Syllabus

Vocabulary Grammar Culture

Core Core
Numbers: 1–10 Hello! Goodbye.
Colours: black, blue, brown, green, I’m (Sam). I’m (7).
Starter orange, pink, purple, red, white,
Welcome to yellow
Classroom objects: bag, crayon,
Park Street pen, pencil, rubber

Core Core In the park

Toys: ball, bike, book, doll, kite, I’ve got a (skateboard).
scooter, skateboard, skipping rope It’s (blue and black).
Adjectives: big, small, old, new It’s (big).
Revised Everyday language
Unit 1 Numbers 1–10, pencil, bag, rubber This ball is for you.
In the park Colours This ball is for me.

Core Core By the river

Animals: bird, cat, dog, fish, frog, It’s a (mouse).
horse, mouse, rabbit A blue (body). Blue (legs).
Parts of an animal’s body: body, Revised
legs, nose, tail
It’s (pink). It’s (big).
Unit 2 Revised
Everyday language
By the river scooter, ball, doll
What’s your favourite animal?
Colours
My favourite animal’s (a dog).

Project 1: A memory game

Core Core In the city
Transport: bus, car, helicopter, I can see a (motorbike). I can see a (purple)
lorry, motorbike, plane, taxi, train (bike).
Actions: walk, run, eat, shout (Don’t) eat / run / shout / walk
Polite terms: Stop! Look! Listen! Cross!
Unit 3 Please, Thank you! Sorry! Revised
In the city Revised It’s (blue). It’s a (taxi).
cat, dog, bike, book, tail, legs, ball, Everyday language
big, head Let’s sit down! Let’s stand up!
Colours

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 Skills Values Literacy
Reading: reading greetings, colours and classroom objects; Hello, Clunk
extensive reading Hello, Clunk Title and cover
Listening: identifying numbers, colours and classroom objects
(listening for specific information)
Speaking: What’s your name? (asking and answering questions
about names); How old are you? (asking and answering
questions about age); How many …are there? (asking and
answering questions about quantity)
Writing: identifying and writing numbers, colours and
classroom objects
Reading: reading and understanding a story about adjectives; Do you share? Hello, Clunk
reading texts to identify toys, adjectives, colours; extensive Pages 2 and 3
reading Hello, Clunk
Listening: identifying toys, colours, adjectives (listening for
specific information)
Speaking: I’ve got a (skateboard). It’s (new). It’s (blue). It’s a
(square). (describing objects and guessing the objects)
Everyday language: This ball is for me. This ball is for you.
(describing possession)
Writing: identifying and writing words and descriptions of toys,
colours, shapes and adjectives
Pronunciation: ‘b’
Reading: reading and understanding a story about colours; Are you kind to animals? Hello, Clunk
reading texts to identify words about animals, parts of the body Pages 4 and 5
and their colours; extensive reading Hello, Clunk
Listening: identifying animals, parts of the body, colours
(listening for specific information)
Speaking: It’s a (mouse). It’s (big). (describing animals); A (brown
tail). (making statements to describe animals)
Everyday language: What’s your favourite animal? It’s a (dog).
(asking and answering about a preference)
Writing: identifying and writing words and descriptions of
animals and their bodies
Pronunciation: ‘d’

Reading: reading and understanding a story about a trip to Do you think about Hello, Clunk
a museum; reading texts to identify words about forms of others? Pages 6 and 7
transport, actions; extensive reading Hello, Clunk
Listening: identifying transport words and descriptions of
transport (listening for specific information); identifying and
responding to commands
Speaking: I can see a (purple) (bike). (describing and guessing);
Don’t run! (giving orders)
Everyday language: Let’s stand up! Let’s sit down! (making
suggestions)
Writing: identifying and writing words and descriptions of
transport; identifying and writing commands
Pronunciation: ‘t’

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 Vocabulary Grammar Culture
Core Core A birthday party
Family: aunty, brother, dad, This is my (dad).
grandma, grandpa, mum, sister, I / He / She can (dance / jump / sing / skip).
uncle
Revised
Unit 4 Actions: dance, jump, sing, skip
I’m (6).
At the Revised
Everyday language
car, lorry, walk, run, shout, train,
party bus, frog, horse
How old are you?

Project 2: A robot family poster

Core Core At dance club
Clothes: cap, dress, jacket, shoes, I’m wearing a (yellow) (T-shirt).
skirt, sunglasses, trousers, T-shirt I’m / He’s / She’s (happy).
Drawing faces: angry, ill, scared, Revised
Unit 5 tired
I / He can dance / jump.
At the Revised
Everyday language
ball, car, cat, walk, book, scooter,
carnival grandma, mum, helicopter, plane
Put (your shoes) on!
Take (your cap) off!

Core Core A fruit farm

Food: apples, cakes, eggs, olives, I like (apples). I don’t like (olives).
sandwiches, sausages, strawberries, Here’s a (tree).
tomatoes
Revised
Unit 6 Fruit: cherries, grapes, oranges,
I can see (flowers).
peaches, pears
At the My favourite fruit is (apples).
Revised
picnic skirt, cap, dress, shoes, dad,
Everyday language
grandpa Do you like (apples)?
Yes, I do. / No, I don’t.

Project 3: A friendship game

Festivals Halloween    Christmas    Easter

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 Skills Values Literacy
Reading: reading and understanding a story about a birthday Do you play nicely? Hello, Clunk
party; reading texts to identify words about family; extensive Pages 8 and 9
reading Hello, Clunk
Listening: identifying family, actions, (listening for specific
information)
Speaking: This is my (dad). (introducing family members); How
old are you? (asking and answering about age); I / He / She can
(dance). (describing ability)
Everyday language: How old are you? (asking somebody’s age).
Writing: identifying and writing words and descriptions of
family members and abilities
Pronunciation: ‘u’

Reading: reading and understanding a story about a carnival; Are you a good friend? Hello, Clunk
reading texts to identify words about clothes and feelings; Pages 10 and 11
extensive reading Hello, Clunk
Listening: identifying clothes, adjectives to describe feelings
(listening for specific information)
Speaking: I’m wearing a (yellow) (T-shirt). (describing clothing);
I’m / He’s / She’s (happy). (describing feelings)
Everyday language: Put your trousers on! Take your cap off!
(giving everyday instructions)
Writing: identifying and writing words and descriptions of
clothes, and feelings
Pronunciation: ‘h’
Reading: reading and understanding a story about picnics; Do you eat healthy food? Hello, Clunk
reading texts to identify words about food, fruits, likes and Pages 12 and 13
dislikes; extensive reading Hello, Clunk
Listening: identifying food, fruit, (listening for specific
information); identifying likes and dislikes
Speaking: I like (apples). (expressing likes and dislikes);
My favourite fruit is (describing preferences)
Everyday language: Do you like (apples)? Yes, I do. / No I don’t.
(asking and answering about likes and dislikes)
Writing: identifying and writing words and descriptions of
foods, fruits, likes and dislikes
Pronunciation: ’iz’

  

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