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lts';o y]0tlyf A curriculum of English language for Grade 3, 4 and 5 of primary schools in Laos 3fp lD;DlSince 1986 Lao government has implemented the open policy, henceforth English language has played a majorpart in social life of people across the country. In addition, the increase in the ASEAN and international relationshipsand the dynamic change of the world economy require the knowledge of foreign language especially English language tocommunicate among nations in the world. Furthermore, teaching and learning materials and other sources ofinformation are written in English language, therefore the need of foreign language skills is indeed necessary for furtherdevelopment of the nation. Due to the major needs of English language knowledge, the Lao government has a further vision to put Englishlanguage curriculum into primary education. The curriculum aims to develop learners’ basic writing, reading, listeningand speaking. It also develops the foundation of foreign language knowledge of learners for their future studies insecondary schools and higher education. The English language in the primary school curriculum provides the first step in learning a foreign language. Thelearners are introduced to English alphabet, simple speaking for greetings, making conversations and giving and gettingsimple information. The learners are able to read simple signs, labels and statements. The learners are also able to listento simple conversations and information. The learners are able to write simple sentences about their own informationand daily life.Objectives:• Acquire interest in English.• Build a foundation for basic communication in English in everyday life.Knowledge:• Knowledge of basic English language: alphabet, simple vocabulary grammar and pronunciation.• Knowledge of basic English language skills: writing, reading, listening and speaking• Comparing the differences and similarities between English and Lao alphabets• Knowledge of simple communication in the classroom and daily life 168

Skills:• Participating in simple interactions in the English language• Expressing simple needs and preferences in the English language• Writing and pronounce English alphabet and simple vocabulary properly• Reading and writing English expressions, dialogue and short text types learnt through the English lessons• Understanding simple information given in the English languageAttitudes & valuesAttitudes:• A willingness to use the English language in own interactions• A willingness to learn the English languageValues:• Realizing good morality of Lao people• Restoring environment• Being proud of own community and identityCompetencies:Listening lts';o y]0tlyf 3fpGrade 3 Grade 4 lD;DlGrade 51. Understanding when the English 1. Listening to simple interaction, 1. Listening to interaction, short language is being spoken distinguishing words and spoken text, distinguishing more expressions to learn and recall complex words and expressions to2. Recognizing simple words and learn and to recall sentences using in classroom and 2. Interpreting meaning of phrases daily life and sentences using in classroom 2. Interpreting meaning of phrases, activities and in role plays of social sentences and short spoken text using exchanges including: recognizing in routine classroom activities and in purposes of speaking, following a role plays of social exchanges, 169

series of simple instructions including: identifying main points, making comparisons and responding to a variety of questionsSpeakingGrade 3 Grade 4 Grade 51. Using rehearsed foreign language 1. Responding in simple, rehearsed 1. Responding in more complex,words and texts in games and songs interactions, including role play rehearsed interactions, including2. Responding to questions. Using dialogues role play dialogueswords or phrases to identify names, 2. Responding to more complex 2. Responding to more complexnumbers or describing objects questions and describing more questions about a wider range of3. Using polite routine expressions in complexly informationgreeting, giving basic personal 3. Using polite routine expression in 3. Asking for informationinformation and requesting. introducing, asking personal 4. Giving own information through4. Using approximate pronunciation information of others, and asking for word substitutions in rehearsed help structures 4. Making factual statement through 5. Giving instructions or directions word substitutions in rehearsed 6. Using improved pronunciation and lts';o y]0tlyf structures 3fpintonation for very familiar lD;Dl 5. Giving a series of interactions expressions 6. Using improved pronunciation and approximate intonation for very familiar expressionsReadingGrade 3 Grade 4 Grade 51. Recognizing and naming the letters 1. Using knowledge of alphabet to read 1. Reading to complete classroomof the alphabet, studied syllables and pronounce exercises, including cloze 170

and words 2. Reading to complete classroom sentences, crosswords2. Making connections with new exercises, including matching 2. Independently reading longerwritten texts by locating familiar pictures to simple captions simple texts constructed of wordswords 3. Independently reading longer and expressions already studied or3. Independently reading short, simple simple paragraphs constructed of with only a few new words (texts ofparagraphs constructed of words and words and expressions already two short paragraphs. Readingexpressions already studied or with only a few new longer dialogues, descriptions,studied(paragraph of 2-3 sentences) words (paragraph of 5-6 sentences) recounts, instructions. Identifying4. Reading familiar class instructions, Answering questions based on the main points and sequence in thesigns, slogans etc. texts textsWritingGrade 3 Grade 4 Grade 51. Writing to record class learning and 1. Writing to record class learning and 1. Writing to record class learningto complete class exercises and to complete class exercises, and to complete class exercises,games, including: copying from the including: copying correctly from including: copying correctly andboard the board sometimes write from own lts';o y]0tlyf2. Selecting known words and 2. Communicating ideas and knowledge 3fp lD;Dlcopying to use as labels and information by writing simple 2. Making own meaning, andcaptions paragraphs, based on structure of communicating ideas and3. Writing simple texts, based on studied models, but substituting in information, by writing simplestructure of studied models, but own information paragraphs, based on structure ofsubstituting in own information, studied models, but substituting inincluding: words, phrases,1 or 2 own informationsentences 171

Grade 3 2 h/w x 33 weeks = 66 hours/year No Contents Time competencies 4hSemester Lesson 1: Greetings & Names / A - E - Simple greetingsone - Hello 4h - Asking someone’s name - What’s your name? - Reading and writing A and E - I’m ….. 4h 4h - Greetings Lesson 2: Greetings & Toys / I - O - Identifying objects ( singular) - How are you? 2h - Reading and writing I and O - I’m fine - Using article ( a /an) - What is it? - It’s a/an……. - Identifying objects ( singular) - Counting from 1-5 Lesson 3:Numbers (1-5)/ U - B - Reading and writing U and B - What is it? - Counting from 6-10 - It’s a/an - Counting from 1-10 - Reading and writing C and D Lesson 4: Numbers (6-10)-(1-10)/ C- D - Let’s count! lts';o y]0tlyf - OK! 3fp - How many? lD;Dl Lesson 5: Revision Alphabet: A, E, I, O, U, B, C and D Lesson 6: Age & Animals / G - P 4 h - Asking and telling age - How old are you? - Identifying objects (plural) - I’m…. - Reading and writing G and P - What are they? - They’re (dogs) 4 h - Identifying objects (plural) - Identifying colors Lesson 7: Objects & Colors / T - V - Reading and writing T and V - What are they? - They are (cars) 4h - Identifying colors - What color is it? 172 - It’s (blue) Lesson 8: Colors & Shapes / Z - F

- What color is it? - Identifying shapes (with articles) - It is (pink) - Reading and writing Z and F - What shape is it? It’s a (square) 4 h - Identifying shapes (with articles) Lesson 9: Shapes / L-M - Greetings - What shape is it? - Reading and writing L and M - It’s (a star) 2h Lesson 10: Revision Alphabet: , G, P, T, V, Z, F, L and MSemester Lesson 11: Polite Expressions & Parts of the body 4h - Polite expressionTwo / N-S 4h - Identifying parts of the body (singular) - Reading and writing N and S - Thank you! lts';o y]0tlyf - You’re welcome - Identifying parts of the body3fp - This is my (body) (singular and plural)lD;Dl Lesson 12: Parts of the body / X-J - These are my (arms) - Identifying parts of the body (plural) - Reading and writing X and J Lesson 13: Right & Left & Parts of the body/K-H 4h - This is my (left hand) 4h - Identifying right and left - Touch your (shoulders) - Simple commands 2h - Reading and writing K and H Lesson 14: Pain / Q-R 173 - Ouch! - Expressing pain - I hurt my (knee)! - Simple commands - Let’s go (Up!) - Reading and writing Q and R - OK! Lesson 15: Revision Alphabet: N, S, X, J, K, H, Q and R

Lesson 16:Direction / W-Y 4 h - Giving command - That is….. - Turn left/Turn right 4 h - Expressing ability - Go straight. 4h 66 h Lesson 17: Simple verbs - I can (walk). - I can’t (swim) Lesson 18: Final Revision Total: Grade 4 2 h/w x 33 weeks = 66 hours/year No Contents Time competencies 4hSemester Lesson 1: Names and Counting (10-20) - Greetingsone - Hello, I am (Kham). - Introducing yourself - Hi! My name is (Keo). - Asking someone’s name - What’s your name? - Counting (10-20) - How are you? lts';o y]0tlyf - I am fine. Thanks! 3fp - What number is it? lD;Dl 4 h - Asking about objects (singular) Lesson 2: Classroom objects (singular) - Identifying objects (singular) - What’s this? - It’s a (ruler). 4h - Identifying objects (plural) - Is this a (book)? 174 - Classroom commands - Yes, it is. - No, it isn’t. Lesson 3: Classroom objects (plural) and counting (21-30)

- What are these? - Counting (20-30) - They are (pens). - Asking about objects - How many……..? Lesson 4: Friends and Family 4h - Introducing friends - Hi, Hello, - Introducing family members - Hi, Mom! I’m home. - This is my (mother). 2h lts';o y]0tlyf- Asking about people - It’s nice to meet you. 4h 3fp- Identifying people - It’s nice to meet you, too. 4h lD;Dl- Describing people Lesson: 5 revision (lesson 1-4) 4h - Positive and Negative commands Lesson 6: Family members 4h - Suggesting some activities - Who’s (he/she)? 2h - Giving commands - (She’s) my (grandmother). 4h - Asking for help - (She’s) short. 175 - Negative commands Lesson 7: Commands - Asking and telling age - Clean the board please! - Counting (30-50) - Don’t talk! - I’m sorry. - Asking about the weather - Describing about the weather Lesson 8: School activities - Let’s clean (the tables). - Yes. Let’s do it. - Can you sweep the floor? - Yes, of course. - I’m sorry. I’m busy. Lesson 9: Age and counting (30-50) - How old are you? - I’m (eight) years old. Lesson 10: Revision (lesson 5-9)Semester Lesson 11: Weather and Daystwo - How’s the weather today? - It’s (hot).

- What day is today? 4h - Describing situation - It’s (Monday). - Asking about location - Specifying locationLesson 12: Location - Where’s the (book)? 4h - Asking about ability - It’s on (the table). - Where are (books)? 4h - Expressing hunger and thirst - They’re under (the table) - Asking what someone wants - Expressing wantsLesson: 13 Outdoor activities - Logical sequencing - Can (he) (ride a bicycle)? - Yes, (he) can. 2h - Asking about favouriteslts';o y]0tlyf - No, (he) can’t. 4h - Expressing like3fp lD;DlLesson 14: Food and Drink 4h - agreeing - I’m (hungry) - asking about ability - What do you want? 4h - Knowing names of animals - I want (an apple) 66 h - Do you want (juice)? 176 - Yes, I do. - No, I don’t.Lesson: 15 Revision (lesson 11-14)Lesson 16: Favourite color - What’s your favourite color? - (Red). What about you? - I like (blue).Lesson 17: Animals - I like birds. - What do you like? - Can it (run)?Lesson: 18 Final Revision: (lesson 1-17) Total:

Grade 5 2 h/w x 33 weeks = 66 hours/year No Contents Time competencies 4hSemester Lesson1: Classroom objects (singular) - Asking about objects (singular1 - What’s this/that? 4h and plural) - What are these/those? 4h - Identifying objects (singular Lesson2: Telephone number and counting 4h and plural) - What’s your telephone number? - Recognizing classroom objects - Let’s count (50-100) 4h 2h - Asking someone’s phone Lesson 3: Time and daily activities 177 lts';o y]0tlyfnumber - What time is it? 3fp - What time do you…? lD;Dl- Expressing one’s phone number Lesson 4: Months of the year - Months (January-June) - Counting (50-100) - What’s the date today? - Asking the time Lesson 5: Months of the year (continue) - Stating the time - Months (July-December) - Describing what you are doing - What’s the date today? - Asking what someone else is doing Lesson 6: Revision (lesson 1-5) - Asking and telling about - months of a year. - Ordinal number (1st – 15th ) - Asking and answering about the date - Asking and telling about - months of a year. - Ordinal number (16st – 31st ) - Asking and answering about the date

Lesson 7: Profession 4h - Asking someone else’s name - Who’s he/she? 4h - Asking about professions - Who are they? 4h - Describing professionsLesson 8: Daily activities - Asking about activities - Daytime activities - Expressing daytime activities - Evening activities - Expressing evening activitiesLesson 9: Parts of the body and health matters - Asking about parts of the body - What’s this/What are these? - Telling names of different parts - What’s the matter? of the bodyLesson 10: Ability and inability 4h lts';o y]0tlyf- Asking about someone’s health - What can/can’t he/she do? 2h 3fp- Expressing about physical - What’s wrong? 4h lD;Dl 4h statesLesson 11: Revision (lesson 7-10) 4h - Asking about problemsLesson 12: Rooms in a house 178 - Expressing ability/inability - There’s …/Is there…? - Describing ability/inability and others - Are there…? - Asking about the location of household objectsLesson 13: Household objects - Answer what objects are in the house - Where’s the…? - Is the…in the…? - Asking about the location of household objects - Describing the location of household objectsLesson 14: Describing household objects - Is it an old sofa? - Describing the state of household Objects - Asking about household objects

- Are they small armchairs? 2hLesson 15: Revision (lesson 12-14) 4 h - Asking about what someone is wearingLesson 16: Clothes - Describing what someone is wearing - What are you wearing? - What’s he/she wearing? 4 h - Asking about what kind of food someone likes /dislikesLesson 17: Food - What do you like? - Describing food someone likes/dislikes - I like…but I don’t like… 4hLesson 18: Revision: (lesson 1-17) 66 h Total: lts';o y]0tlyf 3fp lD;Dl 179

lts';o y]0tlyfTeaching materials: 3fpThe materials that can be used in the teaching of English language of primary school are different kinds of visual aid such as a lD;Dlteacher, students, the English alphabet poster, pictures, word card, real object, text book and teacher’s guide. Especially, the visual aid willhelp the teaching become more effective and efficient. The visual aid will make students become more interested in learning the Englishlanguage.Student’s assessment: The student’s assessment is a necessary activity that the teacher has to conduct regularly in order to find out the learning of studentsin the class. Through the process of assessment the teacher knows who are good and who are not good at their English language study.Indeed, the assessment has two important systems.Formative assessment: The purpose of a formative assessment is to improve the teaching and learning methods of the on going teaching and learning processes.For example, the contents improvement, teaching and learning methods improvement and the way to help weak students. The weak studentscan be improved by organizing tutorial class for them or assigning special homework to them. By having, tutorial class or special homeworkthe weak students will be able to catch up with their classmates. There are two periods of formative assessment: 1. The assessment before teaching: this assessment is to find out the ability of students and their readiness to follow the English learning. Also the record of assessment will be used as the data and reference for the teacher to make a plan and teaching plan that is suitable for the class. 2. Informal assessment (during teaching and learning assessment): This assessment can be conducted informally. For example, ask a student to do a roll-play in front of the class, do a small test to check the students’ understanding. A teacher can give the point in the class and record it in a special book after students have finished. A monthly test is one of the informal test, which will be conducted every month or after having finished two units. Also a formal assessment can be conducted that means all students have to take the test at the same time and the same test. Therefore, the result of the informal assessment will include the point in the class and the monthly test.Summative assessment:A summative assessment is a final assessment of the teaching and learning process. For example: the examination of a semester, year andthe end of a course. These are the formal assessments or the examinations. The result will help evaluate the implementation of teaching andlearning whether or what level has achieved the purposes and aims that defined in the curriculum.Marking system and a table of the mark:Marking system:In the teaching and learning English, the formative and summative assessments have equal importance. The full mark of these assessmentsis 10. The monthly mark is calculated from the informative assessment and monthly test. The average of the calculation of these 180

assessments is the monthly mark. In one semester there are 3-4 monthly tests depending on the real situation of each school. The full markof the semester is 10.Mark calculation:Add up the marks in the class. Then divide by the number of times of the formative assessment. After that, add the result and the mark of amonthly test. Finally, divide the result by two. The result of this is a monthly mark.Add up all the monthly marks and divide by the number of times of the monthly test. The result of this will be the monthly average markin a semester.To find out the average mark of a semester, add the mark of the semester examination and the monthly average mark of the semester anddivide by two. The result will be a semester average mark.Details are in the table below:Table of assessment mark Semester……..Monthly average mark Month… lts';o y]0tlyfMark 1 3fp10Monthly average mark 2 lD;Dl10in a semester 3 10Semester examination 10Semester average mark 4 40 = 10 1 4 10 10 + 10 = 10 2The result of this calculation will be the average mark of one semester. In fact, there are two semesters in one school year. Therefore, ateacher has to provide two tables as above. By using this table the teacher can calculate the average mark of a year. If the teacher needs toknow the average mark of the year, he/she can make a calculation by adding up the two semesters’ average marks and dividing by two. Theresult will be the average mark of the year. 181

lts';o y]0tlyfTypes of tests: 3fpThere are many types of tests that can be used in the assessment process. The teacher can produce his/her own test or use some techniques lD;Dlor activities in the textbook to reproduce the test. This depends on the convenience of the teacher such as: • Ask and answer • Complete sentences • Listen and complete sentences • Listen and draw • Match • Read and write • WriteThe contents of the test can be produced by using some part of Exercises, Vocabulary list, Revision units etc.. 182