COURSE SYLLABUS

Kid 3

Course: American Family and Friends 2nd Edition Book 2A

Session: Monday – Friday (5 days per week)
Time: 8:00 – 8:30 am & 8:45 – 9:15 am / 2:00 – 2:30 pm & 2:45 – 3:15 pm

Day Theme Lesson/Language Focus Mini Projects Student Outcomes

(CEFR)
Day 1 ●First day ● Words: School things Fluency Time: Has a very basic
to Day of ● Grammar: This/ That Finding Things range of simple
16 class is… expressions about
●Orientatio These/ Those
Mini Project: A personal details
n and are…
introducti ● Phonics: Review of the Bedroom Poster and needs of a
on to alphabet and initial concrete type.
Family sounds (see pages 14-15
and ● Skills: for details)
Friend 2 Reading: a description
Listening: identifying
Starter: people and objects
Welcome Speaking: How many
back! …? There are …
(P. 4 – 7) Writing: capitalization,
writing about my class
Diagnostic room (workbook)
Test and
Skills Test
(see online
resources)

Unit 1: Our
new things
(P. 8 – 13)

Virtue of
the Month

21st
Century
Skills:
Communicati
on and
Creativity
Day 17 Unit 2: ● Words: Feelings Math Time: Can use isolated
to 30 They’re ● Grammar: We’re/ Division words and basic
happy now! They’re … / Are they…?
Page 1 of 5
 ● Phonics: Review of
(P. 16 – 21) expressions in
digraphs: ch sh th Mini Project: A order to give
Virtue of ● Skills: Shape Mobile simple
the Month Reading: a poem “My information about
feelings”
(see page 22-23 him/herself.
21 st Listening: identifying
feelings for details)
Century
Skills: Speaking: Is he sad?
Communicati No, he isn’t. He’s …
on and Writing: long and short
Critical forms, writing about my
Thinking feelings (workbook)

Day 31 Unit 3: I can ● Words: Outdoor Can employ very

to 42 ride a bike! activities simple principles
(P. 24 - 30) ● Grammar: Let’s … of word order in
Yes, he can. / No, he
short statements.
can’t.
Virtue of Can he …? / Prepositions
the Month of place: behind / in
front of / next to
● Phonics: Review of CVC
21st
Words: a e i o u
Century ● Skills:
Skills: Reading: information
Communicati on a web page
on and Listening: identifying
Critical outdoor toys
Thinking Speaking: Where’s the
skateboard? It’s in front
of the table.
Writing: using a / an,
writing about what I can
and can’t do (workbook)

Review 1 (Unit 1 to 3)

Project Based Learning Theme: English in Visual and Communication Arts

Project Based Learning: Click this link for full details (Objectives, Procedure and
Rubric)

Coverage: Day 43 to 49 (5 to 7 days)

End of Mid Semester

Day 51 Unit 4: Do ● Words: Food / Numbers Fluency Time: Can reproduce

to 66 you have a 20-100 Classroom correctly a limited
milkshake? ● Grammar: Do you have
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 (P. 32 – 37) …? Language range of sounds
I do / don’t … as well as the
Does he have Mini Project: A stress on simple,
Virtue of …?
School Word familiar words
the Month He does /
doesn’t … Wheel and phrases.
21st ● Phonics: Consonant
Century blends: (see pages 38-39 Can use basic
Skills: gr / br / fr for details) punctuation (e.g.
Communicati ● Skills: full stops,
on and Reading: a caption question marks).
Critical story
Thinking Listening: Identifying
which food items are
available
Speaking: Do you have
apples? Yes, we do.
Writing: question marks
and periods, writing
about my lunch
(workbook)

Day 67 Unit 5: We ● Words: School Art Time: Self Can use the
to 82 have subjects / School rooms Portraits prosodic features
English! ● Grammar: What / When of a limited
(P. 40 – 45) do we have …? We have
Mini Project: A repertoire of
…
Virtue of our / their Self Portrait simple words and
the Month ● Phonics: Consonant phrases
blends: (see pages 46-47 intelligibly, in
21st dr / tr /cr for details) spite of a very
Century ● Skills: strong influence
Skills: Reading: a description on stress, rhythm,
Creativity on a webpage
and/or intonation
Listening: identifying
school rooms from other
Speaking: What do we language(s)
have in the art room? he/she speaks.
We have …
Writing: capital letters,
writing about my school
subjects (workbook)
Day 83 Unit 6: Let’s ●Words: After-school Can communicate
to 98 play after activities basic information
school! ● Grammar: I visit … about personal
(P. 48 - 54) I don’t have
details and needs
…
● Phonics: Consonant of a concrete type
blends: in a simple way.
Virtue of
the Month fl / pl / bl
● Skills:

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 21st Reading: information
Century texts
Skills: Listening: identifying
after school activities
Critical
Speaking: I read a
Thinking book. I don’t ride a bike.
Writing: webs, writing
about what I do after
school (workbook)

Review 2 (Unit 4 to 6)

Extensive Readings (to be inserted in between the units):

The Shoemaker and the Elves
The Ugly Duckling
*If possible, connect/schedule the stories to align with Virtue of the Month

End of Final Semester

Notes:

● Teachers can be flexible in terms of the schedule as long as all lessons and
student outcomes are met. In case of any delay or challenges please notify your
head teacher or line manager.
● ALL mini-projects or writing tasks that are graded must be explained, modeled
or shown to the class.
Teachers have to prepare story telling time or reading session every Friday.
Readers Guidelines:
Make sure to follow the Reading Process: Before Reading Activity or Pre-
Reading Tasks, During Reading Activity and Post Reading or Extension of
Learning. See these links to know more about reading strategies and additional
activities for reading (use your Aii gmail account to access these files):
http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/Reading.pdf
https://drive.google.com/drive/folders/1av0ahfAhJTqQ5VFArMAxCaeSidc0-tjU
● Teachers have to promote students to read and self-study as much as possible.
● Teachers have to focus on students’ character/capacity development rather
than written tests.
● Student results have to be based on their character and capacity development
process.
● Teachers have to teach and explain virtue of the month and review/practice the
virtue throughout the month.
● Teachers have to spend at least one session or half of the session to teach and
explain the virtue of the month.
● Teachers have to link students to the library.
● Teachers have to promote confidence and independence within students.
● Teachers have to use all the components of the book.
● Additional components and resources are available at:
https://drive.google.com/drive/folders/1KnIYfR6FD8KISMYr2HksrDDXUCy7a3J-

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