, cloud/cloudy, rain/rainy, snow/snowy, storm/stormy, wind/windy, etc. Months of the year January, February, March, April, May, June, July, August, September, and day of the week October, November, December. Monday to Sunday Jobs basketball player, ballet dancer, fire‐fighter, police officer, farmer, film star, astronaut, teacher, doctor, etc. Feelings & Emotions sad /crying, happy/laughing, smiling, thirsty, angry, hungry, tired, sleepy, etc. Music guitar, trumpet, drums, violin, recorder, piano, CD player, MP3 player, etc. Adjectives big, small, tall, short, fast, slow, hungry, thirsty, tired, angry, excited, funny, fat, thin, etc. At school Felt‐tip pen, chalk, library, toilet, playground, dining room, classroom, garden, etc. Parts of the body Revision of all items previously taught Colours Revision of all items previously taught Friends and family Revision of all items previously taught Toys Revision of all items previously taught
