The document outlines the English curriculum for a class taught by Laura Ines Valdez Polanco, covering a 15-week term with integrated learning objectives across reading, writing, speaking, and listening. Each unit focuses on different themes, such as self-introduction, family, likes and dislikes, and daily routines, using varied interactive activities to develop communicative competence. The curriculum emphasizes an integrated approach that encourages authentic language use and skill development through engaging classroom activities.

1. SUBJECT: ENGLISH
CLASS: 1 AB
TEACHER: LAURA INES VALDEZ POLANCO
TERM/ DAY MONTH UNIT/SUBUNITS
Term One
01 Sep. – 17 Dec.
15 Weeks
73 Days
September Introduction and perusal of curriculum frameworks The learning objectives are organised into five strands which
together support the development of knowledge, skills and understanding:
 Use of English
 Reading
 Writing
 Speaking
 Listening
The Use of English strand articulates the linguistic features learners need to be able to understand and use when
engaging with the language productively and receptively in the Reading, Writing, Speaking and Listening strands.
It is expected that the integrated approach for the development of communicative skills in the classroom will be used,
where the four skills in the acquisition of knowledge of a second language can be taught in a coherent way, and
practised together. Integrating the four language skills: enhances learners’ all-round development of communicative
competence; enables teachers to build a lesson around a theme or a topic relevant to the learners; motivates learners by
building more variety into the lesson; works at the level of realistic communication, where language tasks involve more
than one skill; exposes learners to authentic language; and challenges them to interact naturally.
Throughout this scheme of work there are examples of classroom activities that can be taught through skills integration.
Unit 1:
his unit focuses on areas of language that form a basis for upcoming learning. Learners will practise skills and language
in areas such as counting, the alphabet, colours, time and, importantly, introducing themselves with their names.
They will practise writing their names and use their own name cards to introduce themselves to the class and to say
which colour they like. They will organise items in the classroom according to their initial letter sound. They will listen,
follow, mime and say basic phrases of classroom language, which will support English language use in lessons during
YEAR PLAN 2021 – 2022

2. the year. Learners practise writing colour words and using alphabet names to hear and read the spelling of these words.
They have the opportunity to hear and sing a numbers song and further practise numbers in time-telling in a fun game.
October Unit 2:
In this unit, learners practise language and skills needed for talking about themselves.
They will practice spoken language with puppets and a memory game. They will practise listening and reading for detail
by focussing on descriptive language in texts to identify people. They will follow up with a role play using props. Learners
will also practise dialogues with self-made puppets and describe themselves through pictures and in writing.
Unit 3:
In this unit, learners will develop skills to communicate about their families in different creative and interesting ways.
They will develop reading skills at word and phrase level through blending sounds of common words and simple names.
They will develop spelling skills in writing at word and phrase level, including labelling family images and completing
sentences about their family to match a collage picture they have made. Learners use descriptive language including
adjectives and possessive adjectives, plural -s and present simple to talk about their and each other’s family in groups
and pairs, and learn to listen to each other and to the teacher and/or a recording, and to deduce meaning from context.
November Unit 4:
In this unit, learners will think and talk about things they like, such as toys, activities, events and people we give gifts to.
They will draw and guess in a question game using articles a and the, and in filling a toy box with their favourite toys,
which they then label and describe in writing. Learners will mime and talk about what they like and don’t like doing, using
a range of personal pronouns to talk about others as well. They will listen to and participate in reading a story about an
event or celebration and relate this to their own experiences, practising the preposition with. Lastly, learners will make a
present for a person they love and tell their friends all about it.
Revision: Examination Practice
End Term 1 Tests
December End Term 1 Examinations
Term Two January Unit 5: In Unit 5, learners will talk about their school and classroom in different ways and in different contexts.

3. 04 Jan. – 01 Apr.
12 Weeks
57 Days
They will listen to instructions in order to complete a map of a classroom, and write familiar words to label their map.
They will practise reading and writing skills in a classroom treasure hunt and listen for more instructions to find out how
to do an egg and spoon race. After the race, they will practise ordinal numbers to report on it. Learners will focus on
classroom questions as they practise reading, speaking and writing skills. They will also focus on the adverbs here and
there in a game using classroom objects.
February Unit 6: Places around me
In this unit, learners will focus on the town and the places around them in their lives.
They will develop vocabulary through practising various skills in a spelling activity where learners read and dictate words
to one another, matching them to pictures. They will also play a guessing game, where they practise questions and talk
about what they like doing. Learners further practise a range of skills in a role play activity for which they prepare a
shopping list and practise turn taking skills in the context of shopping at a market. They further practise speaking skills
and the use of prepositions and adverbs of place in a classroom game.
March Unit 7: Getting around
In this unit, learners will focus on the theme of transport and movement including the transport and movement of people
as well as animals.
They will practise language through the four skills, for example spoken descriptions in a card game, where they match
pictures to words. Learners will also develop their reading skills through sounding out transport words and focussing on
the blending of sounds. They will also play a miming guessing game, practising questions with verbs of movement. The
modal verb can is used in a circle card game. Learners will work collaboratively to create a classroom display which
presents the modes of transport learners use to come to school. They will focus on letter formation and numbers in this
activity.
April End Term 2 Tests
Term Three
19 Apr. – 30 June.
10 Weeks
50 Days
April Unit 8: My day
Unit 8 is about daily routine. Learners will practice the four skills in a range of fun and interactive activities.
First, learners work with real objects relating to their daily routine. They ask questions about these items, making use of
demonstrative pronouns using outlines which they create and label. They listen and respond to a song about daily
routine, focussing on personal pronouns. Learners make a clock face to help use cardinal numbers and to ask and
answer questions in the present continuous. They use a word search to help check each other’s spelling. Learners share
what they do on days of the week, focussing on ordinal numbers and prepositions of time.

4. May Unit 9 People and animals
In this unit, learners describe and have fun learning about people and animals. They will play a spelling and question
game, where they hear words spelled out and ask questions to guess the word. They describe their own and other’s pets
using articles and possessive‘s and talk about their likes and dislikes for made-up pets using personal pronouns.
Learners create and write about monsters, connecting their sentences and using can and can’t to talk about their
monster’s abilities. Last, they are exposed to a longer text of around two sentences, which they read and identify
similarities with another text with support of images.
June Recapitulation
End Term 3 Tests
July Angolan curriculum examination classes