Top kids 1-6 syllabus
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Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
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|
1 |
1 |
1 (P. 4-5) |
Lucy, Jack, Ms. West, Mr. Black, Herby, Princess, girl, boy, woman, hedgehog, cat, desk, puddle, bird, two, turtle |
I’m____. You’re____. I’m not a _____. You’re not a ___. |
Learning about introducing oneself Greetings Leave takings Identifying sounds: Dd/Tt |
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2 |
1 (P.6-7)+(P.76) |
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2 |
3 |
1 (P. 8-9) |
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4 |
Review Unit 1 + Unit 1 test (oral test and written test) |
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3 |
5 |
Expansion 1 (P. 10-11) |
Stand up. Sit down. Come here. Go to the board. |
Learning about classroom language. |
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6 |
2 (P.12-13) |
pencil, book, eraser, pen, pencil case, book bag, big, small, old, new, long, short, boat, baby, cab, pear, puppy, map |
It’s a /an … It’s… It’s not… |
Learning about school supplies Describing objects Greetings Identifying sounds:Bb/Pp |
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4 |
7 |
2 (P.14-15) +(P.76) |
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8 |
2 (P.16-17) |
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5 |
9 |
Review Unit 2+Unit 2 test (Oral test and written test) |
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10 |
Reading1(P.18-19) |
Reading 1: My First Day of School |
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Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
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6 |
11 |
Review Unit1-2 |
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12 |
3 (P.20-21) |
Bike, doll, yo-yo, ball, jump rope, kite, tree, flower, butterfly, bird, cloud, puddle, goat, angry, bug, key, monkey, book |
Is it a/an…? Yes, it is. No, it isn’t. This is a/an … That’s a/an… |
. Identifying singular nouns Learning about the nature Asking for personal information Identifying sounds: Gg/Kk |
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7 |
13 |
3 (P.22-23) +(P.77) |
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14 |
3 (P.24-25) |
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8 |
15 |
Review Unit 3 + Unit 3 test (oral test and written test) |
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16 |
Expansion2 (P.26-27) |
Take out your book. Open your book. Close your book. Put your book away. |
Learning about classroom language |
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|
9 |
17 |
4 (P.28-29) |
bus, car, taxi, truck, subway, train, doctor, nurse, bus driver, teacher, student, police officer, mouse, mommy, jam, nine, banana, fan |
What’s this? It’s a/an… What’s that? It’s a/an.. She’s a/an… He’s a/an… |
Learning about occupations and transportations Greetings Identifying sounds: Mm/Nn |
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18 |
4 (P.30-31) +(P.77) |
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10 |
19 |
4 (P.32-33) |
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20 |
Review Unit 4+Unit 4 test (Oral test and written test) |
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Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
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11 |
21 |
Review Unit3-4 |
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22 |
Reading2(P.34-35) |
Reading 2: A Busy, Busy Town |
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12 |
23 |
Review Unit1-4 |
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24 |
Review 1 P.36-39) |
Midterm Test: Unit 1-4 ( Oral test and Written test) |
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|
13 |
25 |
5 (P.40-41) |
mother, father, brother, sister, grandmother, grandfather, tall, short, young, old, handsome, beautiful, sun, dress, zebra, lizard, quit |
He’s / She’s my… He / She isn’t my… Is she/he …? Yes, she/he is. No, she/he isn’t. |
Learning about family members Describing family members Introductions Identifying sounds: Ss/Zz |
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26 |
5 (P.42-43) +(P.78) |
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14 |
27 |
5 (P.44-45) |
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28 |
Review Unit 5 + Unit 5 test (oral test and written test) |
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15 |
29 |
Expansion3 (P.46-47) |
Make a circle. Make a line. Write the word “book.” Pass out the tests. |
Learning about classroom language |
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30 |
6 (P. 48-49) |
circle, square, triangle, rectangle, star, oval, red, yellow, blue, green, white, black, fish, waffle, leaf, violin, oven, five |
How many…? What color is it? It’s… |
Identifying shapes and colors Identifying numbers 1-10 Asking about personal preferences Identifying sounds: Ff/Vv |
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16 |
31 |
6 (P.50-51)+ (P.78) |
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32 |
6 (P.52-53) |
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17 |
33 |
Review Unit 6+Unit 6 test (Oral test and written test) |
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Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
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|
17 |
34 |
Reading 3 (P.54-55) |
Reading 3: Shapes in Our World |
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18 |
35 |
Review Unit 5-6 |
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36 |
7 (P.56-57) |
Duck, cow, horse, chicken, sheep, barn, hot, cold, hungry, thirsty, tired, angry, lion, yellow, doll, rain, carrot, bear |
The…is in the barn. The… are on the barn. Are you…? Yes, I am. No, I am not. |
Learning about healthiness Identifying animals Identifying singular/plural nouns Accepting politely Identifying sounds: Ll/Rr |
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19 |
37 |
7 (P.58-59) +(P.79) |
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38 |
7 (P.60-61) |
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20 |
39 |
Review Unit 7+ Unit 7 test (oral test and written test) |
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40 |
Expansion (P.62-63) |
Pick up your pencil. Put your pencil down. Count the books. Point to the board. |
Learning about classroom language |
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21 |
41 |
8 (P.64-65) |
I can… I can’t… |
Learning about verbs/abilities Expressing concern Identifying sounds: Hh/Ww |
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42 |
8 (P.66-67) +(P.79) |
run, walk, fly, jump, swim, sing, dance, draw, jump rope, play baseball, ride a bike, climb a tree house, hand, horse, water, woman, watch |
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22 |
43 |
8 (P.68-69) |
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44 |
Review Unit 8+Unit 8 test (Oral test and written test) |
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23 |
45 |
Review Unit 7-Unit 8 |
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Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
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|
23 |
46 |
Reading 4 (P.70-71) |
Reading 4: Everybody Is Special |
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24 |
47 |
Review Unit 5-8 |
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|
48 |
Review 2 (P. 72-75) |
Final Test: Unit 5-8 ( Oral test and Written test) |
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Top Kids Syllabus – Book 2 (6m)
|
Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
||
|
1 |
1 |
1 (P. 4-5) |
crayon, marker, notebook, ruler, table, shelf, desk, chair, window, door, trash can, computer, jacket, jet, jar, yarn, yogurt |
There is one… There are… These are… Those are… |
Learning school supplies and objects Identifying singular and plural nouns Learning numbers Complimenting Identifying sounds: Jj/Yy |
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2 |
1 (P.6-7)+(P.76) |
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2 |
3 |
1 (P. 8-9) |
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|
4 |
Review Unit 1 + Unit 1 test (oral test and written test) |
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|
3 |
5 |
Expansion 1 (P. 10-11) |
Raise your hands. Put your hand down. Write your name. Read page 5. |
Learning about classroom language. |
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|
6 |
2 (P.12-13) |
ant, frog, rabbit, squirrel, spider, bee, cute, ugly, smart, busy, scary, friendly, coat, cupcake, queen, quilt, quiz |
What are these? They’re… What are those? They’re… You’re… We’re… They’re… |
Learning the animals Describing people’s appearance Identifying demonstrative pronouns Reprimanding apologizing Identifying sounds: Cc/Qq |
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|
4 |
7 |
2 (P.14-15) +(P.76) |
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8 |
2 (P.16-17) |
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|
5 |
9 |
Review Unit 2+Unit 2 test (Oral test and written test) |
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|
10 |
Reading1(P.18-19) |
Reading 1: A Busy Day at School |
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Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
|
|
6 |
11 |
Review Unit1-2 |
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|
12 |
3 (P.20-21) |
row a boat, play the guitar, do a cartwheel, paint a picture, make a smoothie, fly a kite, soda, juice, water, lemonade, iced tea, chocolate milk |
Can you…? Yes, I can. No, I can’t. I like… |
Learning about ability Learning about drinks Expressing preference Offering Learning sounds: short “a” |
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7 |
13 |
3 (P.22-23) +(P.77) |
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14 |
3 (P.24-25) |
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|
8 |
15 |
Review Unit 3 + Unit 3 test (oral test and written test) |
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|
16 |
Expansion2 (P.26-27) |
Close your eyes. Touch your ears. Stop talking. Start writing. |
Learning about classroom language |
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|
9 |
17 |
4 (P.28-29) |
pasta, pizza, chicken, salad, steak, sushi, hamburger, hot dog, sandwich, French fries, cookie, ice-cream cone |
I don’t like… Do you like…? Yes, I do. No, I don’t. |
Learning about food Expressing preference Refusing politely Learning sounds: short “e” |
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|
18 |
4 (P.30-31) +(P.77) |
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|
10 |
19 |
4 (P.32-33) |
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|
20 |
Review Unit 4+Unit 4 test (Oral test and written test) |
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|
Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
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|
11 |
21 |
Review Unit3-4 |
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|
22 |
Reading2(P.34-35) |
Reading 2: Healthy Food |
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|
12 |
23 |
Review Unit1-4 |
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|
24 |
Review 1 P.36-39) |
Midterm Test: Unit 1-4 ( Oral test and Written test) |
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|
13 |
25 |
5 (P.40-41) |
smartphone, laptop computer, computer game, game console, tablet, remote-control car, basketball, skateboard, board game, dollhouse, art set, teddy bear |
I have… I don’t have… |
Learning about electronics Learning about toys Learning about possessions Helping friends Learning sounds: short “i” |
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26 |
5 (P.42-43) +(P.78) |
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|
14 |
27 |
5 (P.44-45) |
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|
28 |
Review Unit 5 + Unit 5 test (oral test and written test) |
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|
15 |
29 |
Expansion3 (P.46-47) |
Spell the word “pen.” Say the word “computer.” Draw a cat. Look at the board. |
Learning about classroom language |
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|
30 |
6 (P. 48-49) |
cake, balloon, hat, present, card, candy, sing, laugh, cry, shout, paly a game, open a present |
Do you have…? Yes, I do. No, I don’t. She’s/He’s ___ing. |
Learning about things at a birthday party Learning about actions Responding to a set phrase Learning sounds: short ”o” |
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|
16 |
31 |
6 (P.50-51)+ (P.78) |
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32 |
6 (P.52-53) |
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|
17 |
33 |
Review Unit 6+Unit 6 test (Oral test and written test) |
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|
Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
|||||||||
|
17 |
34 |
Reading 3 (P.54-55) |
Reading 3: Wendy Buys an Art Set |
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18 |
35 |
Review Unit 5-6 |
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|
36 |
7 (P.56-57) |
watch TV, cook dinner, sleep, play hide and seek, wash my hands, clean up, living room, kitchen, bedroom, bathroom, yard, garage |
What’s she/he doing? She’s/He’s ___ing. Where are you? I am in the… |
Learning about actions Learning about rooms in a house Giving and responding to commands Learning sounds: short “u” |
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|
19 |
37 |
7 (P.58-59) +(P.79) |
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|
38 |
7 (P.60-61) |
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|
20 |
39 |
Review Unit 7+ Unit 7 test (oral test and written test) |
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|
40 |
Expansion (P.62-63) |
Hand in your homework. Turn to page 12. Clean up your desks. Take a break. |
Learning about classroom language |
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|
21 |
41 |
8 (P.64-65) |
Numbers 20-30, 40. 50 |
What time is it? It’s… Are you ___ing? Yes, I am. No, I am not. Are they___ing? Yes, they are. No, they aren’t. |
Learning about telling time Learning about activities at school Helping someone be punctual Learning sounds: short “a, e, i, o, u” |
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|
42 |
8 (P.66-67) +(P.79) |
read a book, take a test, eat lunch, take a nap, draw a picture, study English |
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|
22 |
43 |
8 (P.68-69) |
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|
44 |
Review Unit 8+Unit 8 test (Oral test and written test) |
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|
23 |
45 |
Review Unit 7-Unit 8 |
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|
Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
|||||||||
|
23 |
46 |
Reading 4 (P.70-71) |
Reading 4: Happy Homes |
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|
24 |
47 |
Review Unit 5-8 |
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|
48 |
Review 2 (P. 72-75) |
Final Test: Unit 5-8 ( Oral test and Written test) |
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Top Kids Syllabus – Book 2 (6m)
|
Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
||
|
1 |
1 |
1 (P. 4-5) |
crayon, marker, notebook, ruler, table, shelf, desk, chair, window, door, trash can, computer, jacket, jet, jar, yarn, yogurt |
There is one… There are… These are… Those are… |
Learning school supplies and objects Identifying singular and plural nouns Learning numbers Complimenting Identifying sounds: Jj/Yy |
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|
|
2 |
1 (P.6-7)+(P.76) |
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|
2 |
3 |
1 (P. 8-9) |
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|
4 |
Review Unit 1 + Unit 1 test (oral test and written test) |
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|
3 |
5 |
Expansion 1 (P. 10-11) |
Raise your hands. Put your hand down. Write your name. Read page 5. |
Learning about classroom language. |
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|
6 |
2 (P.12-13) |
ant, frog, rabbit, squirrel, spider, bee, cute, ugly, smart, busy, scary, friendly, coat, cupcake, queen, quilt, quiz |
What are these? They’re… What are those? They’re… You’re… We’re… They’re… |
Learning the animals Describing people’s appearance Identifying demonstrative pronouns Reprimanding apologizing Identifying sounds: Cc/Qq |
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|
4 |
7 |
2 (P.14-15) +(P.76) |
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|
8 |
2 (P.16-17) |
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|
5 |
9 |
Review Unit 2+Unit 2 test (Oral test and written test) |
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|
10 |
Reading1(P.18-19) |
Reading 1: A Busy Day at School |
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|
Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
|
|
6 |
11 |
Review Unit1-2 |
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|
12 |
3 (P.20-21) |
row a boat, play the guitar, do a cartwheel, paint a picture, make a smoothie, fly a kite, soda, juice, water, lemonade, iced tea, chocolate milk |
Can you…? Yes, I can. No, I can’t. I like… |
Learning about ability Learning about drinks Expressing preference Offering Learning sounds: short “a” |
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|
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|
7 |
13 |
3 (P.22-23) +(P.77) |
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|
14 |
3 (P.24-25) |
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|
8 |
15 |
Review Unit 3 + Unit 3 test (oral test and written test) |
||||
|
16 |
Expansion2 (P.26-27) |
Close your eyes. Touch your ears. Stop talking. Start writing. |
Learning about classroom language |
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|
9 |
17 |
4 (P.28-29) |
pasta, pizza, chicken, salad, steak, sushi, hamburger, hot dog, sandwich, French fries, cookie, ice-cream cone |
I don’t like… Do you like…? Yes, I do. No, I don’t. |
Learning about food Expressing preference Refusing politely Learning sounds: short “e” |
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|
18 |
4 (P.30-31) +(P.77) |
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|
10 |
19 |
4 (P.32-33) |
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|
20 |
Review Unit 4+Unit 4 test (Oral test and written test) |
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|
Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
|||||||||
|
11 |
21 |
Review Unit3-4 |
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|
22 |
Reading2(P.34-35) |
Reading 2: Healthy Food |
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|
12 |
23 |
Review Unit1-4 |
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|
24 |
Review 1 P.36-39) |
Midterm Test: Unit 1-4 ( Oral test and Written test) |
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|
13 |
25 |
5 (P.40-41) |
smartphone, laptop computer, computer game, game console, tablet, remote-control car, basketball, skateboard, board game, dollhouse, art set, teddy bear |
I have… I don’t have… |
Learning about electronics Learning about toys Learning about possessions Helping friends Learning sounds: short “i” |
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|
26 |
5 (P.42-43) +(P.78) |
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|
14 |
27 |
5 (P.44-45) |
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|
28 |
Review Unit 5 + Unit 5 test (oral test and written test) |
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|
15 |
29 |
Expansion3 (P.46-47) |
Spell the word “pen.” Say the word “computer.” Draw a cat. Look at the board. |
Learning about classroom language |
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|
30 |
6 (P. 48-49) |
cake, balloon, hat, present, card, candy, sing, laugh, cry, shout, paly a game, open a present |
Do you have…? Yes, I do. No, I don’t. She’s/He’s ___ing. |
Learning about things at a birthday party Learning about actions Responding to a set phrase Learning sounds: short ”o” |
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|
16 |
31 |
6 (P.50-51)+ (P.78) |
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|
32 |
6 (P.52-53) |
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|
17 |
33 |
Review Unit 6+Unit 6 test (Oral test and written test) |
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|
Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
|||||||||
|
17 |
34 |
Reading 3 (P.54-55) |
Reading 3: Wendy Buys an Art Set |
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|
18 |
35 |
Review Unit 5-6 |
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|
36 |
7 (P.56-57) |
watch TV, cook dinner, sleep, play hide and seek, wash my hands, clean up, living room, kitchen, bedroom, bathroom, yard, garage |
What’s she/he doing? She’s/He’s ___ing. Where are you? I am in the… |
Learning about actions Learning about rooms in a house Giving and responding to commands Learning sounds: short “u” |
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|
19 |
37 |
7 (P.58-59) +(P.79) |
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|
38 |
7 (P.60-61) |
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|
20 |
39 |
Review Unit 7+ Unit 7 test (oral test and written test) |
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|
40 |
Expansion (P.62-63) |
Hand in your homework. Turn to page 12. Clean up your desks. Take a break. |
Learning about classroom language |
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|
21 |
41 |
8 (P.64-65) |
Numbers 20-30, 40. 50 |
What time is it? It’s… Are you ___ing? Yes, I am. No, I am not. Are they___ing? Yes, they are. No, they aren’t. |
Learning about telling time Learning about activities at school Helping someone be punctual Learning sounds: short “a, e, i, o, u” |
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|
42 |
8 (P.66-67) +(P.79) |
read a book, take a test, eat lunch, take a nap, draw a picture, study English |
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|
22 |
43 |
8 (P.68-69) |
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|
44 |
Review Unit 8+Unit 8 test (Oral test and written test) |
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|
23 |
45 |
Review Unit 7-Unit 8 |
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|
Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
|||||||||
|
23 |
46 |
Reading 4 (P.70-71) |
Reading 4: Happy Homes |
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|
24 |
47 |
Review Unit 5-8 |
||||||||||||
|
48 |
Review 2 (P. 72-75) |
Final Test: Unit 5-8 ( Oral test and Written test) |
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Top Kids Syllabus – Book 3 (6m)
|
Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
|
|
1 |
1 |
1 (P. 4-5) |
park, library, bakery, store, school, house, baseball, storybook, apple pie, egg, workbook, key |
Where’s she/he going? She’s/He’s going to the… She/He has a/an… |
Learning about places Learning about things Asking for personal information Learning sounds: long “a” |
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|
2 |
1 (P.6-7)+(P.76) |
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|
2 |
3 |
1 (P. 8-9) |
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|
4 |
Review Unit 1 + Unit 1 test (oral test and written test) |
|||||
|
3 |
5 |
Expansion 1 (P. 10-11) |
Learning about critical thinking, personalization, and a mini project |
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|
6 |
2 (P.12-13) |
kitchen, puppy, goldfish, hamster, turtle, parrot, dog bed, cat toy, goldfish bowl, dog house, pet food, hamster cage |
She/He doesn’t have a/an… What does she/he have? She/He has a/an… |
Learning about pet animals Learning about things for pets Offering help Identifying sounds: long “a” and short ”a” |
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|
4 |
7 |
2 (P.14-15) +(P.76) |
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|
8 |
2 (P.16-17) |
|||||
|
5 |
9 |
Review Unit 2+Unit 2 test (Oral test and written test) |
||||
|
10 |
Reading1(P.18-19) |
Reading 1: Herby Gets a Pet |
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|
Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
||||||
|
6 |
11 |
Review Unit1-2 |
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|
12 |
3 (P.20-21) |
Monday, Tuesday, Wednesday, Thursday, Friday Saturday, Sunday, English class, math class, computer class, music class, kung fu class, ballet class Grammar vocab: today, tomorrow, the day after tomorrow |
What day is …? It’s… I have ___ on___. She/He has___ on ___. |
Learning about days of the week Learning about classes Inviting and refusing an invitation Learning sounds: long “e” |
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|
|
|||||||||||
|
7 |
13 |
3 (P.22-23) +(P.77) |
|||||||||
|
14 |
3 (P.24-25) |
||||||||||
|
8 |
15 |
Review Unit 3 + Unit 3 test (oral test and written test) |
|||||||||
|
16 |
Expansion2(P.26-27) |
Learning about critical thinking, personalization, and a mini project |
|||||||||
|
9 |
17 |
4 (P.28-29) |
get dressed, play with friends, do chores, have a snack, brush my teeth, take a shower, eat breakfast, go to school, go home, do homework, have dinner, go to bed Grammar vocab: in the morning, in the afternoon, in the evening |
I don’t…in the… Do you …at…? Yes, I do. No, I don’t. Do they…at…? Yes, they do. No, they don’t. |
Learning about daily activities Offering help Identifying sounds: long ”e” and short “e” |
||||||
|
18 |
4 (P.30-31) +(P.77) |
||||||||||
|
10 |
19 |
4 (P.32-33) |
|||||||||
|
20 |
Review Unit 4+Unit 4 test (Oral test and written test) |
||||||||||
|
Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
||||||
|
11 |
21 |
Review Unit3-4 |
|||||||||
|
22 |
Reading2(P.34-35) |
Reading 2: Ellie Peters and Her Family |
|||||||||
|
12 |
23 |
Review Unit1-4 |
|||||||||
|
24 |
Review 1 P.36-39) |
Midterm Test: Unit 1-4 ( Oral test and Written test) |
|||||||||
|
13 |
25 |
5 (P.40-41) |
jacket, shirt, pants, shorts, jeans, sneakers, wet, dry, clean, dirty, tight, loose Grammar vocab: I-my, you-your, he-his, she-her, they-their, we-our |
This is my… These are my… That is my… Those are my… This jacket is dry. This is a dry jacket. These sneakers are wet. These are wet sneakers. |
Learning about clothing Learning about adjective Identifying singular and plural nouns Showing sympathy/concern Leaning sounds: long “i” |
||||||
|
26 |
5 (P.42-43) +(P.78) |
||||||||||
|
14 |
27 |
5 (P.44-45) |
|||||||||
|
28 |
Review Unit 5 + Unit 5 test (oral test and written test) |
||||||||||
|
15 |
29 |
Expansion3 (P.46-47) |
Learning about critical thinking, personalization, and a mini project |
||||||||
|
30 |
6 (P. 48-49) |
alarm clock, pillow, blanket, dresser, lamp, rug, purple, orange, brown, pink, gold, silver Grammar vocab: under, in front of |
The alarm clock is behind the lamp. Where’s the…? It’s next to the goldfish bowl. |
Learning about objects in a room Learning about colors Identifying positions Giving orders Identifying sounds: long “i” and short “i”
|
|||||||
|
16 |
31 |
6 (P.50-51)+ (P.78) |
|||||||||
|
32 |
6 (P.52-53) |
||||||||||
|
17 |
33 |
Review Unit 6+Unit 6 test (Oral test and written test) |
|||||||||
|
Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
||||||
|
17 |
34 |
Reading 3 (P.54-55) |
Reading 3: Brothers |
||||||||
|
18 |
35 |
Review Unit 5-6 |
|||||||||
|
36 |
7 (P.56-57) |
panda, elephant, giraffe, kangaroo, shark, penguin, nervous, bored, excited, scared, worried, proud Grammar vocab: I-mine, you-yours, he-his, she-hers I-me, he-him, she-her |
Whose shark is this? It’s mine. Look at me. I am nervous. |
Learning about animals Learning about feelings Apologizing Learning sounds: long “o” |
|||||||
|
19 |
37 |
7 (P.58-59) +(P.79) |
|||||||||
|
38 |
7 (P.60-61) |
||||||||||
|
20 |
39 |
Review Unit 7+ Unit 7 test (oral test and written test) |
|||||||||
|
40 |
Expansion4(P.62-63) |
Learning about critical thinking, personalization, and a mini project |
|||||||||
|
21 |
41 |
8 (P.64-65) |
cheese, peanut butter, bread, cucumber, potato, pear, potato chips, nuts, crackers, popcorn, pudding, gum |
I want some… I don’t want any… They want some… They don’t’ want any… |
Learning about food Learning about snacks Expressing preference Buying something Identifying sounds: long”o” and short “o” |
||||||
|
42 |
8 (P.66-67) +(P.79) |
||||||||||
|
22 |
43 |
8 (P.68-69) |
|||||||||
|
44 |
Review Unit 8+Unit 8 test (Oral test and written test) |
||||||||||
|
23 |
45 |
Review Unit 7-Unit 8 |
|||||||||
|
23 |
46 |
Reading 4 (P.70-71) |
Reading 4: Amy and Sam’s Habits |
||||||||
|
24 |
47 |
Review Unit 5-8 |
|||||||||
|
48 |
Review 2 (P. 72-75) |
Final Test: Unit 5-8 ( Oral test and Written test) |
|||||||||
Top Kids Syllabus – Book 3 (6m)
|
Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
|
|
1 |
1 |
1 (P. 4-5) |
park, library, bakery, store, school, house, baseball, storybook, apple pie, egg, workbook, key |
Where’s she/he going? She’s/He’s going to the… She/He has a/an… |
Learning about places Learning about things Asking for personal information Learning sounds: long “a” |
|
|
2 |
1 (P.6-7)+(P.76) |
|||||
|
2 |
3 |
1 (P. 8-9) |
||||
|
4 |
Review Unit 1 + Unit 1 test (oral test and written test) |
|||||
|
3 |
5 |
Expansion 1 (P. 10-11) |
Learning about critical thinking, personalization, and a mini project |
|||
|
6 |
2 (P.12-13) |
kitchen, puppy, goldfish, hamster, turtle, parrot, dog bed, cat toy, goldfish bowl, dog house, pet food, hamster cage |
She/He doesn’t have a/an… What does she/he have? She/He has a/an… |
Learning about pet animals Learning about things for pets Offering help Identifying sounds: long “a” and short ”a” |
||
|
4 |
7 |
2 (P.14-15) +(P.76) |
||||
|
8 |
2 (P.16-17) |
|||||
|
5 |
9 |
Review Unit 2+Unit 2 test (Oral test and written test) |
||||
|
10 |
Reading1(P.18-19) |
Reading 1: Herby Gets a Pet |
||||
|
Week |
Class |
Unit |
Vocabulary |
Grammar |
Features |
|
|
6 |
11 |
Review Unit1-2 |
||||
|
12 |
3 (P.20-21) |
Monday, Tuesday, Wednesday, Thursday, Friday Saturday, Sunday, English class, math class, computer class, music class, kung fu class, ballet class Grammar vocab: today, tomorrow, the day after tomorrow |
What day is …? It’s… I have ___ on___. She/He has___ on ___. |
Learning about days of the week Learning about classes Inviting and refusing an invitation Learning sounds: long “e” |
||
|
|
||||||
|
7 |
13 |
3 (P.22-23) +(P.77) |
||||
|
14 |
3 (P.24-25) |
|||||
|
8 |
15 |
Review Unit 3 + Unit 3 test (oral test and written test) |
||||
|
16 |
Expansion2(P.26-27) |
Learning about critical thinking, personalization, and a mini project |
||||
|
9 |
17 |
4 (P.28-29) |
get dressed, play with friends, do chores, have a snack, brush my teeth, take a shower, eat breakfast, go to school, go home, do homework, have dinner, go to bed
|
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