Grade 02: English

In this unit, 'Phonics set 2 and spelling patterns', you learn to read and spell words with common vowel pairs and blends. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Phonics set 2 and spelling patterns' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: read and spell words with common vowel pairs and blends, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Learn vowel pairs as sound teams. ai and ay say "ay": rain, tray. ee and ea say "ee": feet, leaf. oa says "oh": boat. Sort words by the sound, then check the spelling. Reason: a pair shares one sound.
2. Step 2, Choose ai or ay by position. Use "ai" in the middle of a word (rain, paint) and "ay" at the end (play, day). Model: "We play in the rain." Reason: English words rarely end in "ai".
3. Step 3, Read and spell blends. Blends: st, bl, cr, tr, sp. Word: "stamp" = s-t-a-m-p. Say the first two sounds quickly, then the vowel, then the end. Spell "crab": c-r-a-b.
4. Step 4, Fix an error. A child spells "boat" as "bote" or "rain" as "rane". Correction: b-oa-t uses the vowel pair oa, and r-ai-n uses ai. Say the word, tap the sounds, and write each pair together as one sound team.
5. Step 5, Spell with the "say, tap, write" method. Word: "green". Say it, tap g-r-ee-n (four sounds), and write it. Check: the ee pair is two letters for one sound. Cover and write it again.
6. Step 6, Write a sentence using three pattern words. "The goat sat in the rain by the green tree." Pattern words: goat (oa), rain (ai), green (ee). Check spelling of each pair.
7. Step 7, Your turn. Spell these as you hear them: tray, leaf, coat. Model answer: t-r-ay, l-ea-f, c-oa-t. Then write one sentence: "I put my coat on the tray."

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Read and spell words with common vowel pairs and blends: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Reading short passages', you learn to read a short passage aloud and answer who, what, where questions. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Reading short passages' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: read a short passage aloud and answer who, what, where questions, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Read for sense. Passage: "A boy has a red kite. He flies it in the park on Sunday. His sister helps him." Read aloud smoothly, pausing at each full stop. Reason: stops give breath and meaning.
2. Step 2, Answer a who question. "Who has a kite?" Answer: "The boy has a kite." Find the person in the text and give a complete sentence. Reason: who asks about a person.
3. Step 3, Answer a what and where question. "What does the boy fly?" "He flies a red kite." "Where does he fly it?" "In the park." Reason: what asks about a thing; where asks for a place.
4. Step 4, Use the text to check. Question: "When does the boy fly the kite?" Answer: "On Sunday." Point to the words in the passage. Reason: the answer must come from the text, not from a guess.
5. Step 5, Fix an error. Question: "Who helps the boy?" Wrong answer: "The park." Right: "His sister helps him." A who question needs a person. Read the question word first before you answer.
6. Step 6, Read with expression. A question ends with a rising voice: "Can you fly the kite?" An exclamation is stronger: "It is high!" Reason: punctuation tells you how to read.
7. Step 7, Your turn. Passage: "A girl has a cat. It sleeps on a mat by the door." Answer: Who has a cat? Where does it sleep? Model answer: "The girl has a cat." "It sleeps on a mat by the door."

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Read a short passage aloud and answer who, what, where questions: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Nouns, common and proper', you learn to tell common nouns from names that need capital letters. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Nouns, common and proper' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: tell common nouns from names that need capital letters, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Tell common from proper nouns. Common nouns name any one of a kind: girl, city, river. Proper nouns name a particular one: Lahore, Nile, Dubai. Proper nouns begin with capital letters. Reason: they are special names.
2. Step 2, Sort a list. Words: boy, Lahore, school, Green Hill School, dog, Nile. Common: boy, school, dog. Proper: Lahore, Green Hill School, Nile. Reason: "dog" is any dog, "Nile" is one particular river.
3. Step 3, Fix capital letters in a sentence. Wrong: "my friend lives in karachi." Right: "My friend lives in Karachi." Capitals: the first word and the city Karachi.
4. Step 4, Capitalise days and months. Model: "On Monday in March we visit Cairo." Days, months and place names are proper nouns. But seasons are common: "We visit in spring."
5. Step 5, Fix an error. Wrong: "We went to the Park with Our Dog." Right: "We went to the park with our dog." Only proper names get capitals.
6. Step 6, Write a sentence with both. "The teacher gave a book to the girl in Karachi." Common: teacher, book, girl. Proper: Karachi. Reason: the name of one particular place is a proper noun.
7. Step 7, Your turn. Rewrite with correct capitals: "last tuesday a girl and her dog went to the river nile." Model answer: "Last Tuesday a girl and her dog went to the River Nile."

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Tell common nouns from names that need capital letters: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Punctuation: full stop, comma, question mark', you learn to use a full stop, comma and question mark correctly. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Punctuation: full stop, comma, question mark' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: use a full stop, comma and question mark correctly, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, A full stop ends a statement, which tells something. Write: I like to read. The full stop sits on the line after read. Check every statement you write for its full stop. Read aloud and drop your voice a little when you reach the dot.
2. Step 2, A question mark ends a question, which asks something. Write: Where is my bag? Question sentences often start with who, what, where, when, why or do. Draw the mark carefully: a curl on top and a dot below. Do not use a full stop as well.
3. Step 3, A comma separates things in a list. Write: I have a pen, a book and a ruler. Put a comma after pen, and use and before the last item, with no comma before and. Say the list aloud and take a small pause at each comma.
4. Step 4, A comma also follows a word like Yes or No, or a name when you speak to someone. Write: Yes, I can swim. Write: Mum, can I play? The comma gives a short pause. Notice that the second one is a question, so it still ends with a question mark.
5. Step 5, Use all three marks. Write: Do you like apples, pears or plums? The comma comes after apples and the question mark ends the sentence. Then write the answer: I like apples, but I do not like plums. Check each sentence for its capital letter and ending mark.
6. Step 6, Your turn: add the capital letters and the punctuation to: can you see a cat a dog and a bird. Answer: Can you see a cat, a dog and a bird? It has a capital C, one comma after cat and a question mark.

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Use a full stop, comma and question mark correctly: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Verbs and describing words', you learn to use verbs and adjectives to make a sentence richer. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Verbs and describing words' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: use verbs and adjectives to make a sentence richer, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Start with a plain sentence. "The dog barked." Add an adjective: "The big dog barked." Add a stronger verb: "The big dog howled." Reason: adjectives describe nouns and verbs show the action.
2. Step 2, Choose strong verbs. Plain: "walk". Stronger: "stroll", "stride", "creep", depending on the meaning. Model: "The cat crept across the floor." Reason: a precise verb paints a clearer picture.
3. Step 3, Choose adjectives that tell more than "nice". Instead of "a nice day", write "a bright, warm day". Use a comma between two adjectives of equal weight. Reason: precise adjectives give sensory details.
4. Step 4, Add where and when. "Yesterday the big dog howled loudly at the gate." Added: when (yesterday), how (loudly), where (at the gate). Reason: each detail answers a question the reader may ask.
5. Step 5, Fix an error. Wrong: "The more big dog ran fast." Right: "The bigger dog ran fast." Another weak sentence: "The boy went." Better: "The tired boy trudged home."
6. Step 6, Build a richer sentence from a simple one. Simple: "The bird sang." Richer: "The tiny red bird sang sweetly in the old tree." Underline verbs and adjectives to check you used both.
7. Step 7, Your turn. Make "The girl ran" richer with two adjectives and one stronger verb. Model answer: "The brave little girl raced down the dusty road."

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Use verbs and adjectives to make a sentence richer: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Poems and rhymes', you learn to read, recite and make a short rhyming poem. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Poems and rhymes' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: read, recite and make a short rhyming poem, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Notice the rhyme. Poem lines (my own): "The cat sat down on the warm red mat, / and watched a small bird, plump and fat." Rhyming words: mat and fat. Reason: the end sounds match.
2. Step 2, Read the poem with rhythm. Clap the beats: "The CAT sat DOWN on the WARM red MAT." Reason: reading with a steady beat shows the rhythm of the poem.
3. Step 3, Recite from memory by learning one line at a time. Say line one three times, add line two, then say both. Use gestures. Reason: small steps and actions help the memory.
4. Step 4, Find rhyming words for your poem. Pick "sun": run, fun, bun. Pick "light": night, bright, kite. Check that the end sounds match, even if the spelling differs ("blue" and "too").
5. Step 5, Write two lines. "I see a bright and shining star, / It twinkles from so far." Check: "star" and "far" rhyme, and the lines have a similar length.
6. Step 6, Fix an error. Wrong: "I like my dog, / he likes to play on the log, / and then he sleeps all day." The last line is long and has no rhyme. Right: "and then he curls up like a frog."
7. Step 7, Your turn. Finish this couplet with a rhyming word and explain the rhyme. "I put on my boot / and ran to the..." Model answer: "fruit" (boot and fruit rhyme: both end with the "oot" sound).

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Read, recite and make a short rhyming poem: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Picture composition', you learn to write four connected sentences about a picture. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Picture composition' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: write four connected sentences about a picture, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Look at the picture: a girl flies a red kite on a windy beach. Ask four questions: Who is in it? Where is it? What is happening? How do they feel? Write one or two words for each: girl, beach, flying a kite, happy. These notes become your sentences.
2. Step 2, Sentence one introduces the picture, saying who and where. Write: A girl is on the beach. Start with a capital letter and end with a full stop. A good first sentence helps the reader to picture the scene straight away.
3. Step 3, Sentence two says what is happening. Write: She is flying a red kite. Use an action word such as flying, running or jumping, and say which kite it is. Notice that She takes the place of A girl so we do not repeat words.
4. Step 4, Sentence three adds a detail about weather or feelings. Write: The wind is strong and she is smiling. Then use a joining word to link your sentences: Then, Next, Soon or At last. Sentence four ends the story: At last, she holds the string and the kite flies high.
5. Step 5, Check your four sentences. Count them: 1, 2, 3, 4. Does each start with a capital letter and end with a full stop? Do they tell about one picture in a good order? Read it aloud. The four sentences should sound like a tiny story.
6. Step 6, Your turn: a boy with an umbrella stands in the rain. Write four connected sentences. Model answer: A boy is outside. It is raining hard. He holds a big yellow umbrella. Then he jumps in a puddle and laughs.

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Write four connected sentences about a picture: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Speaking and listening', you learn to retell, ask questions and respond politely. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Speaking and listening' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: retell, ask questions and respond politely, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Retell a short story in order. Story: "A girl lost her ball. She asked her friend. Her friend found it under the bench." Retell: "First the girl lost her ball. Then she asked her friend. At last it was found under the bench."
2. Step 2, Ask questions using who, what, where, why. "Who found the ball?" "Where did the friend find it?" "Why did the girl ask her friend?" Reason: question words show what kind of answer you need.
3. Step 3, Give a polite response. "Thank you for telling me." "That is a good idea." "I did not know that." Reason: a polite reply shows you listened.
4. Step 4, Listen then speak. Speaker: "I went to the market and bought a mango." Listener: "What colour was the mango?" Reason: a related question shows you were listening.
5. Step 5, Fix an error. Wrong response: "That is boring." Better: "I like the part about the market. Can you tell me more?" Another error: interrupting. Correction: wait until the speaker finishes, then speak.
6. Step 6, Use a complete sentence and a polite voice. "Please can I ask a question?" "Yes, go ahead." Reason: "please" and "thank you" make a conversation friendly.
7. Step 7, Your turn. Listen to: "I have a rabbit called Snow. It eats carrots." Ask one question and make one polite reply. Model answer: "What colour is Snow?" "That is a lovely name, thank you for telling me."

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Retell, ask questions and respond politely: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

On the slide: L1 Basic · Letters, sounds and first reading

Notes: Match letters to sounds and read short words and simple sentences aloud. Notes: use the sounds s, a, t, p, i, n; learners blend them into sat, pin and tap, then read a three-word sentence and clap the syllables.

This course: Grade 02 English is at this level. Its units include Phonics set 2 and spelling patterns; Reading short passages; Nouns, common and proper; Punctuation: full stop, comma, question mark and more.

On the slide: L2 Awareness · Sentences and simple writing

Notes: Write a clear sentence with a capital letter and full stop, and read a short story with understanding. Notes: give a picture prompt; learners say the sentence first, write it, and check capital, spacing and full stop with a partner before reading it aloud.

On the slide: L3 Foundation · Paragraphs, grammar and reading for meaning

Notes: Write a paragraph of five connected sentences and identify nouns, verbs and adjectives in a text. Notes: colour nouns blue and verbs red in a short passage; learners then write about their street, using at least two adjectives and one linking word.

On the slide: L4 Practitioner · Essays, speaking and responding to texts

Notes: Write a 300-word structured essay and give a short talk, quoting evidence from a text to support a view. Notes: model Point, Evidence, Explain; learners write one paragraph about a character, quote one line, and explain what it shows, then speak it aloud.

On the slide: L5 Specialist · Analysis, argument and style

Notes: Analyse a writer's choices of language and structure and write a sustained argument of 600 words. Notes: take two openings of different short stories; learners compare tone, sentence length and imagery in a table, then argue which opening works better and why.

On the slide: L6 Advanced · Literary and linguistic study

Notes: Evaluate texts through a critical lens, tracing how language changes across time and context in a researched essay. Notes: compare an older and a modern passage; learners list five differences in vocabulary and syntax and argue in 1,500 words what each reveals about its period.

On the slide: L7 Super expert · Research, editing and authorship

Notes: Produce an original piece of research or a polished long-form text, with a literature review and defended method. Notes: pick a narrow question about language in one genre; build a corpus of fifty samples, analyse patterns, write 5,000 words, and revise after external review.