National English Language Curriculum Framework - Grade 1
Lexis
Subtopic
Phonics
s, a, t, p, I, n, m, d, g, o, c, k, ck, e, u, r, h, b,
f, ff, l, ll, ss, j, v, w, x, y, z, zz, qu, ch, sh, th,
ng, ai, ee, igh, oa, oo
HFW
the, and, a, to, said, in, he, I, of, it, was, you,
they, on, she, is, for, at, his, but, that, with,
all, we, can, are, up, had, my, her, what,
there, out, this, have, went, be, like, some,
so, not, then, were, go, little, as, no, mum,
one, them, do, me, down, dad, big, when, it’s,
see, looked, very, look, don’t, come, will, into,
back, from, children, him, Mr, get, just, now,
came, oh, about, got, their, people, your, put,
could, house, old, too, by, day, made, time,
I’m, if, help, Mrs, called, here, off, asked,
saw, make, an
Lexis
• animals • at home • clothes • colours • education o classroom
objects o classroom activities • family o immediate family •
feelings • food and drink • health and fitness o sport (verbs) • home (around the house) • numbers o 1-10 o ordinal numbers • places o on the farm (verbs and nouns) o town and city (library, school, shop) • shapes • the body o parts of the body o the five
senses o physical appearance • time o days of the week o
seasons o months of the year • transport o vehicles weather
Outcomes
listening
Phonological Awareness
En.1.L.PA.1 Listen and identify all phonemes
En.1.L.PA.1 Listen and identify all phonemes
En.2.L.PA.1 Listen and identify initial, median and final phonemes in words
Comprehension Skills
En.1.L.CS.1 Listen and respond appropriately to peers and adults
En.1.L.CS.2 Listen and understand the overall meaning of very short and simple texts on familiar topics
En.2.L.CS.1 Listen and respond appropriately to peers and adults
reading
Phonological Awareness
En.1.R.PA.1 Decode unfamiliar words by using phonemic awareness and blending strategies when reading.
En.2.R.PA.1 Decode unfamiliar words by using phonemic awareness and blending strategies when reading.
Reading Strategies
En.1.R.RS.1 Follow words and sentences in English from left to right.
En.1.R.RS.2 Read the most common high frequency words.
En.2.R.RS.1 Read frequently encountered words with ease
Comprehension Skills
En.1.R.CS.1 Read and understand the overall meaning of very short, simple texts with the help of pictures.
En.2.R.CS.1 Read and understand the overall meaning of short, simple texts on familiar topics
speaking
Pronunciation
En.1.S.P.1 Accurately reproduce modelled language
En.1.S.P.2 Pronounce learned words using correct stress and intonation
En.2.S.P.1 Accurately reproduce modelled language. Pronounce words and sentences using correct stress, intonation and rhythm.
Fluency
En.1.S.F.1 Use basic language structures when speaking
En.2.S.F.1 Use basic language structures when speaking.
Interaction & Production
En.1.S.IP.1 Express own ideas using familiar words and set phrases.
En.1.S.IP.2 Retell very simple stories and personal experiences using familiar words and set phrases.
En.2.S.IP.1 Express own ideas using a range of familiar words, set phrases and expressions.
writing
Handwriting
En.1.W.H.1 Write correctly formed letters and words moving from left to right
En.2.W.H.1 Write clearly formed letters and words moving from left to right.
Writing Strategies
En.1.W.WS.1 Use phonological awareness and blending strategies to write new words
En.1.W.WS.2 Write sentences using spacing, capitalisation and full stops.
En.2.W.WS.1 Use phonological awareness and blending strategies to write new words.
Writing Production
En.1.W.WP.1 Write very short, simple sentences on familiar topics.
En.2.W.WP.1 Write short, simple sentences on familiar topics.
Assessment
Student Learning Outcomes (SLOs) and Assessment Links
formative assessment
To differentiate assessment between the sub-levels, the Supporting Syllabus will be used. Functional
language, grammar and vocabulary will be embedded within receptive skills and elicited in productive skills
assessment
different assessment tools (e.g. projects, quizzes,
exams, rubrics
Measuring Progress
summative assessment
there will be a set of online diagnostic tests and progress checks which will be pitched at multiple levels in
order to ascertain a learner’s level
continuous and summative assessment running through the term will be considered
Evaluation
Formative assessment
Guides
marking rubrics
Summative assessment
diagnostic tests
progress checks
Tasks
songs/rhymes, stories, short conversations, descriptions and
instructions.
images, gestures and
repetition.
Scope
Grammar
Functional Language
Lexis
Objective
Functional Language Mapping
1.1
Understand
Describing habits and routines
Giving personal information
Greetings
Using polite language/expressions
Understanding and using numbers
Understand and use
--
1.2
Understand
Using polite language/expressions
Understanding and using numbers
Understand and use
Describing habits and routines
Giving personal information
Greetings c
Grammar Mapping
1.1 &1.2
Adjectives
Understand
of size
common
possessive (my, your etc.)
demonstratives (this, that)
Understand and use
--
Adverbs
Understand
as modifiers
Understand and use
--
. Articles and determiners
Understand
definite and indefinite articles
Understand and use
--
Possessives
Understand
possessive pronouns
Understand and use
--
Pronouns
Understand
personal
Understand and use
--
Questions
Understand
question forms
Understand and use
--
Modals
Understand
can/can’t
would
Understand and use
--
Present tense
Understand
present simple
present continuous 1.2 only
Understand and use
--
Other verb forms
Understand
imperatives
Understand and use
--
Conjunctions
Understand
coordinating
subordinating 1.2 only
Understand and use
--
Sequence
The Framework describes learning outcomes across a 10-level scale with each level and sub-level aligning
to the CEFR in terms of levels of proficiency and recommended hours of learning
Level Alignment
Level 1 Pre-A1-A1
Level 2 A1 - A1+*
Level 3 A1+ - A2
Level 4 A2 - A2+
Level 5 A2+ - B1
Level 6 B1 - B1+
Level 7 B1+ - B2
Level 8 B2 - B2+
Level 9 B2+ - C1
Level 10 C1 - C2
Timing
Not available
Resources
simple texts with the help of pictures
write very short, simple sentences on familiar
topics.
Content
Learners will be taught English language through a variety of
songs/rhymes, stories, short conversations, descriptions and
instructions.
The topics relate to the learners’ immediate experiences and needs
(i.e. families, friends and school).
Written and spoken texts are very simple, clear and very short.
Learning is supported by images, gestures and
repetition.
Input speech is slow, clearly articulated and delivered in a familiar
accent.
Methodology
The framework show a level based approach to English language
A level based approach supports learners in achieving their potential
The Framework accommodates learners’
linguistic skills, aptitude and English language background