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Pathumananukul School Curriculum B.E. 2564 According to the Basic Education Core Curriculum B.E. 2551 (Revised Edition B.E. 2560) Elementary School Learning Area of Foreign Language The Office of the Basic Education Commission Ministry of Education

Introduction As the Ministry of Education has announced learning standards and indicators. Mathematics, Science and Geography subjects In the group of learning, Social Studies, Religion and Culture (revised edition B.E.2560) in August B.E.2560 so that all educational institutions that provide basic education can use it as a framework and direction for curriculum development. Study and manage teaching To develop children and youth to have knowledge and ability. and have desirable characteristics according to the learning standards and indicators of various learning subjects that have been defined Pathumanukul School therefore jointly studied and understood about the main principles set forth in the Basic Education Core Curriculum Revised 2564 according to the Basic Education Core Curriculum B.E. 2551 (Revised B.E.2560) this edition. to be used as a framework and direction for teaching and learning management with the goal of developing the quality of learners to have a process for putting the curriculum into practice By setting the vision, aims, important competencies of the learners. desirable characteristics Learning standards and indicators class time structure As well as evaluation criteria to be consistent with learning standards. To develop all Thai children and youth at the basic education level to have the quality of knowledge. and have the necessary skills to survive in a changing society. The core framework is a clear guideline to respond to the Thailand 4.0 policy, ready to move towards a quality society. truly knowledgeable and skills in the 21st century Therefore, I would like to thank all involved people. cooperative Suggestions and participate in the development and improvement of this curriculum to be complete. It is appropriate according to the context and focus of the school until ensuring that the Curriculum of Pathumanukul School, this revised edition 2564 will have quality and unity in teaching and learning management. Thank you to all involved people for this opportunity. Pathumanukul School

List of contents page 1 leadership 2 Characteristics of Pathumanukul School Curriculum 4 Vision 4 Capacity 5 Desirable Characteristics 5 learner quality Curriculum Structure Pathummanukul School 8

Leadership The Ministry of Education has announced learning standards and indicators. Mathematics, Science and Geography in the subjects of Social Studies, Religion and Culture (revised edition B.E.2560) according to the Basic Education Core Curriculum B.E. Foreign Language No.1239/2560 dated August 7, 2560 and the Office of the Basic Education Commission Order No. 30/2561 dated January 5, 2018 to change learning standards and indicators. Mathematics Learning Group and Science (Revised Edition B.E.2560) with an order for the school to implement the curriculum in the academic year 2018 by using in grades 1 and 4 from the academic year 2018 onwards as the core curriculum of the country, with targets set. and learning standards as goals and direction for quality development, learners develop to their full potential Quality and learning skills in the 21st century in line with the policies and goals of the Office of the Basic Education Commission. Pathumanukul School therefore has improved the curriculum of the B.E.2564religion and culture used in all grade levels To be useful and a framework for planning and developing the curriculum of educational institutions and teaching and learning. Also in the academic year 2564 Pathumanukul School has organized teaching and learning focusing on students to gain knowledge, morality and build professional skills. with the goal of developing the quality of learners to have a process for taking the course into practice The vision, goals, important competencies of the learners, desirable characteristics are defined. Learning standards and indicators class time structure as well as evaluation criteria to be consistent with learning standards Give schools the opportunity to set directions in preparing teaching and learning courses at each level according to readiness and focus with a central frame It is a clear guideline to respond to the Thailand 4.0 policy, ready to step into a quality society with true knowledge and skills in the 21st century. The basic education curriculum will be successful according to the expected goals. All stakeholders at the national level, community, family and individuals must share the responsibility. By working together systematically and continuously in planning, implementing, promoting, supporting, inspecting, and improving. To develop the youth of the nation to the quality according to the specified learning standards.

Characteristics of the Curriculum of Pathumanukul School B.E.2564 According to the Basic Education Core Curriculum, B.E. Foreign Language (Revised Edition B.E. 2560) Curriculum of Pathumanukul School, 2021 B.E. According to the Basic Education Core Curriculum B.E.Foreign Language to develop learners at the elementary level It adheres to 5 main components: 1) Basic Education Core Curriculum B.E. in the group of learning, Social Studies, Religion and Culture (revised edition 2560) according to the Basic Education Core Curriculum, B.E. Foreign Language 3) Learning Management Policy teaching civics; 4) the local curriculum framework; and 5) the essence, the focus of additional school development. It is a framework to prepare details to meet the basic education standards that are appropriate to the community and local conditions and the focus of the school. The Curriculum of Pathumanukul School B.E. 2564 According to the Basic Education Core Curriculum B.E. Foreign Language 1. It is a specific curriculum of Pathumanukul School for providing education in the Basic Education Core Curriculum organized at the elementary level. 2. It is a unified curriculum in accordance with the Basic Education Core Curriculum B.E. Foreign Language for teachers to apply for a variety of learning management. The details are as follows: 2 .1 Learning subjects that the school primarily uses to build a foundation for thinking, learning and problem solving include Thai language, Mathematics, Science and Technology. 2. 2 Learning content that promotes humanity Thinking and working potential: Social Studies, Religion and Culture, Health and Physical Education, Arts, Occupations, and Foreign Language (English). 2.3 Additional learning content by creating additional courses/activities as appropriate and consistent with the structure of the study time Local Learning Content student needs and school contexts and adding English subjects and Anti Corruption Education In accordance with the policy of the Nakhon Si Thammarat Primary Educational Service Area Office 4, the Office of the Basic Education Commission and the Ministry of Education.

2. 4 Student development activities To develop learners physically, mentally, intellectually, emotionally and socially. To enhance learning in addition to the 8 learning subject groups and develop oneself according to their potential. 2.5 Determination of school standards that correspond to various levels of standards as goals. of improving the quality of school education Prepare the details of the learning content. and organize the learning process in accordance with the conditions in the community, society and local wisdom. 3. There is a learning standard as an important goal of quality development for the curriculum of Pathumananukul School, B.E.2564 B.E. according to the Basic Education Core Curriculum, B.E. Foreign Language (Revised B.E. 2560) . with knowledge, skills, processes, competencies and desirable characteristics of learners To be a guideline for educational quality assurance. The standards are set as follows. 3. 1 Curriculum standards It is a standard for learners or the output of the school curriculum. It arises from the organization of activities according to the structure of the entire curriculum of teachers. and used as a guideline for examining the overall quality of curriculum - based education management at all levels. which the school must use for self-assessment to prepare annual reports as provided in the Education Act. to be used as information in Determination of guidelines for promoting, supervising and improving quality. in order to meet the specified standards. 3 . 2 There are year grade indicator as goals specifying what students should know and be able to do. including the characteristics of learners in each grade level, which reflect learning standards be specific and have a concrete used to define content create a learning unit teaching and is an important criterion for Evaluation to check the quality of learners Examine the development of learners, knowledge, skills, processes, morals, ethics and desirable values. and is the basis for transferring knowledge and experience from education in the informal system and at your leisure. 3 . 3 Universal Internationalization of the school curriculum is aimed at providing students with knowledge Proficiency in Information Technology, English, Environmental Management local wisdom There are the characteristics necessary to live in society, including Honesty responsibility punctuality, sacrifice, generosity It is based on the balance between

leadership and follower, teamwork. and working alone, competition, satiation, and cooperation for society modern Science and local wisdom accepting foreign cultures and preserving Thai culture, training in specific skills and integration in a holistic manner. 4. Flexible and diverse. The curriculum at Pathumananukul School, B.E.2564 B.E. according to the Basic Education Core Curriculum, B.E. Foreign Language (Revised Edition, B.E. Defined in the Basic Education Core Curriculum B.E. Foreign Language (2551) Local Curriculum Framework is the scope of preparation As a result, the school's curriculum is flexible and diverse in accordance with the problem conditions. and local needs especially suitable for learners. 5. Measurement and evaluation emphasizes two basic principles: assessment for learner development and to judge academic results Learners must be developed and assessed according to indicator to achieve learning standards, reflecting key competencies. and desirable characteristics of learners are the main goals for measuring and evaluating learning outcomes at all levels, whether at the grade level school level Educational service area level and national level. Measurement and evaluation of learning outcomes. It is a quality development process for learners. Assessment results are used as information and information that shows the development, progress and learning success of the learners. as well as useful information to encourage learners to develop and learn to their full potential. Vision of the School Curriculum Curriculum of Pathumanukul School, B.E.2564, according to the Basic Education Core Curriculum, 2551 (Revised Edition, 2560) aiming to develop learners to be complete human beings. There is a balance in terms of physical, emotional, social and intellectual development to a learning organization. learners have life skills jointly create awareness of good citizenship Adhere to the King's philosophy to develop teachers to become professionals to the international level, with a focus on learners, based on the belief that everyone can learn and develop themselves to their full potential.

Key Competencies of learners Curriculum of Pathumanukul School, B.E.2564 According to the Basic Education Core Curriculum, B.E.Foreign Language 1 . Ability to communicate It is the ability to receive and send messages. There is a culture of using language to convey ideas. Knowledge, understanding, feelings and views of one's own in order to exchange information and experiences that will be beneficial to self and social development. Including negotiations to eliminate and reduce various conflicts, choose to receive or not receive information with reason and accuracy. as well as the choice of means of communication effective taking into account the impact on oneself and society 2. The ability to think It is the ability to think analytically. Synthetic thinking, creative thinking critical thinking and systematic thinking to lead to knowledge creation or information for decision-making about oneself and society appropriately 3. Ability to solve problems It is the ability to solve problems and obstacles faced properly on the basis of reasoning. Integrity and Information understand the relationship and the changes of events in society, seeking knowledge Apply knowledge to prevent and solve problems. and make effective decisions based on their impact on oneself society and environment 4. The ability to use life skills is the ability to apply various processes in daily life, self learning Continuous learning, working and living together in society by fostering good relationships between people appropriate management of various problems and conflicts; adapting to changes in society and environment; and know how to avoid undesirable behavior that affects oneself and others 5. Ability to use Technology It is the ability to select and use various technologies and has technological process skills. for self-development and society in terms of learning, communication, work, creative problem solving, correctness, appropriateness and morality

Desirable Characteristics Curriculum of Pathumanukul School, B.E.2564, according to the Education Core Curriculum Basic Basics , B.E. to be able to live happily with others in society As a Thai citizen and a global citizen as follows: 1. Patriotic Religion King 2. Honesty 3. Discipline 4. Eager to learn 5. Live with sufficiency 6. Focus on work 7. Love Thai Being 8. Have a public mind Learner Quality Completion of Grade 3 • Obey the order petition heard Read aloud letters, words, groups of words, simple sentences and The dialogue is simple in rhythm, correct according to reading principles. Tell the meaning of the words and groups of words that are heard according to their meanings. Answer questions from listening or reading sentences. simple conversation or story. •Speak in response with short and simple words in interpersonal communication according to the way they listen. use simple commands and requests; express their own simple needs; make requests and give information about themselves and their friends; tell their feelings about things around them or activities in the way they listen •Speak to provide information about yourself and matters close to you. Categorize words by type of person. Animals and things that are heard or read. • Speak and act According to social etiquette / culture of native speakers, tell names and simple words about festivals / important days / celebrations and the lives of native speakers. Participate in age-appropriate language and cultural activities • Tell the differences of sounds of letters, words, groups of words and simple sentences of foreign languages and Thai languages. • Tell vocabulary related to other learning subjects • Listen / speak in simple situations happening in the classroom

• Use Foreign Language to collect related vocabulary close to • Have Foreign Language skills (emphasis on listening - speaking), communicating on topics about themselves, family, school, close environment, food and drink, and free time and recreation within the vocabularyapproximately 300 - 450 words (concrete vocabulary) • Use one word senten c e s (One Word Sentence) and simple senten c e s i n conversations and responses according to everyday situations. Completion of Grade 6 •Obey orders, requests, and instructions heard and read. Read aloud the text sentences and short poems correct according to the principles of reading Choose / specify the sentence and text according to the meaning of the symbol or sign read. tell me the importance and answering questions from listening and reading conversations, simple tales and stories • Speak / write in response to interpersonal communication; use commands, make requests, and give instructions; speak / write to express needs. ask for help Accept and refuse assistance in simple situations Speak and write to request and provide information about themselves, friends, family and matters close to them Speak/write to express feelings about matters close to them and activities, along with brief justifications assemble •Speak / write to give information about yourself, your friends, and the environment around you. Write pictures, diagrams, charts, and tables showing various information. Listening, reading, speaking / writing, expressing opinions about various matters around them • Use polite and appropriate words, tone of voice, and gestures according to the social etiquette and culture of native speakers; provide information about festivals / important days / celebrations / lives of native speakers Participate in language and cultural activities according to your interests. • Tell the similarities / differences between the pronunciation of different types of sentences, the use of punctuation and word order according to the sentence structure of foreign languages and Thai languages; comparison of similarities / differences between festivals, celebrations and traditions of native speakers and those of Thai • Researching, collecting vocabulary related to other subject areas from learning resources and presenting them verbally / writtenly. • Use language to communicate in different situations that occur in classrooms and educational institutions • Use foreign languages to search and collect information.

• Have Foreign Language skills (emphasis on listening - speaking - reading - writing) communicating by topic About yourself , family, school, environment, food, beverage, leisure time and recreation. health and welfare, buying - selling, and weather Within the vocabulary circle about 1 , 050 - 1 , 200 words (concrete and abstract vocabulary) • Use single sentences and compound sentences to convey meaning in different contexts. Curriculum Structure of Pathumanukul School Curriculum of Pathumanukul School B.E. 2564 according to the Basic Education Core Curriculum B.E. 2551 (Revised Edition B.E.2560) has set the structure of the curriculum for teachers and those involved In managing learning according to the curriculum of educational institutions, there are guidelines as follows: Education Level Curriculum of Pathumanukul School B.E. 2564 according to the Basic Education Core Curriculum B.E. 2551 (Revised Edition B.E.2560) Classify education as follows: Elementary level (Grade 1-6 ) This level of education is the first phase of compulsory education. Focus on basic skills in reading, writing, numeracy, basic thinking skills. communication social learning process and fundamentals of humanity The development of a complete and balanced quality of life in terms of physical, intellectual, emotional, social and cultural aspects with an emphasis on integrated learning management. Scheduling Time Curriculum of Pathumanukul School B.E. 2564 according to the Basic Education Core Curriculum B.E. 2551 (Revised Edition B.E.2560). Classes were organized according to 8 learning subject groups and student development activities. by arranging appropriately according to the context school focus and condition of the students as follows: elementary school (Primary school grades 1 - 6) organized yearly study time with 6 hours of study per day Course Structure Curriculum of Pathumanukul SchoolB.E. 2564 According to the Basic Education Core Curriculum, B.E. 2551 (Revised Edition B.E.2560) and the structure of the curriculum for the year as follows:

1 . Learning time It is a structure that shows the details as a whole. Study time structure of each learning group. 8 learning groups which is the time for basic subjects, time for additional course and time for student development activities classify each year at the elementary level as follows Learning Time Structure Grade 1 English Programme Pathumanukul School Course Course Title Time Time Note (Hours/Week) Number (Hours/Year) 5 Basic Course 5 2 TH 11101 Thai Language 200 1 1 MA 11101 Mathematics 200 1 1 ST 11101 Science and Technology 80 1 4 SO 11101 Social Studies, Religion and Culture 40 21 SO 11102 History 40 3 2 HP 11101 Health and Physical Education 40 1 6 AR 11101 Arts 40 1 OC 11101 Occupations 40 1 EN 11101 Foreign Language (English) 160 1 Total Basic Course 840 3 30 Additional Course EN 11201 English for Communication 120 EN 11202 English Phonics 80 SO 11201 Anti- Corruption Education 40 Total Additional Course 240 Learner Development Activities AC 11901 Guidance 40 AC 11902 Boy scout/Girl guide 40 AC 11903 Club 30 AC 11904 Activities for social and public interest 10 Total Learner Development Activities 120 Total learning 1,200

Learning Time Structure Grade 2 English Programme Pathumanukul School Course Course Title Time Time Note Number (Hours/Year) (Hours/Week) Basic Course TH 12101 Thai Language 200 5 MA 12101 Mathematics 200 5 ST 12101 Science and Technology 80 2 SO 12101 Social Studies, Religion and Culture 40 1 SO 12102 History 40 1 HP 12101 Health and Physical Education 40 1 AR 12101 Arts 40 1 OC 12101 Occupations 40 1 EN 12101 Foreign Language (English) 160 4 Total Basic Course 840 21 Additional Course EN 12201 English for Communication 120 3 EN 12102 English Phonics 80 2 SO 12201 Anti- Corruption Education 40 1 Total Additional Course 240 6 Learner Development Activities AC 12901 Guidance 40 1 AC 12902 Boy scout/Girl guide 40 1 AC 12903 Club 30 AC 12904 Activities for social and public 10 1 interest Total Learner Development Activities 120 3 Total learning 1,200 30

Learning Time Structure Grade 3 English Programme Pathumanukul School Course Course Title Time Time Note (Hours/Week) Number (Hours/Year) 5 Basic Course 5 2 TH 13101 Thai Language 200 1 1 MA 13101 Mathematics 200 1 1 ST 13101 Science and Technology 80 1 4 SO 13101 Social Studies, Religion and Culture 40 21 SO 13102 History 40 3 2 HP 13101 Health and Physical Education 40 1 6 AR 13101 Arts 40 1 OC 13101 Occupations 40 1 EN 13101 Foreign Language (English) 160 1 Total Basic Course 840 3 30 Additional Course EN 13201 English for Communication 120 EN 13202 English Phonics 80 SO 13201 Anti- Corruption Education 40 Total Additional Course 240 Learner Development Activities AC 13901 Guidance 40 AC 13902 Boy scout/Girl guide 40 AC 13903 Club 30 AC 13904 Activities for social and public 10 interest Total Learner Development Activities 120 Total learning 1,200

Learning Time Structure Grade 4 English Programme Pathumanukul School Course Course Title Time Time Note (Hours/Week) Number (Hours/Year) 4 Basic Course 4 3 TH 14101 Thai Language 160 2 1 MA 14101 Mathematics 160 2 1 ST 14101 Science and Technology 120 1 3 SO 14101 Social Studies, Religion and Culture 80 21 SO 14102 History 40 3 2 HP 14101 Health and Physical Education 80 1 6 AR 14101 Arts 40 1 OC 14101 Occupations 40 1 EN 14101 Foreign Language (English) 120 1 Total Basic Course 840 3 30 Additional Course EN 14201 English for Communication 120 EN 14202 English Phonics 80 SO 14201 Anti- Corruption Education 40 Total Additional Course 240 Learner Development Activities AC 14901 Guidance 40 AC 14902 Boy scout/Girl guide 40 AC 14903 Club 30 AC 14904 Activities for social and public 10 interest Total Learner Development Activities 120 Total learning 1,200

Learning Time Structure Grade 5 English Programme Pathumanukul School Course Course Title Time Time Note Number (Hours/Year) (Hours/Week) Basic Course 160 4 TH 15101 Thai Language 160 4 MA 15101 Mathematics 120 3 ST 15101 Science and Technology 80 2 SO 15101 Social Studies, Religion and Culture 40 1 SO 15102 History 80 2 HP 15101 Health and Physical Education 40 1 AR 15101 Arts 40 1 OC 15101 Occupations 120 3 EN 15101 Foreign Language (English) 840 21 Total Basic Course 120 3 Additional Course 80 2 40 1 EN 15201 English for Communication 240 6 EN 15202 English Phonics SO 15201 Anti- Corruption Education 40 1 40 1 Total Additional Course 30 Learner Development Activities 10 1 AC 15901 Guidance AC 15902 Boy scout/Girl guide 120 3 AC 15903 Club 1,200 30 AC 15904 Activities for social and public interest Total Learner Development Activities Total learning

Learning Time Structure Grade 6 English Programme Pathumanukul School Course Course Title Time Time Note (Hours/Week) Number (Hours/Year) 4 Basic Course 4 3 TH 16101 Thai Language 160 2 1 MA 16101 Mathematics 160 2 1 ST 16101 Science and Technology 120 1 3 SO 16101 Social Studies, Religion and Culture 80 21 SO 16102 History 40 3 2 HP 16101 Health and Physical Education 80 1 6 AR 16101 Arts 40 1 OC 16101 Occupations 40 1 EN 16101 Foreign Language (English) 120 1 Total Basic Course 840 3 30 Additional Course for English Programme EN 16201 English for Communication 120 EN 16202 English Phonics 80 SO 16201 Anti- Corruption Education 40 Total Additional Course 240 Learner Development Activities AC 16901 Guidance 40 AC 16902 Boy scout/Girl guide 40 AC 16903 Club 30 AC 16904 Activities for social and public interest 10 Total Learner Development Activities 120 Total learning 1,200

Strands, Standards, and indicators Strand 1 Language for communication Standard EN 1.1 Understand and interpret what is heard and read from various types of media and express opinions with reason. Standard EN 1.2 Possess language communication skills for exchanging information. express feelings and opinions effectively Standard EN 1.3 presenting information concept and opinions on various matters by speaking and writing Strand 2 Language and culture Standard EN 2.1 Understanding the relationship between language and culture of native speakers and applying it appropriately to the occasion. Standard EN 2.2 Understanding the similarities and differences between language and culture of native speakers. with Thai language and culture and used correctly and appropriately Strand 3 Language and relationship with other learning subjects Standard EN 3.1 Use foreign languages to connect knowledge with other learning subjects. and is the basis for development seek knowledge and open up their worldviews Strand 4: Language and relations with communities and the world Standard EN 4.1 Use of foreign languages in various situations. both in educational institutions, communities and society Standard EN 4.2 Use of foreign languages as a basic tool for further education. Occupation and exchange of knowledge with the world society

Indicators, Core Learning Content and Local Learning Content Standard EN 1.1 Understand and interpret what is heard and read from various types of media. and comment reasonably Grade Indicator Core Learning Content Local Learning Content 1 1. Follow simple Commands used in the classroom such - commands heard. as Stand up./Sit. down./ Listen./ Repeat./Quiet!/ Stop! etc. 2. Identify letters and letter names, letter sounds and vowel - sounds . Read aloud sounds, and spelling. and spell simple Principles of reading aloud, such as words. correct - Pronunciation of initial and final consonants according to the - stress - light (stress) pronunciation in principles of reading. words and group of words - Pronounciation according to high 3. Choose the picture - low pitch (intonation) in sentences word group of words that matches the Words, groups of words and meanings and meaning about meaning of the word about themselves, family, school, myself family school and group of words surrounding environment, food, close environment heard. beverages and recreation within the food drink and vocabulary circle of about 150 - 200 recreation words ( concrete vocabulary ) 4. Answer questions Read about the subject or stories with - from listening to the illustrations story around self. Question and answer sentences -Yes/No Question like Is it a/ an.. ? Yes, it is./ No, it is not. etc. - Wh -Question like What is it? It is a/an... etc.

Grade Indicator Core Learning Content Local Learning Content 2 1. Follow orders and a request that is easy to Orders and requests used in the - hear. classroom 2. Identify letters and sounds. Read aloud - Commands such as Show me words, spell words and read simple sentences a/an. ../ Open your book. correctly according to reading principles. Don't talk in class. etc. 3. Choose the picture - Requests such as Please come that corresponds to the meaning of the word, here./ Come here, please. group of words, and sentence heard. Don't make a loud noise, please./ Please don't make a loud noise. etc. Letters, letter sounds and vowels, - spelling of words and sentences, principles of pronunciation such as - Pronunciation of initial and final consonants - Stressed - light pronunciation in words and word groups - Pronunciation according to high - low pitch in sentences Words, groups of words, single word group of words sentence (simple sentence) and single sentence their meanings about themselves, (simple sentence) and family, school, surroundings, food, meaning about myself family school close beverages and recreation, a collection of about 250 - 300 environment food drink words ( concrete vocabulary ) and recreation Grade Indicator Core Learning Content Local Learning Content

2 4. Answer questions from Sentences, dialogues, or stories with - listening to sentences , illustrations Question and answer sentences conversations or simple -Yes/No Question like tales with illustrations. Is this/that a/ an.. ? Yes, it is./ No, it isn't. etc. - Wh - Question like What is this/that/it? This/that/It is a/an… How many…? There is/are… Where is the…? It is in/on/under… etc. 1. Follow orders and Orders and requests used in the classroom - requests heard or read. - Commands such as Give me a/an. ../ Draw 3 and color the picture./ Put a/an…in/on/under a/an…/ Don't eat in class. etc. - Requests such as Please take a queue./ Take a queue, please./ Don't make a loud noise, please./ Please don't make a loud noise./ Can you help me, please? etc. 2. Read aloud words, words, groups of words, single sentences, - and rhythmic dialogues, and spelling.using a spell words, read dictionary Principles of reading aloud, groups of words, sentences and simple such as chants in accordance - Pronunciation of initial and final consonants with reading principles. - Stressed - light pronunciation in words and word groups - Pronunciation according to high - low pitch in sentences

Grade Indicator Core Learning Content Local Learning Content 3 3 . Select / specify the Word groups, single sentences, group of words single image or symbol directly symbols and meanings about sentence symbol and according to the meaning oneself, family, school, meaning about self of the group of words surrounding environment, food, family school close and sentences heard. beverages and recreation are environment food drink Vocabulary band accumulated and recreation about 350 - 450 words ( concrete vocabulary ) 4. Answer questions Sentences, dialogues, or stories - from listening to or with illustrations Question and reading sentences, answer sentences conversations or simple -Yes/No Question like tales . Is/Are/Can…? Yes,.is /are/ can./ No..isn't /aren't/can't. etc. - Wh -Question like What is this/that/it? This/that/It is a/an… How many…? There is/are… Where is/are…? It is in/on/under… They are etc.

Grade Indicator Core Learning Content Local Learning 4 1. to obey orders, Content requests and simple instructions heard or Orders and requests used in the - read. classroom and advice on playing games, drawing, or cooking and 2. Read aloud words, drinking. spell words, read - Commands such as Look at groups of words , sentences, simple the…/here/over there./ Say it texts and dialogues again./ Read and draw./ Put with rhythmic chords in a/an…in/on/under a/an…/ Don't go accordance with over there. etc. the principles of - Requests such as Please take a reading . queue./ Take a queue, please./ Can you help me, please? etc. - Instructions such as You should read everyday ./ Think before you speak./ Vocabulary used in playing games Start./ My turn./ Your turn./ Roll the dice./ Count the number./ Finish./ Words Sequence of steps First,... Second,… Then,… Finally,... etc. Words, groups of words, sentences, - text, rhythmic dialogue and spelling. using a dictionary Principles of reading aloud, such as - Pronunciation of initial and final consonants - Stressed - light pronunciation in words and word groups - Pronunciation according to high - low pitch in sentences

Grade Indicator Core Learning Content Local Learning Content 4 3 . Select / specify a Word groups, single sentences, group of words single picture or symbol or symbols, signs and meanings sentence symbol mark markings that correspond about oneself, family, school, and meaning about environment, food, beverages, myself family school to the meaning of leisure time and recreation. environment food drink sentences and short health and welfare, buying - free time and recreation passages heard or read selling, and weather and a health and welfare buy - collection of vocabulary about sell and 550 - 700 words ( concrete and weather abstract vocabulary ) 4. Answer questions sentences, dialogues, stories - from listening to and with illustrations Questions reading sentences, about the gist of a subject, such conversations and as who simple tales. what to do where -Yes/No Question like Is/Are/Can…? Yes,… is/are/can./ No,…isn't/aren't/can't. Do/Does/Can/Is/Are...? Yes/No… etc. - Wh -Question like Who is/are…? He/She is…/They are… What …?/ Where…? It is …/They are… What...doing? …is/am/are… etc. - Or-Question e.g. Is this/it a/an. ..or a/an…? It is a/an… etc.

Grade Indicator Core Learning Content Local Learning Content 5 1. to obey commands, Commands and requests used in the - requests, and simple classroom, body language, and instructions heard and instructions for playing games, drawing, read. or cooking and drinking. - Commands such as Look at the…/here/over there./ Say it again./ Read and draw./ Put a/an…in/on/under a/an…/ Don't go over there. etc. - Requests such as Please take a queue./ Take a queue, please./ Can/Could you help me, please? etc. - Instructions such as You should read everyday ./ Think before you speak./ Vocabulary used in playing games Start./ My turn./ Your turn./ Roll the dice./ Count the number./ Finish./ Words Sequence of steps First,… Second,… Next,… Then,… Finally,… etc. 2. Read aloud sentences, texts, and poems sentences, texts and short The use of dictionaries, principles of poems correctly reading aloud , such as according to reading - Pronunciation of initial and final principles . consonants - Stressed-light pronunciation of words and word groups - Pronunciation according to high-low pitch in sentences - Linking sound in the text

Grade Indicator Core Learning Content Local Learning Content Grade 3. Identify / draw - Pronouncing the poem according to group of words 5 pictures, symbols or the rhythm compound signs that correspond to Word groups, compound sentences, sentence message the meaning of symbol mark and statements, symbols, signs and sentences and short meanings about oneself, family, meaning about messages heard or read. school, environment, food, beverages, self family school leisure time and recreation. health and environment food welfare, buying-selling and weather drink free time and a collection of vocabulary about 7 and recreation 50 - 9 50 words (concrete and health and welfare buy - sell and abstract vocabulary) weather 4. Tell the main idea Sentences, dialogues, tales or short - and answering stories questions about the gist of a questions from listening subject, such as who, what, where, to and reading when conversations and -Yes/No Question like simple stories or short Is/Are/Can…? Yes,… is/are/can./ story No,…isn't/aren't/can't. Do/Does/Can/Is/Are...? Yes/No… etc - Wh -Question like Who is/are…? He/She is…/They are… What …?/ Where…? It is …/They are… What...doing? …is/am/are… etc. - Or-Question e.g. Is this/it a/an. ..or a/an…? It is a/an… etc.

Grade Indicator Core Learning Content Local Learning 6 1. to obey orders, Content requests and Commands, requests, body language - instructions heard and read and game instructions, drawing, cooking 2. Read aloud texts, and drinking. and invention tales and short poems correctly according to - Commands such as Look at reading principles . the…/here/over there./ Say it again./ Read and draw./ Put a/an…in/on/under a/an…/ Don't go over there. etc. - Requests such as Please look up the meaning in a dictionary./ Look up the meaning in a dictionary, please./ Can/Could you help me, please? etc. - Instructions such as You should read everyday ./ Think before you speak./ Vocabulary used in playing games Start./ My turn./ Your turn./ Roll the dice./ Count the number./ Finish./ Words Sequence of steps First,… Second,… Next,… Then,… Finally,… etc. texts, tales and poems using - dictionaries Principles of reading aloud, such as - Pronunciation of initial and final consonants - Stressed - light pronunciation in words and phrases - Pronunciation according to high - low pitch in sentences

Grade Indicator Core Learning Content Local Learning Content 6 - Linking sound in text - Pronouncing the poem according to the rhythm 3 . Select / specify a Sentences or statements, symbols, sentence or sentence or short signs and meanings about oneself, message message according to family, school, environment, food, symbol mark the picture, symbol or beverages, free time and recreation. and meaning sign read . health and welfare, buying - selling, and about self family weather and a collection of vocabulary school about 1 , 050 - 1 , 200 words ( concrete environment and abstract vocabulary ) food and drink freetime and recreation health buy - sell and weather 4. Tell the main idea Sentences, conversations, tales or - and answer questions stories Questions about the gist of a from listening to and subject, such as who, what, where, reading conversations, when, how, and why. simple tales and stories. -Yes/No Question like Is/Are/Can…? Yes,… is/are/can./ No,…isn't/aren't/can't. Do/Does/Can/Is/Are...? Yes/No… etc. - Wh -Question like Who is/are…? He/She is…/They are… What …?/ Where…? It is …/They are… What...doing? …is/am/are… etc. - Or-Question e.g. Is this/it a/an. ..or a/an…? It is a/an… Is/Are/Was/Were/Did…or…? etc.

Strand 1 Language for communication Standard EN 1.2 Possess language communication skills for exchanging information. express feelings and opinions effectively Grade Indicator Core Learning Content Local Learning Content 1 1. Speak in response Conversation used in greetings, - with short and simple goodbyes, and thanks. words in interpersonal Apologize and phrases / communication statements used to introduce according to the pattern yourself such as Hi /Hello/ heard. Good morning/ Good afternoon/ Good evening/ I am…/ Goodbye./ Bye./ Thank you./ I am sorry. etc. 2. Use simple commands used in the - commands as they classroom sound. 3. Tell your own simple Vocabulary, expressions, and - needs in the form that sentences used to express you hear. needs, such as I want…/ Please,… etc. 4. Ask for and give Vocabulary, expressions, and - simple information . sentences used to ask for and about yourself according give information about yourself to the way you listen such as What's your name?/ My name is…/ I am…/ How are you?/ I am fine. etc.

Grade Indicator Core Learning Content Local Learning Content 2 1. Speak in response Conversation used in greetings, - with short and simple goodbyes, and thanks. words in interpersonal Apologize and sentences / communication statements used to introduce according to the pattern yourself such as Hi/ Hello/ heard. Good morning/ Good afternoon/ Good evening/ How are you?/ I'm fine. / I am…/ Goodbye./ Bye./ Thank you./ I am sorry. etc. 2. Use simple Orders and requests used in - commands and the classroom requests as they sound 3. Tell your own simple Vocabulary, expressions and - needs in the form that sentences used to express you hear. needs such as I want…/ Please,… etc. 4. Ask for and give Vocabulary, expressions, and vocabulary idiom and simple information . sentences used to ask for and sentences used to about yourself according give information about yourself request and give to the way you listen such as What's your name?/ information about My name is…/ I am…/ How are oneself you?/ I am fine. etc.

Grade Indicator Core Learning Content Local Learning Content 3 1. Speak in response Conversation used in greetings, - with short and simple goodbyes, and thanks. Apologize and phrases / statements used to words in introduce yourself such as Hi /Hello/ interpersonal Good morning/ Good afternoon/ Good communication according to the evening/ I am sorry./ How are you? I'm fine.Thank you. And you?/ Nice to pattern heard. see you./ Nice to see you too./ Goodbye./Bye./ See you soon/ later./ Thanks./ Thank you./ Thank you very much./ You're welcome. etc. 2. Use simple Orders and requests used in the - commands and classroom requests as they sound 3. Tell your own Vocabulary, expressions and sentences - simple needs in the used to express needs such as form that you hear. Please,…/ May I go out?/ May I come in? etc. 4. Speak, request and Vocabulary, expressions, and vocabulary idiom give simple information sentences used to ask for and give and sentences used about yourself and information about yourself and your to request and give your friends friends, such as information about according to the form What's your name? My name is… oneself and friends heard. How are you? I am fine. What time is it? It is one o'clock. What is this? It is a/an… How many…are there? There is a/an…/There are… Who is…? He/She is… etc.

Grade Indicator Core Learning Content Local Learning 3 5. Tell your own Content Words and sentences used to - feelings about things express feelings such as glad, sad, close to you or like, dislike, such as Yeah!/ Great!/ - activities according to Cool!/ I'm happy./ I like cats./ I don't the sounds you hear. like snakes. etc. 4 1. Speak / write Conversation used in greeting, correspondence in saying goodbye, thanking, interpersonal apologizing, polite interruptions, communication phrases / messages used to introduce oneself, friends and close 2. Use simple ones. and response expressions commands, requests, such as Hi/Hello/Good and requests for morning/Good afternoon/Good permission. evening/I am sorry./How are you?/ I'm fine. Thank you. And you?/ Hello.I am… Hello,…I am… This is my sister.Her name is… Hello,…/Nice to see you. Nice to see you too ./Goodbye./ Bye./See you soon/ later./ Thanks./Thank you./Thank you very much./You're welcome./It's OK etc. Orders, requests, and requests for permission used in the classroom.

Grade Indicator Core Learning Content Local Learning Content 4 3. Speak / write to Vocabulary, expressions, and - express one's needs sentences used to express needs and ask for help in various situations, such and ask for help in a simple situation as I want …/ Please…/ May…?/ I need your help./ Please help me./ Help me! etc. 4. Speak / write to Vocabulary, expressions, and vocabulary idiom request and give sentences used to request and give and sentences information about information about yourself, things used to request oneself, friends and close to you, friends, and family, such and give family as information about . What's your name? My name is… oneself things near What time is it? It is one o'clock. friend and their What is this? It is a/an… own families as How many…are there? There is appropriate a/an…/There are… Where is the…? It is in/on/under… 5. Speak to express Words and sentences used to express - your feelings feelings such as glad, sad, like, themselves about dislike, love, don't love, for example: various matters around I/You/We/They like…/ He/She likes… them and various I/You/We/They love…/ activities according to He/She loves… the way they listen I/You/We/They don't like/love/feel… He/She doesn't like/love/feel… I/You/We/They feel… etc.

Grade Indicator Core Learning Content Local Learning 5 1. Speak / write Content correspondence in Conversation used in greeting, - interpersonal communication saying goodbye, thanking, 2. Use commands, apologizing, complimenting, polite requests, requests for permission , and simple interjection, phrases / messages instructions. 3. Speak / write to used to introduce oneself, friends express needs ask for help accept and refuse and close ones. and response assistance in a simple situation expressions such as Hi /Hello/ Good morning /Good afternoon/ Good evening/ I am sorry./ How are you?/ I'm fine. Thank you. And you?/ Hello. I am…/ Hello,… I am… This is my sister. Her name is… / Hello,… / Nice to see you. Nice to see you too ./ Goodbye./ Bye./ See you soon/later./ Good/Very good./ Thanks. / Thank you./ Thank you very much./ You're welcome./ It's OK etc. Orders, requests, instructions with - one or two steps Vocabulary, expressions and - sentences used to express needs ask for help Accepting and refusing assistance, e.g. Please…/ May…?/ I need…/ Help me!/ Can/ Could…?/ Yes,.../No,… etc.

Grade Indicator Core Learning Content Local Learning 5 4. Speak / write to Content request and give information about Vocabulary, expressions, and vocabulary idiom and oneself, friends, family and matters close to sentences used to ask and give sentences used to them . information about oneself, request and give 5. Speak / write to friends, family, and matters information about express feelings of himself about various close to them such as oneself friend family matters near him and various activities along What do you do? I'm a/an… and matters close to with giving a brief reasoning. What is she/he? …is a/an ( oneself as appropriate occupation ) How old/tall…? I am… Is/Are/Can…or…? …is/are/can… Is/Are…going to…or…? …is/are going to… etc. Words and sentences used to - express feelings, such as like. Dislike, happy, sad, happy, sad, hungry, taste like I'm…/He/She/It is…/You/We/They are… I/You/We/They like…/ He/She likes…because… I/You/We/They love…/ He/She loves…because… I/You/We/They don't like/love/feel…because… He/She doesn't like/love/feel…because… I/You/We/They feel…because… etc.

Grade Indicator Core Learning Content Local Learning Content 6 1. Speak / write Conversation used in greeting, saying - correspondence in goodbye, thanking, apologizing, interpersonal complimenting, polite interjection, communication phrases / messages used to introduce oneself, friends and close ones. and response expressions such as Hi/ Hello/ Good morning/ Good afternoon/ Good evening/ I am sorry. /How are you?/ I'm fine. / Very well./ Thank you. And you?/ Hello. I am … Hello,… I am… This is my sister. Her name is… Hello,… / Nice to see you. Nice to see you, too./ Goodbye./ Bye./ See you soon/later./ Great!/ Good ./ Very good. Thank you./ Thank you very much./ You're welcome./ It's OK/ That's OK/ That's all right./ Not at all./ Don't worry./ Never mind./ Excuse me. / Excuse me, Sir./Miss./Madam. etc. 2. Use orders, requests, Orders, requests, and instructions with - and give advice . 2-3 steps 3. Speak / write to show Vocabulary, expressions and - needs ask for help sentences used to express needs ask accept and refuse for help Accepting and refusing assistance in a simple assistance, e.g. Please…/ May…?/ I situation need…/ Help me!/ Can/Could…?/ Yes,.../No,… etc.

Grade Indicator Core Learning Content Local Learning Content 6 4. Speak and write to Vocabulary, expressions, and vocabulary idiom request and give sentences used to ask and give and sentences information about information about oneself, friends, used to request oneself, friends, family family, and matters close to them and give and matters close to such as information about them . What do you do? I'm a/an… oneself friend What is she/he? …is a/an family and matters (occupation) close to oneself as How old/tall…? I am… appropriate Is/Are/Can…or…? …is/are/can… Is/Are…going to…or…? …is/are going to… etc. 5. Speak / write to Words and sentences used to - express feelings of their express feelings and giving reasons own about various such as like / dislike, glad, sorry be matters around them, happy beard hungry taste beautiful various activities, along ugly loud good bad e.g. with providing brief I'm…/He/She/It is…/You/We/They reasons for are… accompanying I/You/We/They like…/ He/She likes…because… I/You/We/They love…/ He/She loves…because… I/You/We/They don't like/love/feel…because… He/She doesn't like/love/feel…because… I/You/We/They feel…because… etc.

Strand 1 Language for communication standard EN 1.3 present information concept and opinions on various matters by speaking and writing Grade Indicator Core Learning Content Local Learning Content 1 1. Speak to give Words and sentences used in Words and phrases used information about speaking to give information about in speech give yourself and matters yourself, people close to you, and information about close to you. things close to you, such as name, yourself. close person age, shape, height, calling things and stories close to the from 1 to 20, colors, sizes, students locations of objects. 2 1. Speak to give Words and sentences used in Words and phrases used information about speaking to give information about in speech give yourself and matters themselves, people close to them, information about close to you. and things close to them, such as yourself. close person names, ages, shapes, heights, and stories close to the names of things from 1 to 30, students colors, sizes, places of objects 3 1. Speak to give Words and sentences used in Words and phrases used information about speaking to give information about in speech give yourself and matters themselves, people close to them, information about close to you. and things close to them, such as yourself. close person names, ages, shapes, heights, and stories close to the names of things from 1 to 50, students colors, sizes, places of things . 2. Categorize words Words, phrases that have - according to the meanings about people, animals, type of person, and things, such as identifying / animal and thing as associating images with words or heard or read . phrases using images, chArts, diagrams, diagrams.

Grade Indicator Core Learning Content Local Learning 4 1. Speak / write to give Sentences and statements used Content information about in speaking to give information Sentences and phrases used in speech provide yourself and matters about oneself, people, animals, information about oneself. person close to you . and things close to them such as animal and stories close to the students names, ages, shapes, colors, sizes, shapes, things, 1 - 100 days, months, years, seasons, locations of things punctuation 2. Speak / draw a A word, a group of words that word a group of words picture showing the have a relative meaning of things that have a relational relationship of things close to them, such as identifying meaning of things close close to yourself as / linking the relationship of a to the student you hear or read picture with a word or a group of words by using a picture, chart, diagram, diagram 3. Expressing simple Sentences used to express Sentences used to express opinions about opinions about various opinions about matters close to various matters. close to the student matters near them.

Grade Indicator Core Learning Content Local Learning Content 5 1. Speak / write , give information about Sentences and statements used to Sentences and phrases yourself and matters provide information about people, used in giving close to you . animals, places and activities such information about a as personal information, various person animal matters around them, number 1 - location activities various matters near 500, number 1-500, day, month, students or in year, season, time, weather, communities and emotion, feeling, color, size, shape, localities address of things, punctuation 2. Write pictures, words, groups of words, sentences - diagrams and chArts that show information and meaning showing various of various subjects, pictures, Sentences used to information . according diagrams, charts, tables express opinions about to listening or reading activities or matters. Sentences used to express Close to the students 3. Speak and express opinions about activities or matters or in the community opinions about various close to them. and locality. matters close to them

Grade Indicator Core Learning Content Local Learning Content 6 1. Speak / write to give Sentences and statements Sentences used to used to provide information express opinions about information about yourself, your friends, about oneself. Daily activities, activities or matters. and your surroundings . friends, close environment, Close to the students or such as personal information in the community and Call things number 1 - 1 , 000 locality. No. day month year season time activity color size shape location of things simple directions weather emotions feelings punctuation marks 2. Write pictures, Words, phrases, and sentences - diagrams, chArts and that are meaningful in relation tables showing various to images, chArts, chArts, and information . listening or tables. reading Sentences used in expressing Sentences used in 3. Speak / write to opinions speaking to express express opinions about opinions about various various matters around matters. Close to the them students or in the community and locality.

Strand 2 Language and culture Standard EN 2.1 Understanding the relationship between language and culture of native speakers. and can be used appropriately for the occasion Grade Indicator Core Learning Content Local Learning Content 1 1. Talk and act The culture of native speakers, - according to the culture of native speakers such as using facial 2. Tell the name and expressions when introducing vocabulary about Festival of native yourself, touching, waving, speakers 3. Participate in age - acknowledgment or rejection. appropriate language and cultural activities Vocabulary about important - 2 1. Talk and act festivals of native speakers according to the culture of native speakers such as Christmas, New Year's 2. Tell the name and Day, Valentine's Day. vocabulary about Festival of native language and cultural activities - speakers such as playing games, singing, 3. Participate in age - appropriate language gesture storytelling Christmas and cultural activities Day New Year's Day Valentine's Day culture of native speakers, such - as using facial expressions when introducing themselves Touching, waving, accepting or refusing Vocabulary about important - festivals of native speakers such as Christmas. New Year's Day Valentine's Day language and cultural activities such as playing games, singing, gesture storytelling Christmas Day New Year's Day Valentine's Day

Grade Indicator Core Learning Content Local Learning Content - 3 1. Talk and act Social / cultural etiquette of - According to social native speakers, e.g. thank you etiquette / culture of sorry for the use of facial native speakers expressions Talking while introducing oneself, touching hands, waving hands, expressing acceptance or rejection 2. Tell names and Vocabulary about festivals / simple words about important days / celebrations festivals / important days and the lives of native speakers / celebrations and the such as Christmas Day. New lives of native speakers. Year's Day Valentine's Day Costumes Food Drinks 3. Participate in age - Language and cultural activities - appropriate language such as playing games, singing, and cultural activities storytelling with gestures, Christmas, New Year's Day Valentine's Day

Grade Indicator Core Learning Content Local Learning Content 4 1. Speak and make Social and cultural etiquette of gestures politely native speakers, such as thanking according to social and you. cultural etiquette . native sorry for the use of facial speaker expressions Talking while introducing yourself, touching hands, waving hands, expressing likes / dislikes, expressing acceptance or rejection 2. Answer questions Vocabulary and information about - about festivals/ important festivals / important days / days/ celebrations and celebrations and everyday life of simple living native native speakers such as speaker Christmas, New Year's Day, Valentine's Day, costumes, seasons, food and drinks. 3. Participate in age - language and cultural activities - appropriate language such as playing games Singing, and cultural activities action-packed storytelling, role- playing, Christmas, New Year's Day, Valentine's Day

Grade Indicator Core Learning Content Local Learning 5 1. Use words, tone of Content voice, and manners politely . According to wording, tone of voice, and gestures - social etiquette and culture of native According to the social etiquette speakers and culture of native speakers such as thanking, apologizing, using facial expressions when introducing yourself, touching hands, waving hands, expressing likes / dislikes, greetings Expression of acceptance or rejection 2. Answering questions/ Information and importance of - telling the importance of festivals / important days / festivals / important days celebrations and lifestyles of native / celebrations and speakers such as simple living native Christmas, New Year's Day, speaker Valentine's Day, costumes, seasons, food and drinks. 3. Participate in Language and cultural activities - language and cultural such as games, singing, activities according to storytelling, role play, Thanksgiving, your interests . Christmas, New Year's Day, Valentine's Day.

Grade Indicator Core Learning Content Local Learning Content 6 1. Use polite and wording, tone of voice, and - appropriate words, tone of voice, and gestures . gestures According to social According to social etiquette and culture of etiquette and culture of native native speakers speakers such as thanking, apologizing, using facial expressions when introducing yourself, touching, waving, likes / dislikes Blessing Expression of acceptance or rejection 2. Provide information Information and importance of - about festivals / festivals / important days / important days / celebrations and lifestyles of celebrations / lives of native speakers such as native speakers. Christmas, New Year's Day, Valentine's Day, seasonal costumes, food and drinks. 3. Participate in Language and cultural activities - language and cultural such as playing games, singing, activities according to storytelling, role-playing your interests . Thanksgiving Day Christmas New Year's Day Valentine's Day

Strand 2 Language and culture Standard EN 2.2 Understanding the similarities and differences between the language and culture of native speakers and Thai language and culture. and used correctly and appropriately Grade Indicator Core Learning Content Local Learning Content 1 1. Identify letters and Letters and alphabet sounds - sound of letters of foreign of foreign languages and Thai languages and Thai language language . Letters and alphabet sounds - 2 1. Identify letters and of foreign languages and Thai sound of letters of foreign language languages and Thai language . Differences in sounds of - 3 1. Tell the differences in letters, words, groups of words sounds of letters, words, groups of words and and sentences of foreign simple sentences . of foreign languages and languages and Thai language. Thai language Differences in sounds of - 4 1. Tell the differences in sounds of letters, words, letters, words, groups of words groups of words, sentences and texts of and sentences of foreign foreign languages and Thai language. languages and Thai language. 2. Tell similarities / differences between Similarities / differences - festivals and celebrations . According to the culture between festivals and cultural of native speakers and Thai people celebrations of native speakers with of Thailand

Grade Indicator Core Learning Content Local Learning Content 5 1. Tell the similarities/ Similarities / differences between - differences between the exits various kinds of sentence pronunciation of various sounds of native speakers and - types of sentences. use of of Thai - punctuation marks and use of punctuation and word word order (order) order according to the sentence - according to sentence structure of foreign languages structure of foreign and Thai languages. languages and Thai language Similarities / differences 2. Tell similarities/ between festivals and differences between celebrations of native speakers festivals and celebrations and those of Thai of native speakers and of Thai Similarities / differences between pronunciation of 6 1. Tell the similarities / different types of sentences of differences between the native speakers and of Thai pronunciation of various Use of punctuation marks and types of sentences. Use of word order in accordance with punctuation marks and the sentence structure of word order according to foreign languages and Thai sentence structure. of languages. foreign languages and Thai Comparison of similarities / language differences between festivals, 2. Compare the similarities celebrations and traditions of / differences between native speakers and those of festivals Celebrations and Thai traditions of native speakers and those of Thai

Strand 3 Language and relationship with other learning subjects Standard EN 3.1 Use foreign languages to connect knowledge with other learning subjects. and is the basis for development seek knowledge and open up their worldviews Grade Indicator Core Learning Content Local Learning Content 1 1. Tell the vocabulary Vocabulary related to other - related to other learning learning subjects subjects . 2 1. Tell the vocabulary Vocabulary related to other - related to other learning learning subjects subjects . 3 1. Tell the vocabulary Vocabulary related to other - related to other learning learning subjects subjects . 4 1. Research, collect Researching, collecting and - vocabulary related to presenting vocabulary related to other learning subjects other learning subjects. and present them verbally / writtenly. 5 1. Research and collect Researching, collecting and - vocabulary related to presenting vocabulary related to other learning subjects. other learning subjects and presented with speaking/ writing 6 1. Research, collect Researching, collecting and - vocabulary related to presenting vocabulary related to other learning subjects other learning subjects from learning sources. and presented with speaking / writing

Strand 4 Language and relations with the community and the world Standard EN 4.1 Use of foreign languages in various situations both in educational institutions, communities and society Grade Indicator Core Learning Content Local Learning Content 1 1. Listen / speak in simple Use of listening / speaking Use of listening / speaking situations happening in language in simple situations language in simple the classroom happening in the classroom situations happening in the classroom 2 1. Listen / speak in simple Use of listening / speaking Use of listening / speaking situations happening in language in simple situations language in simple the classroom happening in the classroom situations happening in the classroom 3 1. Listen / speak in simple Use of listening / speaking Use of listening / speaking situations happening in language in simple situations language in simple the classroom happening in the classroom situations happening in the classroom 4 1. Listen and speak / read Use of language in listening Use of language in in situations that occur in and speaking / reading in listening and speaking / the classroom and school classroom situations. reading in classroom . situations. 5 1. Listening , speaking The use of language in language use in listening and reading / writing in listening, speaking, and speak and read / write in various situations that reading / writing in various various situations occur in classrooms and situations. happening in the happening in the educational institutions classroom classroom 6 1. Use language to The use of language to The use of language to communicate in various communicate in various communicate in various situations that occur in situations that occur in the situations that occur in classrooms and classroom and educational one's classroom and educational institutions institutions. school.