Primary 2 Core Curriculum based on Playway to English …hkjspri/2017-english-P2.pdf · Primary 2 Core Curriculum based on Playway to English – Book 2 Month Unit Aims and Objectives

Primary 2 Core Curriculum based on Playway to English – Book 2

Month Unit Aims and Objectives Vocabulary and Language

Structure Phonics and Literacy

Activities and Projects

(suggestions)

April

Unit 1:

Hello Again

Language & Skills:

To enable students to greet

each other and answer basic

introductory questions about

themselves.

To give and follow classroom

instructions and commands.

To identify fruit vocabulary and

express likes and dislikes

related to said vocabulary.

Other:

To welcome students back to

school, settle them into their

routine, and establish a

positive rapport between the

teacher and the learners.

Classroom Instructions:

Stand up.

Sit down.

Open your book.

Listen to the teacher.

Look at the board.

Fruit Vocabulary:

Apples, bananas, grapes,

oranges, plums, kiwis,

strawberries etc.

Conversation:

Hello. My name is Satoshi.

What’s your name?

What sport do you like?

N/A

Project:

‘Poster about me’

Students design and

decorate an

information poster all

about themselves,

then present it to the

class.

Activity:

‘Friend Interviews’

Students learn more

about their

classmates, through a

structured interview,

and relay this

information to the

whole class.

Game:

My English teacher is…

True or False game

Role Play:

What’s your favourite

fruit?





(suggestions)

May

Unit 7:

Family

Language & Skills:

To provide students with the

language and practice

required to ask and answer

questions concerning family.

To establish the purpose of

possessive pronouns, and

encourage their use in

speech.

Other:

To continue to learn more

about the students, strengthen

teacher-student relationships,

and establish consistent

routines and practices.

Vocabulary:

Mum, dad, brother, sister,

grandmother, grandfather,

aunt, uncle, cousins, big, little,

etc.

Forming questions:

Who is this?

What’s her name?

What does she like?

Responses:

This is my mother.

Her name is Yuzuki.

She likes dancing.

Possessive pronouns:

his/her/my/your/their

Spelling:

Sight words (45-50)

Some topic words

Review of all

consonant sounds

from Primary One.

Project:

‘Family Tree’

Students design and

complete a family tree

detailing the members

of their family.

Students will then

present the poster and

explain who each

family member is.

Survey:

Students conduct a

survey about their

classmates’ family

members to help

practice forming

questions.

Video Clip:

Students watch a short

video clip of an English

teacher talking about

their family and

answer questions

related to it.





(suggestions)

June

Unit 3:

In My House

Language & Skills:

To have students learn and

identify the different rooms of

a house as well as different

items within those rooms.

To recall the items of their

favourite room and describe

their location in detail.

To describe what activities one

can do in each room using

gerunds.

Other:

To introduce numbers over ten

and practice spelling numbers

10-20.

To introduce simple addition

and subtraction of above

numbers.

Vocabulary:

kitchen, bedroom, living

room, study, dining room,

bathroom, etc.

Furniture Items:

sofa, bed, table, chairs,

curtains, lamp, mat, TV,

bookcase, telephone etc.

Prepositions:

In, on, under, over, next to,

behind, above, behind, in

front of etc.

Grammar:

Subject-gerund agreement.

He is washing the dishes.

She is sleeping.

Questions:

Is there a sofa in your

bedroom?

Are there any books in your

living room?

Where is the lamp?

What is he doing?

Spelling:

Sight words (50 - 55)

Some topic words

‘Long A’:

/ai/

train

/ay/

play

/a_e/

Snake

Project:

Design a themed

house with various

furniture items in

different rooms.

Present to the class.

Poem:

To create a simple

rhyming poem using

different items within

each room.

My bedroom:

Students write a

detailed piece of

writing about their

bedroom and the

items they have in it.

Game Board:

Students use simple

maths challenges to

create a game board

to test their friends’

math knowledge!





(suggestions)

July

Unit 4:

My Body

Language & Skills:

To have students learn and

practice parts of the body.

To provide students with the

language and practice

required to talk about an

ache or pain somewhere in

their body.

To offer suggestions to ailments

using ‘should’.

Other:

To teach students’ basic

commands.

Vocabulary (adjectives):

Long, short, small, big, wide,

fair etc.

Vocabulary (body parts):

Hands, head, ears, shoulders,

arms, fingers, toes, legs, feet,

eyes, nose, mouth etc.

Grammar:

personal & possessive

pronouns

e.g.

I have a headache.

My head hurts

Spelling:

Sight words (56-60)

Some topic words

Long ‘O’:

/oa/

boat

/ow/

snow

/o_e/

phone

Song:

The Body Rock

Games:

Simon Says

Charades for different

illnesses.

Guess Who

Role Play:

A visit to the doctor or

dentist.

Projects:

Designing, creating

and describing a

monster.

Drawing around

students’ bodies to

create ‘life size’

pictures that can then

be labelled.





(suggestions)

September

Unit 5:

Clothes

Language & Skills:

To learn and practise various

vocabularies related to

clothing.

To describe what clothing

items people are wearing

using the present continuous

tense.

Clothing Vocabulary:

T-shirt, jumper, trousers, shorts,

skirt, socks, shoes, hat, gloves,

scarf etc.

Functional Language:

He is wearing a blue t-shirt.

She is wearing a green hat.

Forming Questions:

What are you wearing?

What is she wearing?

What is he wearing?

Answers:

I am wearing a pink t-shirt.

She is wearing some green

socks.

He is wearing a purple hat.

Spelling:

Sight words (61-65)

Some topic words

Long ‘I’:

/ie/

pie

/igh/

night

/i_e/

kite

/y/

fly

Activities:

You friend is coming to

Hong Kong. What

clothes do you

recommend her/him

to bring?

Role Play:

You saw a shoplifter

and you have to

describe what he/she

was wearing to the

police!

Projects:

Create your own

school uniform. You

can choose the

clothes and colours!

Pack your bags! You

are going on holiday,

but what clothes will

you need?





(suggestions)

October

Unit 8:

On The Farm

Halloween

Language & Skills:

To ensure all students can

identify, write and say (with

accurate pronunciation) farm

yard animals.

To learn and practice the use

of gerunds.

To be able to describe the

features of farm animals.

Other:

To use descriptive language to

talk about the features of a

Halloween monster.

Vocabulary:

Cat, dog, mouse, duck,

butterfly, bee, hen, cow,

sheep, horse, worm, pig etc.

Phrases:

It has two small ears.

It has a long tail.

It has one green eye.

Forming Questions:

What is the cat doing?

What is the horse doing?

Answers:

The cat is sleeping.

The horse is running.

Additional vocabulary:

Halloween, snakes, spiders,

bats etc.

Spelling:

Sight words (66-70)

Some topic words.

Long ‘E’:

/ee/

sheep

/ea/

read

Writing/Discussion:

I saw a monster!

Describing the

monster’s features.

Story:

The Little Red Hen

Games:

Charades: pretend to

be a farm animal or

monster, and your

classmates guess

which one you are!

Activities:

Students write a poem

detailing what the

different animals are

doing on the farm.

Additional activities:

Dress up for

Halloween. Come to

school dressed as

something scary!

Draw a monster and

describe its features to

your friends.





(suggestions)

November

Unit 6:

Let’s Count

Language & Skills:

To learn and practice the

spelling of numbers 10 – 100.

To practice simple maths

equations using addition and

subtraction.

Other:

Learn how to read a receipt

and provide accurate

payment for goods.

To understand the cost of

goods using Hong Kong

dollars.

Vocabulary:

Ten, twenty, thirty, forty, fifty,

plus, minus, equals etc.

Phrases:

Ten plus five equals fifteen.

Eight minus two equals six.

Forming Questions:

How many pens are there?

How many books are there?

How much is this pencil?

Answers:

There are ten pens.

There are five books.

Spelling:

Sight words (71-75)

Some topic words.

/au/

August

/or/

horse

/aw/

draw

/al/

tall

Activities:

Design a menu with

suitable prices. Role

play a customer-

waiter scenario and

ask for the bill.

Excuse me?

You have been given

the wrong amount of

change in a

restaurant… Can you

work out how much

you need?

Game:

Create a game board

with simple addition

and subtraction

questions. Can your

friends complete it?





(suggestions)

December

Unit 9:

Travelling

Christmas

Language & Skills:

To be able to ask for help if

you are lost.

To learn the meaning, written

form and pronunciation of

giving and receiving

directions.

To learn and practice how to

navigate a simple map.

Other:

To learn about the various

ways in which students

celebrate Christmas.

To prepare for the Christmas

holidays.

Vocabulary:

Turn right, turn left, go straight

on, go past the hotel etc.

Sequence words:

The, next, after that, finally

etc.

Prepositions:

Next to, between, opposite,

on etc.

Transport:

Car, train, bike, plane, boat,

on foot etc.

Forming Questions:

Excuse me?

Where is the school?

How do I get there?

Phrases:

It’s on Green Street.

Go straight on.

Turn left and go past the

bank. You can see the school

on your left.

Spelling:

Sight words (76-80)

Some topic words.

/ou/

shout

/ow/

clown

Activities:

Students design a map

and use it to give and

ask for directions.

Role-play:

Students write and

perform a short skit

based on giving

directions.

Additional activities:

Letter writing. Students

write a letter to Santa

Claus, asking for

something they’d like

for Christmas.

Games:

Pin the nose on

Rudolph

Songs:

Christmas songs, such

as: Jingle Bells, We

Wish You a Merry

Christmas etc.

Gingerbread Man:

Students will bake

Gingerbread men and

read the story in class.





(suggestions)

January

Unit 10:

Holidays

Language & Skills:

To learn and practice past

tense verbs to discuss previous

vacations.

To suggest holiday activities as

well as the activities students

like to do with their families.

Other:

To learn about various holiday

destinations around the world.

Vocabulary:

Beach, mountains, lake,

safari, seaside etc.

Activities:

Swimming, sailing, fishing,

hiking, cycling etc.

Question forming:

Where did you go?

What did you do?

How did you get there?

Answers:

I went to Malaysia.

I watched a movie.

I travelled by plane.

Suggesting:

Let’s go hiking.

Why don’t you go swimming?

Spelling:

Sight words (81-85)

Some topic words.

/ar/

star

/er/

teacher

/ir/

girl

/or/

world

/ur/

turn

Activities:

Holiday recounts.

Students write about

their most recent

holiday using past

tense verbs.

Survey:

Ask your friends where

they went for the

Winter holidays and

be ready to present

what you found out!

Itinerary:

Create a fun and

exciting itinerary that

you and your family

will enjoy.

Games:

Past tense quizzes!





(suggestions)

February

Unit 2:

Shopping

Language & Skills:

To learn and practice

dialogue related to shopping.

To describe food using a

variety of different adjectives.

Other:

To learn about various flowers

and how to differentiate

between them.

To put said language to

practice during a trip the

Flower Market.

Vocabulary:

Apples, bananas, pears,

peaches, oranges, grapes,

potatoes, onions, carrots,

peas etc.

Adjectives:

Yummy, crunchy, soft, sweet,

sour, juicy, flavourful, hard,

bitter etc.

Flower names:

Carnation, tulip, rose,

poinsettia, lily,

chrysanthemum, iris, orchid,

daisy, sunflower etc.

Question forming:

Excuse me?

How much is this apple?

How much are these

potatoes?

Answers:

That apple is ten dollars.

Those potatoes are twenty

dollars.

Spelling:

Sight words (86-90)

Some topic words.

/qu/

queen

/oi/

point

/oo/ long and short

zoo/book

/ue/

rescue

Activities:

Shopping role-play.

Students practice

asking for various items

and how much they

cost.

Survey:

Ask your friends what

flowers they bought at

the flower market!

Fruit Salad:

Design a delicious fruit

salad and have fun

describing the mouth-

watering tastes to your

friends.

Excursion:

Students take a trip to

the flower market in

Prince Edward to

practice target

language.





(suggestions)

March

All Units:

Review

Language & Skills:

Students will review areas of the

curriculum as determined by the

teacher.

Students who were absent in the

year may also get the chance to

catch up on missed units.

Vocabulary and grammar

structures from the curriculum

will be reviewed as

determined by the teacher.

Students will review

phonics and literacy

skills as determined by

the needs of the class.

Activities and games

will depend on the

areas of the

curriculum being

reviewed.

Documents

Primary 2 Core Curriculum based on Playway to English …hkjspri/2017-english-P2.pdf · Primary 2 Core Curriculum based on Playway to English – Book 2 Month Unit Aims and Objectives