Make constant use of Reading, Memorizing, and Vocabulary resources, as much as possible, probably after Phase 1.
Phase 1: Foundations
- Typing with the 88-Word Hannon
- Dot 1: Starting Phonics
Phase 2: Basic Grammar
Read from the Dot series daily while covering each grammar topic. The purpose of this Dot series is not to practice reading every form of English usage, but help students be able to read well and speak properly with the least and briefest amount of practice. Each Dot story should be read multiple times.
- Reading Spoken Conversation (111 Casual Sentences)
- *Reading spoken conversation is not an exercise to understand grammar, but merely to understand the concept that what we say can be written and read. Pedagogically, this is a vital early step in reading skill and vocabulary building.
- Capitalize: First Word, Names
- Period & Question Mark
- *While reading Dot 3, play the game: “Look for the question mark”.
- Nominative Case: Subject, Predicate Nominative, Predicate Adjective
- Basic colors
- Relative days/dates/time (yesterday, next year, in two months, etc.)
- Time of day
- Intermediate colors
- Hundred, thousand, million
- Plus, minus, times, divide
- Times tables through 13
- Basic “tens” addition rules (5+8 will have 3, etc.)
- Yes/No Questions
- WH Questions (WH Q&A)
- Simple Positive/Negative Statements
- Suffixes (modifiers: comparative, superlative, adverbial)
- Helping Verbs
- Suffixes (verbs)
- Verbs (303 Verbs)
- Verb forms & patterns (Verb Spellings)
- Scheduling conversation
- Frequency (often, frequently, rarely, never, always, usually, etc.)
- Discussing colors (matching & clashing, cool/warm, pastels, saturated)
- Discussing basic Math (arithmetic) & story problem English
- Modifiers (202 Adjectives)
- Clauses (one verb each)
- Dependent vs Independent Clauses
- Discussing roads, cities, and travel
- Travel methods
- Basic geography terms (mountains, rivers, islands, lakes, valleys, volcanoes)
- Basic letter
- Adjectives & Adverbs (Adjective Spellings)
- Prefixes (negation)
- Accusative Case: Direct Object
- Dative Case: Indirect Object
- Personal Pronouns
- Oblique Case
- Countries, oceans, continents, which is where
- Pronouns & Demonstratives
- Personal Pronouns (review) (Grammar 0.0 – Introduction)
- Reflexive Pronouns (Pronouns)
- Genitive Case: Substance, Origin
- Dative Case: Involvement, Means
- Instrumental Case
- Locative Case
- Types of life (plant, bacteria, fungus, mammal, reptile, insect, arachnid)
- Computer coding talk
- Interrogative vs Relative Pronouns
- WH Clauses (WH – Relative and Interrogative Clauses)
- Ablative vs Lative Case
- Commas: 3+ item lists, strikable phrases
- Logical sentences & conjunctions
(notwithstanding, albeit, nonetheless, anyhow, therefore, accordingly, etc.)
Phase 3: Noun Case
Noun Case: Nominative, Vocative
Noun Case: Accusative, Dative
Noun Case: Ablative, Lative
Noun Case: Locative, Instrumental
Noun Case: Genitive
Noun Case: Oblique
Genitive Measurables (a bottle of, a cup of, a piece of)
Phase 4: Style & Verbs
Verbs: Linking vs Action
Verbs: Helping vs Main
Various Letter Styles
Verb Tense & Mood
This is not a comprehensive curriculum, but a “fast track”. This covers a “useful smattering” widely-applicable concepts on a semi-deeper level.
Vocabulary lists are not comprehensive, but meant to help a student understand literature on a given skill level, thus exposing the student to further vocabulary not covered.
Noun Case is meant to help students become familiar with how words are used, also to prepare students for studying other languages where case manifests in the form of spelling. This is “Noun Case in use”, not “spelling”, and serves as a pedagogical method, not content for core curriculum examination. If successful, proper use of English should improve overall, which is where the results would be seen in examination.
The “Read with Dot” series’ “Dot 6” should be understandable by about third grade. However, any book in the series could be revisited as a means to practice any specific language usage pattern as needed. This series is not comprehensive, but intended to rehearse certain language pattern skills to empower students to read competently at a given skill level, and, in reading other so-empowered literature, the student would thus develop a well-rounded skill set at that level.
Remember TESOL (Teaching English to Speakers of Other Languages, AKA ‘English only’) is for conversation and real life practice. This requires a brainstorming/spontaneous-creative mind to recognize ESL-able materials with which to teach by example with any and every object in the situation. TESOL often requires props, AKA “realia”, to fuel conversation. Furniture, near/far locations, clothing, body parts, eating, exercises, demonstrable “Simon Says”, and charades are always available options for TESOL conversation if there are no other nearby items.
Constant TESOL conversation invention is a necessary skill to develop for a TESOL “culture” environment to thrive. Examples of TESOL personalities in mass media could be described as “Mr. Bean” or the “Swedish Chef” from the Muppets in communication style. Communicate ideas firstly without using words; use repetition both for memory and for students to be able to observe multiple times to help them understand the demonstrated concept.
TEFL, by contrast, views English as the “foreign” language. L1 (native language) can be used in TEFL, not TESOL; TESOL uses only L2 (second language) by definition. Typing, Writing, and Phonics can be used as resource realia for TESOL conversation, but should not be forced inasmuch as students are distracted by TESOL. An example cloud be saying, “Write A,” then writing the letter “A”, doing this multiple times until the student understands. But, the primary purpose of Typing, Writing, and Phonics should be those topics. Insert TESOL repetition and demonstration in as much as it does not distract. Grammar, by contrast, should be demonstrated via TESOL as much as possible, but L2 will be necessary for grammar, if for no other reason than to reflect on the concepts.