English Language for kids in MS ASIA is designed very carefully to be Fun and educational at the same time for children, its consist of 5 levels including a starter level which suites all levels of children. grant your child a wonderful opportunity and register with us today.
| Unit | Main topic and core language | ‘Learning through English’ topic and language | Other language (functional language, songs, etc.) | Skills | Cognitive skills, Learning for life, Cut and make |
| 1 | Characters Numbers: (figures only) Structures | Science: Colours | “Hello, Bing!” “Goodbye, Bing” | Listening Speaking | Cognitive skills Learning for life: Focus on following instructions in class Cut and make: Make a leaf collage. |
| 2 | Classroom objects Structure | Art: Colours | “Pass the pencil, please.” “here!” “Thanks!” | Listening Speaking | Cognitive Skills Learning For life: Focus on working together to tidy up Cut and make: Make a rainbow |
| 3 | Parts of the body Structures | Art: Size Feelings | “Close your eyes.” “Open your mouth.” “Look!” | Listening Speaking | Cognitive skills Learning for life: Focus on personal hygiene Cut and make: Make a mix and match book |
| 4 | Actions Structures | Maths | “It’s my turn.” “It’s your turn.” | Listening Speaking | Cognitive skills Learning for life; Focus on showing and recognizing emotions Cut and make: Make pound coins |
| 5 | Animals Structure | Science: Feather, penguin, duck, peacock | “Can I have a parrot?” “Yes, okay.” “No, sorry.” | Listening Speaking | Cognitive skills Learning for life: Focus on caring for animals Cut and make; Make a class bird collage |
| 6 | Food Structures | Maths | “I’m hungry!” “I’m thirsty!” | Listening Speaking | Cognitive skills Learning for life: Focus on eating a varied diet Cut and make: Make a Carroll diagram |
| Unit | Main topic and core language | CLIL Topic and language | Skills | Cognitive skills, Learning for life, CLIL project |
| 1 | Greetings: Hello, goodbye, bye Characters Numbers: (figures only) Colours Structures | Math: Shapes | Reading Listening Speaking Writing | Cognitive skills Learning For Life: • Following Instruction Cut and make: • A picture made up of shape |
| 2 | Family members Structures | Art: People | Reading Listening Speaking Writing | Cognitive skills Learning for life: • Encouraging and supporting your friends CLIL project: • A frame |
| 3 | Food and drink | Science: Sugar content Food and drink | Reading Listening Speaking Writing | Cognitive skills Learning for life • Washing your hands before meal CLIL project: A paper spoon showing healthy and unhealthy food |
| 4 | Toys Structures | Science: Materials | Reading Listening Speaking Writing | Cognitive skills Learning for life • Washing your hands before meal CLIL project: • A paper spoon showing healthy and unhealthy food |
| 5 | Parts of the body Structures | Maths: Block graphs Part of the face | Reading Listening Speaking Writing | Cognitive skills Learning for life: • Cooperating and taking turns CLIL project: • A story book |
| 6 | Animals | Science: Baby animals | Reading Listening Speaking Writing | Cognitive skills Learning for life: • Caring for animal CLIL project: • Make an animal book |
| 7 | Action verbs: Run, jump, walk, hop, fly Structures | Science: Growing up Abilities | Reading Listening Speaking Writing | Cognitive skills Learning for life • Exercising to keep fit CLIL Project: • Make a photo album |
| 8 | Clothes Structures | Art: Weather | Reading Listening Speaking Writing | Cognitive skills Learning for life: • Playing games and obeying rules CLIL Project: Make a story book |
| Unit | Main topic and core language | ‘Learning through English’ topic and language | Skills | Cognitive skills Learning for life Cut and make |
| 1 | Days | Maths: Measurement Numbers | Reading Listening Speaking | Cognitive skills Learning for life: Making new friends Cut and make: A book mark |
| 2 | Furniture | Art: Rooms in art House | Reading Listening Speaking | Cognitive Skills Learning For life: Using and appreciating books Cut and make: Spot the differences |
| 3 | Toys | Maths: Venn diagram Transport | Reading Listening Speaking | Cognitive skills Learning for life: Playing cooperatively Cut and make: A Venn diagram |
| 4 | Wild animals | Art: drawing Parts of an animal | Reading Listening Speaking | Cognitive skills Learning for life; Praying together and respecting differences Cut and make: Draw a penguin |
| 5 | Small toys | Maths: Money Numbers | Reading Listening Speaking | Cognitive skills Learning for life: Learn about caring for family and friends Cut and make; Using money |
| 6 | Food | Science: Food groups | Reading Listening Speaking | Cognitive skills Learning for life: Learn about trying different foods Cut and make: A food collage |
| 7 | Feelings | Music: responses to music Musical instruments | Reading Listening Speaking | Cognitive skills Learning for life: Learn about recognizing and dealing with emotion Cut and make: A musical picture |
| 8 | Indoor activities | Science: using and saving water Uses of water | Reading Listening Speaking | Cognitive skills Learning for life: Learn about making choices about what to play Cut and make: A water meter |
| Unit | Main topic and core language | CLIL Topic and language | Skills | Cognitive skills Learning for life, CLIL project |
| Starter | Personal information questions Ordinal numbers: First, second, third (etc.) Months of the year: January, … December | (No CLIL topic) | Reading Listening Speaking Writing | Cognitive skills Cut and make: • Finger puppets of the course character |
| 1 | Personal possessions Prepositions Behind, in front of, next to Is / are | Maths: Telling the time Time phrases | Reading Listening Speaking Writing | Cognitive skills Learning for life CLIL project: • Make a clock |
| 2 | Clothes Possessive adjectives: His / her This/these, possessive ‘s: Conjunctions And, but, to Present continuous with wearing | Art: Portraits Adjectives to describe people | Reading Listening Speaking Writing | Cognitive skills Learning for life CILL project: • Make a portrait |
| 3 | Camping things Have got Is / are, prepositions: Apostrophes for contraction: I’m … / it’s … | Music: describing pitch, dynamics and tempo Adjectives to describe music | Reading Listening Speaking Writing | Cognitive skills Learning for life CLIL project: • Make animal music |
| 4 | Animals Has got Using adjectives in sentences | Science: insects Insects | Reading Listening Speaking Writing | Cognitive skills Learning for life: • Respecting animals’ habitats CLIL project: • Invent an insect |
| 5 | Food Imperatives Is / are | Science: Parts of a plant Parts of a plant | Reading Listening Speaking Writing | Cognitive skills: Learning for life: • Working together CLIL project: • Make a fruit and vegetable book |
| 6 | Places in a town Because “I like the park because there are swings and slide.” | Geography: Map co-ordinates Places in the country | Reading Listening Speaking Writing | Cognitive skills Learning for life • Keeping public places tidy CLIL Project: • Make a map and a leaflet |
| 7 | Sports Preposition: On, at, from … to, (for times and places) | Maths: Fractions Football things Fractions | Reading Listening Speaking Writing | Cognitive skills Learning for life CLIL Project: Make a picture of football fans |
| 8 | Daily routines | Sciences: Electrical circuits Electrical components | Reading Listening Speaking Writing | Cognitive skills Learning for life: • Making informed choices CLIL Project: • Write about things that use electricity |
| 9 | Carnival characters Past simple (was / were) Past forms of regular verbs | Art: Drawing figures using ovals Parts of the body | Reading Listening Speaking Writing | Cognitive skills Learning for life: • Being a good loser and a good winner CLIL Project: • Draw a carnival figure |
| Unit | Main topic and core language | CLIL Topic and language | Skills | Cognitive skills Learning for life, CLIL project |
| Starter | Personal information question: | (No CLIL topic) | Reading Listening Speaking Writing | Cognitive skills Cut and make: • Finger puppets of the curse characters |
| 1 | Outdoor activities Present simple Let’s + verb Adverbs of frequency | Geography: the water cycle and the weather | Reading Listening Speaking Writing | Cognitive skills Learning for life CLIL project: • Make a weather map |
| 2 | Jobs Present simple (For daily routine) Like / don’t like + ing | Art: Drawing with a grid Numbers and dates | Reading Listening Speaking Writing | Cognitive skills Learning for life CILL project: • Copy a drawing with a grid |
| 3 | Health Should / shouldn’t Object pronouns Using punctuation | Sciences: pulse rates Hand and heart | Reading Listening Speaking Writing | Cognitive skills Learning for life CLIL project: • Make a BPM chart |
| 4 | School Past simple (was / wasn’t) Past simple (were / weren’t) All of, most of, some of, a number of | History: ancient Egypt | Reading Listening Speaking Writing | Cognitive skills Learning for life: • Discuss the importance of studying hard CLIL project: • Make Egyptian pictures |
| 5 | Sea life Past simple (irregular verbs) Useful language for giving information | Science: fish Aquatic life | Reading Listening Speaking Writing | Cognitive skills: Learning for life: • Understand the important of getting exercise outdoors and safety in the sun CLIL project |
| 6 | Electrical items Past simple (regular verbs) Time phrase | History: sending messages Types of messages | Reading Listening Speaking Writing | Cognitive skills Learning for life • Appreciate the importance of communication with people CLIL Project: • Make a message using semaphore |
| 7 | Farming Some / any Using speech marks | Science: how plants grow habitats | Reading Listening Speaking Writing | Cognitive skills Learning for life CLIL Project: Practice making a plant table |
| 8 | Animals Comparatives and superlatives Question words and phrases | Science: Bees | Reading Listening Speaking Writing | Cognitive skills Learning for life: • Understand the importance of protecting animals CLIL Project: • Practice making a bee diagram |
| 9 | Road safety Must / mustn’t Can (for permission) Capital letters and punctuation | Maths: speed | Reading Listening Speaking Writing | Cognitive skills Learning for life: • Understand the importance of road safety CLIL Project: • Practice making a scale |
| Unit | Main topic and core language | CLIL Topic and language | Skills | Cognitive skills Learning for life, CLIL project |
| Starter | How to talk about what you like | (No CLIL topic) | Reading Listening Speaking Writing | Cognitive skills • Use notes in a table to create a text |
| 1 | Things we read There was / were How to make suggestion and talk about words | Study skills: concept maps Design words | Reading Listening Speaking Writing | Cognitive skills CLIL project: • Plan and make a concept map |
| 2 | Kitchen items Could / couldn’t How to describe objects in a museum | Art: cave painting Animals | Reading Listening Speaking Writing | Cognitive skills CILL project: • Plan and make a cave drawing and write about it |
| 3 | Places in town Past simple and irregular verbs How to give and follow direction | Maths: Roman numbers Maths words | Reading Listening Speaking Writing | Cognitive skills Learning for life CLIL project: • Plan and write text with Roman numbers |
| 4 | Craft items Past simple questions with question words How to ask for things politely | History: inventors and inventions | Reading Listening Speaking Writing | Cognitive skills CLIL project: • Plan and write a text about an invention |
| 5 | Housework jobs The past continuous How to talk about obligation | Music: Musical instrument | Reading Listening Speaking Writing | Cognitive skills: CLIL project • Plan and write a description of a musical instrument |
| 6 | Food and drink Much / many / too much / not (enough) How to order food in a restaurant | Science: Nutrition Nutrients | Reading Listening Speaking Writing | Cognitive skills CLIL Project: • Plan and write description of a nutrition table |
| 7 | Woodland animals Going to How to describe animals | Science: Food chains Roles in a food chain | Reading Listening Speaking Writing | Cognitive skills CLIL Project: • Plan a food chain and write a description |
| 8 | Jobs Questions and short answer How to talk about the job you want to do | Maths: Polygons | Reading Listening Speaking Writing | Cognitive skills CLIL Project: • Plan a pattern using polygons and write a description |
| 9 | Adventure sports Present perfect | Geography: The Beaufort Scale | Reading Listening Speaking Writing | Cognitive skills CLIL Project: • Plan and write a wind diary |
| Unit | Main topic and core language | ‘Learning through English’ topic and language | Other language (functional language, songs, etc.) | Skills | Cognitive skills, Learning for life, Cut and make |
| 1 | Characters Numbers: (figures only) Structures | Science: Colours | “Hello, Bing!” “Goodbye, Bing” | Listening Speaking | Cognitive skills Learning for life: Focus on following instructions in class Cut and make: Make a leaf collage. |
| 2 | Classroom objects Structure | Art: Colours | “Pass the pencil, please.” “here!” “Thanks!” | Listening Speaking | Cognitive Skills Learning For life: Focus on working together to tidy up Cut and make: Make a rainbow |
| 3 | Parts of the body Structures | Art: Size Feelings | “Close your eyes.” “Open your mouth.” “Look!” | Listening Speaking | Cognitive skills Learning for life: Focus on personal hygiene Cut and make: Make a mix and match book |
| 4 | Actions Structures | Maths | “It’s my turn.” “It’s your turn.” | Listening Speaking | Cognitive skills Learning for life; Focus on showing and recognizing emotions Cut and make: Make pound coins |
| 5 | Animals Structure | Science: Feather, penguin, duck, peacock | “Can I have a parrot?” “Yes, okay.” “No, sorry.” | Listening Speaking | Cognitive skills Learning for life: Focus on caring for animals Cut and make; Make a class bird collage |
| 6 | Food Structures | Maths | “I’m hungry!” “I’m thirsty!” | Listening Speaking | Cognitive skills Learning for life: Focus on eating a varied diet Cut and make: Make a Carroll diagram |
| Unit | Main topic and core language | CLIL Topic and language | Skills | Cognitive skills, Learning for life, CLIL project |
| 1 | Greetings: Hello, goodbye, bye Characters Numbers: (figures only) Colours Structures | Math: Shapes | Reading Listening Speaking Writing | Cognitive skills Learning For Life: • Following Instruction Cut and make: • A picture made up of shape |
| 2 | Family members Structures | Art: People | Reading Listening Speaking Writing | Cognitive skills Learning for life: • Encouraging and supporting your friends CLIL project: • A frame |
| 3 | Food and drink | Science: Sugar content Food and drink | Reading Listening Speaking Writing | Cognitive skills Learning for life • Washing your hands before meal CLIL project: A paper spoon showing healthy and unhealthy food |
| 4 | Toys Structures | Science: Materials | Reading Listening Speaking Writing | Cognitive skills Learning for life • Washing your hands before meal CLIL project: • A paper spoon showing healthy and unhealthy food |
| 5 | Parts of the body Structures | Maths: Block graphs Part of the face | Reading Listening Speaking Writing | Cognitive skills Learning for life: • Cooperating and taking turns CLIL project: • A story book |
| 6 | Animals | Science: Baby animals | Reading Listening Speaking Writing | Cognitive skills Learning for life: • Caring for animal CLIL project: • Make an animal book |
| 7 | Action verbs: Run, jump, walk, hop, fly Structures | Science: Growing up Abilities | Reading Listening Speaking Writing | Cognitive skills Learning for life • Exercising to keep fit CLIL Project: • Make a photo album |
| 8 | Clothes Structures | Art: Weather | Reading Listening Speaking Writing | Cognitive skills Learning for life: • Playing games and obeying rules CLIL Project: Make a story book |
| Unit | Main topic and core language | ‘Learning through English’ topic and language | Skills | Cognitive skills Learning for life Cut and make |
| 1 | Days | Maths: Measurement Numbers | Reading Listening Speaking | Cognitive skills Learning for life: Making new friends Cut and make: A book mark |
| 2 | Furniture | Art: Rooms in art House | Reading Listening Speaking | Cognitive Skills Learning For life: Using and appreciating books Cut and make: Spot the differences |
| 3 | Toys | Maths: Venn diagram Transport | Reading Listening Speaking | Cognitive skills Learning for life: Playing cooperatively Cut and make: A Venn diagram |
| 4 | Wild animals | Art: drawing Parts of an animal | Reading Listening Speaking | Cognitive skills Learning for life; Praying together and respecting differences Cut and make: Draw a penguin |
| 5 | Small toys | Maths: Money Numbers | Reading Listening Speaking | Cognitive skills Learning for life: Learn about caring for family and friends Cut and make; Using money |
| 6 | Food | Science: Food groups | Reading Listening Speaking | Cognitive skills Learning for life: Learn about trying different foods Cut and make: A food collage |
| 7 | Feelings | Music: responses to music Musical instruments | Reading Listening Speaking | Cognitive skills Learning for life: Learn about recognizing and dealing with emotion Cut and make: A musical picture |
| 8 | Indoor activities | Science: using and saving water Uses of water | Reading Listening Speaking | Cognitive skills Learning for life: Learn about making choices about what to play Cut and make: A water meter |
| Unit | Main topic and core language | CLIL Topic and language | Skills | Cognitive skills Learning for life, CLIL project |
| Starter | Personal information questions Ordinal numbers: First, second, third (etc.) Months of the year: January, … December | (No CLIL topic) | Reading Listening Speaking Writing | Cognitive skills Cut and make: • Finger puppets of the course character |
| 1 | Personal possessions Prepositions Behind, in front of, next to Is / are | Maths: Telling the time Time phrases | Reading Listening Speaking Writing | Cognitive skills Learning for life CLIL project: • Make a clock |
| 2 | Clothes Possessive adjectives: His / her This/these, possessive ‘s: Conjunctions And, but, to Present continuous with wearing | Art: Portraits Adjectives to describe people | Reading Listening Speaking Writing | Cognitive skills Learning for life CILL project: • Make a portrait |
| 3 | Camping things Have got Is / are, prepositions: Apostrophes for contraction: I’m … / it’s … | Music: describing pitch, dynamics and tempo Adjectives to describe music | Reading Listening Speaking Writing | Cognitive skills Learning for life CLIL project: • Make animal music |
| 4 | Animals Has got Using adjectives in sentences | Science: insects Insects | Reading Listening Speaking Writing | Cognitive skills Learning for life: • Respecting animals’ habitats CLIL project: • Invent an insect |
| 5 | Food Imperatives Is / are | Science: Parts of a plant Parts of a plant | Reading Listening Speaking Writing | Cognitive skills: Learning for life: • Working together CLIL project: • Make a fruit and vegetable book |
| 6 | Places in a town Because “I like the park because there are swings and slide.” | Geography: Map co-ordinates Places in the country | Reading Listening Speaking Writing | Cognitive skills Learning for life • Keeping public places tidy CLIL Project: • Make a map and a leaflet |
| 7 | Sports Preposition: On, at, from … to, (for times and places) | Maths: Fractions Football things Fractions | Reading Listening Speaking Writing | Cognitive skills Learning for life CLIL Project: Make a picture of football fans |
| 8 | Daily routines | Sciences: Electrical circuits Electrical components | Reading Listening Speaking Writing | Cognitive skills Learning for life: • Making informed choices CLIL Project: • Write about things that use electricity |
| 9 | Carnival characters Past simple (was / were) Past forms of regular verbs | Art: Drawing figures using ovals Parts of the body | Reading Listening Speaking Writing | Cognitive skills Learning for life: • Being a good loser and a good winner CLIL Project: • Draw a carnival figure |
| Unit | Main topic and core language | CLIL Topic and language | Skills | Cognitive skills Learning for life, CLIL project |
| Starter | Personal information question: | (No CLIL topic) | Reading Listening Speaking Writing | Cognitive skills Cut and make: • Finger puppets of the curse characters |
| 1 | Outdoor activities Present simple Let’s + verb Adverbs of frequency | Geography: the water cycle and the weather | Reading Listening Speaking Writing | Cognitive skills Learning for life CLIL project: • Make a weather map |
| 2 | Jobs Present simple (For daily routine) Like / don’t like + ing | Art: Drawing with a grid Numbers and dates | Reading Listening Speaking Writing | Cognitive skills Learning for life CILL project: • Copy a drawing with a grid |
| 3 | Health Should / shouldn’t Object pronouns Using punctuation | Sciences: pulse rates Hand and heart | Reading Listening Speaking Writing | Cognitive skills Learning for life CLIL project: • Make a BPM chart |
| 4 | School Past simple (was / wasn’t) Past simple (were / weren’t) All of, most of, some of, a number of | History: ancient Egypt | Reading Listening Speaking Writing | Cognitive skills Learning for life: • Discuss the importance of studying hard CLIL project: • Make Egyptian pictures |
| 5 | Sea life Past simple (irregular verbs) Useful language for giving information | Science: fish Aquatic life | Reading Listening Speaking Writing | Cognitive skills: Learning for life: • Understand the important of getting exercise outdoors and safety in the sun CLIL project |
| 6 | Electrical items Past simple (regular verbs) Time phrase | History: sending messages Types of messages | Reading Listening Speaking Writing | Cognitive skills Learning for life • Appreciate the importance of communication with people CLIL Project: • Make a message using semaphore |
| 7 | Farming Some / any Using speech marks | Science: how plants grow habitats | Reading Listening Speaking Writing | Cognitive skills Learning for life CLIL Project: Practice making a plant table |
| 8 | Animals Comparatives and superlatives Question words and phrases | Science: Bees | Reading Listening Speaking Writing | Cognitive skills Learning for life: • Understand the importance of protecting animals CLIL Project: • Practice making a bee diagram |
| 9 | Road safety Must / mustn’t Can (for permission) Capital letters and punctuation | Maths: speed | Reading Listening Speaking Writing | Cognitive skills Learning for life: • Understand the importance of road safety CLIL Project: • Practice making a scale |
| Unit | Main topic and core language | CLIL Topic and language | Skills | Cognitive skills Learning for life, CLIL project |
| Starter | How to talk about what you like | (No CLIL topic) | Reading Listening Speaking Writing | Cognitive skills • Use notes in a table to create a text |
| 1 | Things we read There was / were How to make suggestion and talk about words | Study skills: concept maps Design words | Reading Listening Speaking Writing | Cognitive skills CLIL project: • Plan and make a concept map |
| 2 | Kitchen items Could / couldn’t How to describe objects in a museum | Art: cave painting Animals | Reading Listening Speaking Writing | Cognitive skills CILL project: • Plan and make a cave drawing and write about it |
| 3 | Places in town Past simple and irregular verbs How to give and follow direction | Maths: Roman numbers Maths words | Reading Listening Speaking Writing | Cognitive skills Learning for life CLIL project: • Plan and write text with Roman numbers |
| 4 | Craft items Past simple questions with question words How to ask for things politely | History: inventors and inventions | Reading Listening Speaking Writing | Cognitive skills CLIL project: • Plan and write a text about an invention |
| 5 | Housework jobs The past continuous How to talk about obligation | Music: Musical instrument | Reading Listening Speaking Writing | Cognitive skills: CLIL project • Plan and write a description of a musical instrument |
| 6 | Food and drink Much / many / too much / not (enough) How to order food in a restaurant | Science: Nutrition Nutrients | Reading Listening Speaking Writing | Cognitive skills CLIL Project: • Plan and write description of a nutrition table |
| 7 | Woodland animals Going to How to describe animals | Science: Food chains Roles in a food chain | Reading Listening Speaking Writing | Cognitive skills CLIL Project: • Plan a food chain and write a description |
| 8 | Jobs Questions and short answer How to talk about the job you want to do | Maths: Polygons | Reading Listening Speaking Writing | Cognitive skills CLIL Project: • Plan a pattern using polygons and write a description |
| 9 | Adventure sports Present perfect | Geography: The Beaufort Scale | Reading Listening Speaking Writing | Cognitive skills CLIL Project: • Plan and write a wind diary |
