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168 A curriculum of English language for Grade 3, 4 and 5 of primary schools in Laos Since 1986 Lao government has implemented the open policy, henceforth English language has played a major part in social life of people across the country. In addition, the increase in the ASEAN and international relationships and the dynamic change of the world economy require the knowledge of foreign language especially English language to communicate among nations in the world. Furthermore, teaching and learning materials and other sources of information are written in English language, therefore the need of foreign language skills is indeed necessary for further development of the nation. Due to the major needs of English language knowledge, the Lao government has a further vision to put English language curriculum into primary education. The curriculum aims to develop learners’ basic writing, reading, listening and speaking. It also develops the foundation of foreign language knowledge of learners for their future studies in secondary schools and higher education. The English language in the primary school curriculum provides the first step in learning a foreign language. The learners are introduced to English alphabet, simple speaking for greetings, making conversations and giving and getting simple information. The learners are able to read simple signs, labels and statements. The learners are also able to listen to simple conversations and information. The learners are able to write simple sentences about their own information and 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

169 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 language Attitudes & values Attitudes:• A willingness to use the English language in own interactions • A willingness to learn the English language Values: • Realizing good morality of Lao people • Restoring environment • Being proud of own community and identity Competencies: Listening Grade 3 Grade 4 Grade 5 1.Understanding when the English language is being spoken 2.Recognizing simple words and sentences using in classroom and daily life 1.Listening to simple interaction, distinguishingwordsandexpressions to learn and recall 2.Interpreting meaning of phrases and sentences using in classroom activities and in role plays of social exchanges including: recognizing purposes of speaking, following a 1.Listening to interaction, short spoken text, distinguishing more complex words and expressions to learn and to recall 2.Interpreting meaning of phrases, sentences and short spoken text using in routine classroom activities and in role plays of social exchanges,

170 series of simple instructions including: identifying main points, making comparisons and responding to a variety of questions Speaking Grade 3 Grade 4 Grade 5 1.Using rehearsed foreign language words and texts in games and songs 2.Responding to questions. Usingwords or phrases to identify names, numbers or describing objects 3.Using polite routine expressions in greeting, giving basic personal information and requesting. 4.Using approximate pronunciation 1.Responding in simple, rehearsed 1.interactions, including role play dialogues 2.Responding to more complex questions and describing more complexly 3.Using polite routine expression in 3.introducing,askingpersonalinformation of others, and asking for help 4.Making factual statement through 5.word substitutions in rehearsed 6.structures 5.Giving a series of interactions 6.Using improved pronunciation and approximate intonation for very familiar expressions Responding in more complex, rehearsed interactions, including role play dialogues 2.Responding to more complex questions about a wider range of information Asking for information 4.Giving own information through word substitutions in rehearsed structures Giving instructions or directions Using improved pronunciation and intonationforveryfamiliarexpressions Reading Grade 3 Grade 4 Grade 5 1.Recognizing and naming the letters of the alphabet, studied syllables 1.Using knowledge of alphabet to read 1.and pronounce Reading to complete classroom exercises,includingcloze

171 and words 2.Making connections with new written texts by locating familiar words 3.Independently reading short, simple paragraphs constructed of words and expressionsalreadystudied(paragraph of 2-3 sentences) 4.Reading familiar class instructions, signs, slogans etc. 2.Reading to complete classroom exercises,includingmatchingpictures to simple captions 3.Independently readinglongersimple paragraphs constructed of words and expressions already studied or with only a few new words (paragraph of 5-6 sentences) Answering questions based on the texts sentences, crosswords 2.Independently reading longer simple texts constructed of words and expressions already studied or with only a few new words (texts of two short paragraphs. Reading longerdialogues,descriptions,recounts, instructions. Identifyingmain points and sequence in the texts Writing Grade 3 Grade 4 Grade 5 1.Writing to record class learning and to complete class exercises and games, including: copying from the board 2.Selectingknownwordsandcopying to use as labels and captions 3.Writing simple texts, based on structure of studied models, but substituting in own information, including: words, phrases,1 or 2 sentences 1.Writing to record class learning and 1.tocompleteclassexercises,including: copying correctly from the board 2.Communicating ideasandinformation by writing simple 2.paragraphs, based on structure of studied models, but substituting in own information Writing to record class learning and to complete class exercises, including: copying correctly and sometimeswritefromownknowledge Makingownmeaning,andcommunicating ideasandinformation, by writing simple paragraphs, based on structure of studied models, but substituting in own information

172 Grade 3 2 h/w x 33 weeks = 66 hours/year NoContentsTimecompetenciesSemesterone Lesson 1: Greetings & Names / A - E -Hello -What’s your name? -I’m ….. Lesson 2: Greetings & Toys / I - O-How are you? -I’m fine -What is it? -It’s a/an……. Lesson 3:Numbers (1-5)/ U - B -What is it? -It’s a/an Lesson 4: Numbers (6-10)-(1-10)/ C- D -Let’s count! -OK! -How many? Lesson 5: Revision Alphabet: A, E, I, O, U, B, C and D Lesson 6: Age & Animals / G - P -How old are you? -I’m…. -What are they? -They’re (dogs) Lesson 7: Objects & Colors / T - V -What are they? -They are (cars) -What color is it? -It’s (blue) Lesson 8: Colors & Shapes / Z - F 4 h 4 h 4 h 4 h 2h 4 h 4 h 4 h - Simple greetings - Asking someone’s name - Reading and writing A and E - Greetings - Identifying objects ( singular) - Reading and writing I and O - Using article ( a /an) - Identifying objects ( singular) - Counting from 1-5 - Reading and writing U and B - Counting from 6-10 - Counting from 1-10 - Reading and writing C and D -Asking and telling age -Identifying objects (plural) - Reading and writing G and P -Identifying objects (plural) -Identifying colors - Reading and writing T and V -Identifying colors

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

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

175 Semestertwo -What are these? -They are (pens). -How many……..? Lesson 4: Friends and Family -Hi, Hello, -Hi, Mom! I’m home. -This is my (mother). -It’s nice to meet you. -It’s nice to meet you, too. Lesson: 5 revision (lesson 1-4) Lesson 6: Family members -Who’s (he/she)? -(She’s) my (grandmother). -(She’s) short. Lesson 7: Commands -Clean the board please! -Don’t talk! -I’m sorry. 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) Lesson 11: Weather and Days -How’s the weather today? -It’s (hot). 4h 2 h 4h 4h 4h 4h 2h 4h -Counting (20-30) - Asking about objects - Introducing friends - Introducing family members - Asking about people - Identifying people - Describing people - Positive and Negative commands -Suggesting some activities -Giving commands -Asking for help -Negative commands - Asking and telling age - Counting (30-50) - Asking about the weather - Describing about the weather

176 -What day is today? -It’s (Monday). Lesson 12: Location -Where’s the (book)? -It’s on (the table). -Where are (books)? -They’re under (the table) Lesson: 13 Outdoor activities -Can (he) (ride a bicycle)? -Yes, (he) can. -No, (he) can’t. Lesson 14: Food and Drink -I’m (hungry) -What do you want? - I want (an apple) -Do you want (juice)? -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:4h 4h 4h 2 h 4h 4h 4h 66 h -Describing situation -Asking about location -Specifying location -Asking about ability -Expressing hunger and thirst -Asking what someone wants -Expressing wants -Logical sequencing -Asking about favourites -Expressing like -agreeing -asking about ability - Knowing names of animals

177 Grade 5 2 h/w x 33 weeks = 66 hours/year NoContentsTimecompetenciesSemester1 Lesson1: Classroom objects (singular)-What’s this/that? -What are these/those? Lesson2: Telephone number and counting -What’s your telephone number? -Let’s count (50-100) Lesson 3: Time and daily activities -What time is it? -What time do you…? Lesson 4: Months of the year -Months (January-June) -What’s the date today? Lesson 5: Months of the year (continue) -Months (July-December) -What’s the date today? Lesson 6: Revision (lesson 1-5) 4 h 4 h 4 h 4 h 4 h 2 h - Asking about objects (singular and plural) - Identifying objects (singular and plural) - Recognizing classroom objects - Asking someone’s phone number - Expressing one’s phone number -Counting (50-100) -Asking the time -Stating the time -Describing what you are doing -Asking what someone else is doing - 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

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

179 -Are they small armchairs? Lesson 15: Revision (lesson 12-14) Lesson 16: Clothes -What are you wearing? -What’s he/she wearing? Lesson 17: Food -What do you like? -I like…but I don’t like… Lesson 18: Revision: (lesson 1-17) Total: 2 h 4 h 4 h 4 h 66 h -Asking about what someone is wearing -Describing what someone is wearing -Asking about what kind of food someone likes /dislikes - Describing food someone likes/dislikes

180 Teaching materials: The materials that can be used in the teaching of English language of primary school are different kinds of visual aid such as a teacher, students, the English alphabet poster, pictures, word card, real object, text book and teacher’s guide. Especially, the visual aid will help the teaching become more effective and efficient. The visual aid will make students become more interested in learning the English language. 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 students in 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 students can be improved by organizing tutorial class for them or assigning special homework to them. By having, tutorial class or special homework the 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 and the end of a course. These are the formal assessments or the examinations. The result will help evaluate the implementation of teaching and learning 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 assessments is 10. The monthly mark is calculated from the informative assessment and monthly test. The average of the calculation of these

181 assessments is the monthly mark. In one semester there are 3-4 monthly tests depending on the real situation of each school. The full mark of 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 a monthly 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 mark in 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 and divide by two. The result will be a semester average mark. Details are in the table below: Table of assessment mark Semester…….. Month… Mark 1 10 Monthly average mark 2 10 3 10 4 10 Monthly average mark 40 = 10 in a semester 4 Semester examination 1 10 Semester average mark 10 + 10 = 10 2 The result of this calculation will be the average mark of one semester. In fact, there are two semesters in one school year. Therefore, a teacher 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 to know the average mark of the year, he/she can make a calculation by adding up the two semesters’ average marks and dividing by two. The result will be the average mark of the year.

182 Types of tests: There 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 or 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 •Write The contents of the test can be produced by using some part of Exercises, Vocabulary list, Revision units etc..