Speaking

Grammer
LINGO Speaking

Grammer

LingoQ JUNIOR Vocabulary

Vocabulary
Start your journey into the world of English

Overview

Year-long curriculum with Reading, Phonetics Realtime Google

12 units & Pronunciation Classroom feedback
144 sessions of 40 mins Over 358 words vocabulary Recommended for
& sentence formation Ages 6-8 years

Profiency level What is learnt

"Reading: Decoding four and five letter words; sight word

Unit :1-3 Beginner
memorization
Speaking & Listening: Answer in complete sentences when
common questions are asked
Language Skills: over 79 new words, 56 basic sentence patterns &
17 sight words like You, The , A etc."

"Reading: Reading fluency and proper pronunciation

Unit : 4-6 Intermediate Speaking & Listening: Answer in complete, compound sentences
Language Skills: over 132 new words, 102 sentence patterns &
intro to grammar - nouns, pronouns."

"Reading: Gain knowledge about the topic through reading

Speaking & Listening: Ask questions; answer in multiple
Unit : 7-12 Proficient sentences; discuss with teacher
Language Skills: over 150 new words, 94 sentence parrerns &
practice grammar & sight words"
 Objectives & Curriculum

Each unit will be based on a theme a specified sphere of activity or knowledge will be
given to the child. It can range hard skills Earth Science, to soft skills, such as Logic
and Reasoning and 4 units are based on the child’s interest in cartoons, sports etc.

Units Covered

Our World
Our Friends
General Awareness
Cartoons & Games
Music & Dance
Logical Reasoning
Science & Technology
Time
Maths
Art
Sports
Myself

Focus Areas

READING
Level 2 reading focuses on the following:

Begin by reading simple phonics readers

Applying sound blends to four-letter words.
60 challenges to master the skill of the five-letter word.
Read short chapter books ranging between 90-200 words & storytelling

Sight Words:
At this stage, knowledge of sight words comes in handy as students begin to
focus on fluency as well as decoding. 36 sight words will be taught at this level.
 Target Examples

Decoding four and five “This is my dog. His name is

Unit 1-6 letter words; sight word Rex. Rex likes to eat meat.”
memorization

Reading fluency and The student can read the text fluently
Unit 4-12 proper pronuncia- with appropriate speed and use phonics
tion rules to apply proper pronunciation.

Unit 7-12 Gain knowledge about The student can gain information about a
the topic through reading specific topic or area by applying knowledge
learned in a fictional or informational text

SPEAKING & LISTENING

Level 2 is focused on knowledge of basic grammar rules. These rules help to

shape the sentence structures they create.

By the end of Level 2, students will learn usage of multiple sentences

(Unit 1-6) Target : Answer in complete, compound sentences

Examples

Tell me about the food you like and don’t like to eat.

I like to eat rice and noodles, but I don’t like to

eat hamburgers.

Teacher Student
(Unit 7-12) Target :Ask questions; answer in multiple sentences; be involved in a
discussion about the learning material with the teacher

Examples

Tell me about your house.

I live in an apartment. It has three

bedrooms and two bathrooms.

What did the builder use to build

Teacher your apartment? Student

The builder used stone to build my

apartment. Can you tell me about your house,
teacher?

LANGUAGE SKILLS

Vocabulary
A body of words used in a particular language, vocabulary is taught through
memorization and prompted with a series of context clues, song, game, and
teacher-led physical actions or Activities.

Learnings:
358 vocabulary words
Vocabulary words introduced and reviewed in many different situations
throughout based on themes
 Sentence Patterns
Sentence patterns are question and answer structures that allow the teacher and
student to focus on scaffolding language learning from grammatically easy to
more difficult.

The sentence structures by asking a sentence with the same meaning in many
different ways. This allows the student to truly transfer classroom language to
real life.

Learnings:
214 sentence patterns
Use and understand sentence patterns
Introduced in a variety of ways; conversation, not memorization

Reading Skills

Sight Words
Sight words, or high-frequency words, are words that appear most often in the
printed text. These words generally have little meaning themselves but are vital to
the meaning of a sentence.

Learnings:
36 Sight words are taught through memorization.

Phonics
Phonics is a method of teaching people to read by correlating sounds with letters
or groups of letters in an alphabetic writing system. A strong foundation in pho-
nics early on assures that a student will be a strong reader and speller for life.
ABC
Phonics Sounds (Blends) Learnings:

47 blends
Read five-letter words including blends, apply blend rules and pronunciation to a
variety of words

Grammar
Grammar is the analysis of the language structure. It helps students create sen-
tence structures, understand reading passages, and is the basis for writing. An
understanding of grammar gives students the ability to create new sentences
without memorizing.

Learning:
Apply rules of grammar to reading and speech; identify first grammatical compo-
nents (noun, verb, adjectives, plurals, negatives, etc) as a basis for later writing
skills
 Additional Skills

Pronunciation
Students develop excellent pronunciation, as British UK English standards are mod-
elled by the teacher each and every class.

Incidental Language
Incidental language is learned through conversation. Students learn vocabulary and
sentence structures through casual conversation.
For example, a teacher who encourages a student by saying, “Awesome!” will soon
teach their student this word as well as the meaning.

Reading Comprehension & Critical Thinking

The LingoQ purposefully introduces and reviews target content (vocabulary,
sentence patterns, etc) in different situations and contexts. This is to encourage the
student to use the learned language, not merely memorize question and answer
patterns.

Confidence & Real-world Skills

Repeated exposure to native English speaking teachers and many different ethnic
backgrounds plays a huge role in building confidence.

LingoQ will focus on first improving individual areas of improvement of a child in a

1:1 environment and then practising in group classes for perfection.

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 Sample Curriculam

Our World
Cat Can Jump
Good Cat Domain: Life Science
Unit Topic: Things in My Neighborhood
READING SKILLS
Science &
Social Studies
Phonics Sight words Reading skills
-Read more complex
Maps
books with five letter Locations
words Grammer
ow, fl jump, come -Answer reading
Negatives Math:
comprehension
Making
questions
Equal Parts
about the text
Giving
Directions
LANGUAGE SKILLS

Vocabulary Sentence Patterns Commands

up -Where can cat jump? -Where should we go?
down Cat can jump up/down. Let’s go to the ____.
mat -Can cat jump? -How do you get to the ___?
grass Yes, cat can./ No, cat can’t. To get to the ____ you (go/turn/walk)
pull -How can they help cat? (straight/right/left), and then….
lap They can help cat by…. -What can you do on/in the ____?
can -Whose cat is Flip? - I can (action verb) in/on the ____.
cannot Flip is my/the girl’s/the boy’s cat. -Are the ____ equal?
like -What can Flip do? Yes, they are equal./No, they are not
don’t like Flip can ____. equal.
map Flip can ____ and _____. -How many ____ can you add to
park Flip can ____, _____, and ____. make it equal?
school -Where can Flip (action verb)? I can add # ____ to make it equal.
ship Flip can (action verb) on the ___. -How many ____ can you take away
river -Can you (action verb)? to make it not equal?
building Yes, I can (action verb). I can take away # ___ to make it not
road No, I cannot (action verb). equal.
bridge -What can/cannot the ____ do? -What do you do first?
equal The ____ can/not _____. First I (action verb) ____.
not equal -What do you like? -What do you do then?
first I like ____. Then I (action verb) ____.
then -Why do you like ___? -Finally do you do?
finally I like ____ because… Finally I (action verb) _____.
-What does he/she/it like? -How do you (action verb) a/your
He/She/It likes ____. ___?
-Why does he/she/it like ___? First I (action verb)
He/She/It likes ____ because…. ____
 What Time is It?
Friends in Your Community
A Frog Grows and Changes Domain: Mathematics
Unit Topic: Telling Time
READING SKILLS
Science &
Social Studies
Phonics Sight words Reading skills Days of the Week
-Read more complex Telling Time with
books with five letter Clocks
words Grammer
ai, ow help, be -Answer reading
Prepositions Math:
comprehension
Sequencing
questions Days
about the text of the Week
Telling Time
with Clocks
LANGUAGE SKILLS

Vocabulary Sentence Patterns

mail -Who can help? -What do you do then?
bus The ____ can help. Then I (action verb) ____.
sell -How can the ____ help? -Finally what do you do?
frog They can (action verb) the/our ____. Finally I (action verb)
tadpole -How can you help? _____.
little I can (action verb) my/the ____. -How do you (action
in front of -What can a frog be? verb) a/your ___?
behind The frog can be (big/little). First I (action verb) ____.
under -What can a frog do? Then, I (action verb) ____.
around A frog can (action verb). Finally, I (action verb)
wake up -What body parts does a frog have? ____.
brush teeth A frog has (a/an) ____. -What are the days of the
week -What will the ____ be? week?
eat breakfast The ____ will be a ____. The days of the week
go to school -Where is the ____? are…
Monday The ____ is (preposition) the ____. -What are the week
Tuesday -What is (preposition) the ___? days?
Wednesday The ____ is (preposition) the ____. The week days are…
Thursday -Where is the ___ and the ___? -What are the days of the
Friday The ___ is (preposition) the ____ and weekend?
Saturday the ____ is (preposition) the ____. The days of the weekend
Sunday -Where is the ___ and the ___? are…
morning The ___ is (preposition) the ____ and -Is it (morning/afternoon/
afternoon the ____ is (preposition) the ____. night)?
night -What do you do after you wake up It’s ____.
clock in the morning? -What time is it?
o’clock -What do you do first? It’s # o’clock.
First I (action verb) ____. It’s # o’clock in the ____.
 World Travel

Domain: Travel and Recreation, Culture Subtopic 1: China

Unit Topic: World Travel Subtopic 2: USA

READING SKILLS

Phonics Sight words Books Reading skills Grammer

Introduction to
-How Things Move? -Read informational & past tense
How Many? fictional texts
ir, sp, go, how,
A Place Called -Answer reading
st, ur, on, find comprehension
tr, dr Home Math:
The Easter Egg questions
Hunt about the text; extend Ordinal numbers
knowledge of the 1st- 10th
topic through reading

LANGUAGE SKILLS

Vocabulary Sentence Patterns

travel -Do you like to travel? -Would you like to make a
country Yes, I like to travel./ No, I don’t like reservation?
world to travel. Yes, I would like to make a
suitcase -Why or why not? reservation.
reservation I like to travel/don’t like to travel -What day would you like to
hotel because… (stay/eat)?
one-way -Which country do you want to I would like to (stay/eat) on (day
round trip visit? of the week/date).
past I want to visit ____. -What time would you like to
present -What do you need when you eat?
future travel? I would like to eat at ____
I need (a/an/the) (suitcase/ o’clock.
passport/ticket/money, etc). -What time would you like to
-Do you have a ticket? check in?
Yes, I have a ticket./ No, I don’t -I would like to check in at ___
have a ticket. o’clock.
-Do you have a round trip or one -Yesterday is the past.
way ticket? -Today is the present.
I have a ___ ticket. -Tomorrow is the future.
-Would you like to buy a ticket? -Yesterday I (regular past tense
Yes, I would like to buy a (one verb).
way/round trip) ticket. -Today I (action verb).
-Do you have a reservation at the -Tomorrow I will (action verb).
(restaurant/hotel)?
Yes, I have a reservation.
No, I don’t have a reservation.