1^st term 16 hours

№

Units/ Changing lessons

Theme

Learning objectives

Hours

Use of English /

Language in Use

Vocabulary

Home task

Date

1

Module 1

Hello English!

(8 hours)

Greetings and Names

p.7

3.1.1.1 recognise the sounds of phonemes and phoneme blends in words;

1

Use of English:

Personal subject pronouns.

Language in use: Hello/Hi, I’m … . What’s your name? My name’s ... . This is …

Target Vocabulary: Introductions and greetings

Activity book page #3

2

Colours

pp.8

3.2.3.1 respond to basic questions with single words or short responses.

1

Language in use:

What’s your favourite colour?

My favourite colour is …

Target Vocabulary: Colours (black, blue, green, orange, purple, red, white,

yellow)

Activity book page #4

3

I can talk about myself and my friend.

pp.9-11

3.2.1.1 pronounce various sounds of phonemes and phoneme blends using appropriate stress, rhythm, and intonation;

1

Use of English:

The verb ‘to be’ (singular)

Language in use:

Let’s play in the garden! How many colours are there?

I am (ROLO), He is (Cody), She is (Elsa). Is it green? Yes, it is./No, it isn’t. I’m (Nurlybek) and this is (Saule)

Extra Vocabulary: Come in, game, garden, play, rain, robot

Activity book page #5,6

4

About me

Numbers 1 to 10

p.12

3.2.3.1 respond to basic questions with single words or short responses.

1

Language in use:

How old are you? I’m ...

Target Vocabulary: Numbers 1-10

Activity book page #7

5

I can talk about my friends.

p.13

3.3.1.1 recognise sounds and name the letters of the alphabet;

3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations;

1

Use of English: the verb ‘to be’ (plural)

Language in use:

Are you ten? Yes, we are./No, we aren’t. Are they dolls? Yes, they are./No, they

aren’t.

Activity book page #8

6

Project: All about me

p.14

3.2.1.1 pronounce various sounds of phonemes and phoneme blends using appropriate stress, rhythm, and intonation;

1

Revision: colours, numbers 1-10

Extra Vocabulary: best friend, grade

Activity book page #9

7

CLIL: Art.

Sounds and words

Summative Assessment tasks for the unit «Hello English!»

p.15

3.5.1.8 use personal subject and object pronouns in a limited range of familiar topics.

1

Language in use:

Red and yellow make orange

Name and produce the sounds

of the letters a-h

Target Vocabulary: primary, secondary

ant, bed, cap, dog, egg, fox, goat, hen

Activity book page #10

8

Check point.

Correction work

pp.16-17

3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21 – 100;

1

Activity book page #11

9

Module 2

My school

(8 hours)

My schoolbag

p.19

3.1.2.1 recognise familiar words with visual support;

1

Language in use: What’s this? It’s a rubber.

Target Vocabulary: book, desk, notebook, pen,

pencil, pencil case, rubber, ruler, schoolbag, sharpener

Activity book page #15

10

Numbers 11-20

p.20

3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21 – 100;

1

Target Vocabulary: numbers 11-20

Extra: plus

Activity book page #16

11

Use of English: plurals

School again

pp.21-23

3.4.2.1. follow word order rules in short statements;

1

Use of English: this/that, these/those, plurals (-s)

Language in use:

This is a pen. These are rubbers. That is a book. Those are rulers. This desk is blue. Those rubbers are yellow.

Good morning! First day back at school! Are you all ready? Bye!

Revision:

school items

Numbers 1-20

Activity book page #17,18

12

I can describe my school things.

pp.24-25

3.4.2.2 use words and short simple phrases to complete a written text at a sentence level.

1

Use of English: prepositions of place, there is/are

Language in use: I’ve got a schoolbag. What colour is it? It’s blue. Is it big or small? It’s big.

There is a pen in the book.

There are two pens on the book.

Target Vocabulary: big, long, new, old, short, small Extra Vocabulary: draw, of course

Activity book page # 19,20

13

Project: A schoolbag full of colors

Summative Assessment tasks for the unit «My school»

p.26

3.1.2.1 recognise familiar words with visual support;

1

Revision: colours, school items

Activity book page # 21

14

CLIL: PE. Sounds and words

Correction work

pp.27-28

3.5.1.11 use has got/ have got; there is/are in a limited range of familiar topics;

1

Use of English: the imperative

Language in use: Stand up!

Name and produce the sounds

of the letters i-q

Target Vocabulary: be quiet, close your book, open your schoolbag, point to the door, put your hand up, sit down, stand up, take out your book

igloo, jam, kite, lemon, milk, nest, orange, pan, quiz

Activity book page # 22

15

Summative Assessment tasks for the

1^st term

The teacher chooses SAT’s Learning Objectives for Listening, Reading and Writing that were used during the term. Speaking should be controlled separately.

The teacher plans the Learning Objectives responding to the learners' needs.

1

16

Check point

p. 29

3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations;

1

Activity book page # 22

2^nd term 16 hours

17

Module 3

People I love

(8 hours)

My family

p.31

3.2.3.1 respond to basic questions with single words or short responses;

3.5.1.2 use the verb to be for presenting personal information and describe people and things on a limited range of familiar topics;

1

Use of English: possessive adjectives

Language in use: Who’s this? My dad. Is this

your sister? What’s her name?

Target Vocabulary: brother, dad, grandma,

grandpa, mum, sister

Extra Vocabulary: people, love, family, always,

together

Activity book page # 27

18

My friends

pp.32

3.1.2.1 recognise familiar words with visual support;

3.1.3.1 understand a range of short classroom instructions;

1

Language in use: What’s your friend like? He’s clever and kind.

I have got a sister.

Target Vocabulary: clever, friendly, funny, kind, naughty, shy

Activity book page # 28

19

Use of English: have got/has got

Pull, everyone!

pp.33-35

3.5.1.11 use has got/ have got in a limited range of familiar topics.

1

Use of English: the verb ‘have got’

Language in use:

I have got a sister.

Come back, baby cat! Pull, everyone!

Revision: family members

Extra Vocabulary: babies, come back, help, pull

Activity book page # 29, 30

20

Appearance

p.36

3.2.3.1 respond to basic questions with single words or short responses;

1

Use of English: the verb ‘have got’

Language in use: Linda has got a ponytail. Rick has got a beard and a moustache.

Target Vocabulary: beard, brown eyes, curly hair, dark hair, fair hair, glasses, moustache, ponytail

Activity book page # 31

21

People’s appearance and character.

p.37

3.1.2.1 recognise familiar words with visual support;

1

Use of English: the verb ‘have got’

Language in use: What does your mum look

like? She’s got dark hair and brown eyes. What

is she like? She’s kind and friendly.

Activity book page # 32

22

Project: My family Tree.

p.38

3.5.1.2 use the verb to be for presenting personal information and describe people and things on a limited range of familiar topics;

3.5.1.11 use has got/ have got in a limited range of familiar topics.

1

Revision: family members, adjectives to describe

appearance and character

Activity book page # 33

23

CLIL: Social Science

Sounds and words

Summative Assessment tasks for the unit «People I love»

p.39-40

3.1.2.1 recognise familiar words with visual support ;

1

Language in use: I’m happy! This is my happy face

Name and produce the sounds

of the letters r-z

Target Vocabulary: angry, happy, sad, tired

rat, sun, tap, up, van, win, box, yo-yo, zip

Activity book page # 34

24

Check Point.

Correction work

p. 41

3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations;

1

Activity book page # 35

25

Module 4

Weather

(8 hours)

Seasons and Weather

p.43

3.2.3.1 respond to basic questions with single words or short responses;

1

Use of English: preposition of time (in)

Language in use: When’s your birthday? In spring.

Target Vocabulary: autumn, spring, summer, winter

Activity book page # 39

26

What’s the weather like today?

pp.44

3.3.3.1 understand short, simple instructions used in familiar everyday contexts;

1

Language in use: What’s the weather like today? It’s sunny.

Target Vocabulary: It’s cold. It’s hot. It’s rainy. It’s snowy. It’s sunny. It’s windy.

Activity book page # 40

27

Use of English: present simple (singular), preposition of time (on)

Flying kites!

pp.45-47

3.2.3.3 make introductions and requests in basic interaction with others;

3.5.1.15 use basic prepositions of time.

1

Use of English: present simple (singular), preposition of time (on)

Language in use:

What do you do on a hot day?

I go swimming!

Let’s fly our kites! Put your helmets on, everyone! Your kite is flying high! I’ve got an idea!

Revision: weather

Extra Vocabulary: get ready, helmet, high, idea.

Drink hot chocolate, eat an ice cream, fly my kite, go skiing, go swimming, make a sandcastle, make a snowman, read a book

Activity book page # 41, 42

28

Clothes I wear.

pp.48-49

3.1.1.1 recognise the sounds of phonemes and phoneme blends in words ;

1

Use of English: present simple (plural)

Language in use: His hat is yellow.

What do you do in summer?

We make a sandcastle.

Target Vocabulary: boots, dress, gloves, hat, jacket, jeans, shoes, shorts, skirt, T-shirt

Revision: seasons, weather

Activity book page # 43,44

29

Project: My favourite season.

Summative Assessment tasks for the unit «Weather»

p.50

3.1.1.1 recognise the sounds of phonemes and phoneme blends in words

1

Revision: seasons, weather and related activities

Activity book page # 45

30

CLIL: Science

Sounds and words

Correction work

pp.51-52

3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations;

1

Language in use: The bears wake up! The bears sleep

Recognise the letters e, r, d, p and n and the

sounds they make

Revision: weather, seasons

Extra Vocabulary: bear, cave, sleep, wake up,

warm

Target Vocabulary: pen, red

Sight Words: a, and, is, isn’t, it

Activity book page # 46

31

Summative Assessments tasks for the

2^nd term

The teacher chooses SAT’s Learning Objectives for Listening, Reading and Writing that were used during the term. Speaking should be controlled separately.

The teacher plans the Learning Objectives responding to the learners' needs.

1

32

Checkpoint.

p.53

3.2.3.1 respond to basic questions with single words or short responses;

1

Activity book page # 47

3^rd term 30 hours

33

Module 5

My free time!

(10 hours)

I can do this!

p.57

3.1.2.1 recognise familiar words with visual support;

1

Use of English: can/can’t (ability)

Language in use: Aidar can draw. He can cook and dance, too!

Target Vocabulary: climb, cook, dance, draw, jump, run, sing, skateboard

Activity book page #51

34

My Toys and Sport. I like ...

p.58

3.1.2.1 recognise familiar words with visual support;

1

Target Vocabulary: ball, car, jigsaw puzzle, robot, scooter, teddy bear, toy bricks, train

Extra Vocabulary: hard, metal, plastic, soft, wheels

Activity book page #52

35

Imperative forms (commands/ suggestions).

p.59

3.1.4.1 understand basic personal questions;

1

Use of English: imperative

Language in use: Don’t ride your scooter! Let’s ride our bikes! Oh, yes! Great idea!/Sorry, no! I can’t

Activity book page #53

36

Toys Everywhere!

p.60-61

3.1.2.1 recognise familiar words with visual support;

1

Language in use: It’s a soft toy. It’s blue. It’s a toy with wheels

Revision: toys

Activity book page #54

37

Free-time Activities

p.62

3.1.2.1 recognise familiar words with visual support;

1

Use of English: like + verb + ing

Language in use: I like playing the guitar. Who

am I? You’re Ulan

Target Vocabulary: go to the park, play football,

play tennis, play the guitar, play volleyball, ride

a bike

Activity book page #55

38

Use of English: I like playing

p.63

3.1.4.1 understand basic personal questions;

1

Use of English: present simple, like + verb + ing, punctuation

Language in use: What do I like doing? Do you

like playing the guitar? Yes, I do./No, I don’t

Activity book page #56

39

Project: My Toy design by Sanzhar

p.64

3.2.4.1 provide simple descriptions of people, and objects;

1

Language in use: What toy is your design? Is

it metal or plastic? What colour is it? Is it big or

small?

Revision: hard, metal, plastic, soft, toys, wheels

Activity book page #57

40

CLIL: Geography

p.65

3.3.3.2 find out the main points in short simple descriptions with visual support;

1

Language in use: Safety in the Playground!

Target Vocabulary: safe, not safe

Activity book page #58

41

Sounds and words

Summative Assessment tasks for the unit «My free time!»

p. 66

3.3.1.2 identify and read separate sounds (phonemes) within words, which may be represented by more than one letter;

1

Recognise the letters a, h, t, m and u and

the sounds they make

Target Vocabulary: dad, hat, mum

Sight Words: and, are, can’t, I, my, you

Activity book page #59

42

Check point

Correction work

p. 67

3.3.3.1 follow short, simple instructions used in familiar everyday contexts;

1

Activity book page # 60-61

43

Module 6

Health

(10 hours)

Body parts

p.69

3.1.2.1 recognise familiar words with visual support;

1

Use of English: plurals

Language in use: Bend your knees! It’s got two

heads

Target Vocabulary: Bend your knees! Clap your

hands! Hop on one leg! Stamp your feet! Stretch

your arms! Touch your head!

Revision:

ear, eye, foot, hand, head, leg, mouth,

nose

Activity book page # 63

44

Healthy food

p.70

3.1.2.1 recognise familiar words with visual support;

1

Language in use: It’s a fruit. I like bananas.

Target Vocabulary: apple, banana, broccoli,

carrot, fruit, juice, onion, orange, pear, potato, vegetables

Activity book page # 64

45

Food preferences.

Use of English: object pronoun

p.71

3.1.2.1 recognise familiar words with visual support;

1

Use of English: the verb ‘like’

Language in use: I like apples and oranges, but I don’t like onions

Activity book page # 65

46

A smoothie shower

p.72-73

3.1.4.1 understand basic personal questions;

1

Language in use: I like carrots! Here you are!

Revision: fruit and vegetables

Activity book page # 66

47

Food and drink

p.74

3.1.2.1 recognise familiar words with visual support;

1

Language in use: Here’s some chocolate and

some cheese for you!

Revision: fruit and vegetables

Target Vocabulary: cheese, chicken, chocolate,

ice cream, juice, popcorn, rice, water

Activity book page # 67

48

I can talk about food.

Use of English: a, an, some any

p.75

3.3.3.1 understand short, simple instructions used in familiar everyday contexts;

1

Use of English: a/an, some/any, there is/are

Language in use: There is some ice cream. Is

there any ice cream? Yes, there is./No, there isn’t

Revision: food and drink items

Activity book page # 68

49

Project: My 5. A Day poster by Zhaniya

Summative Assessment tasks for the unit «Health»

p.76

3.2.3.1 respond to basic questions with single words or short responses;

1

Revision: fruit, vegetables

Activity book page # 69

50

CLIL. Science

Sounds and words

Correction work

pp.77-78

3.1.2.1 recognise familiar words with visual support;

1

Recognise the letters i, b, s, g and x and the

sounds they make

Revision: food items

Target Vocabulary: apples, cake, carrots, chocolate, cola, eggs, ice cream, jam, milk, sweets , big, six

Sight Words: a, and, is, it, small, there

Extra Vocabulary: brush, happy, round and round, teeth, up and down

Activity book page # 70

51

Summative Assessment tasks for the

3^rd term

The teacher chooses SAT’s Learning Objectives for Listening, Reading and Writing that were used during the term. Speaking should be controlled separately.

The teacher plans the Learning Objectives responding to the learners' needs.

1

52

Check point

pp.79

3.3.3.1 understand short, simple instructions used in familiar everyday contexts;

1

Activity book page # 71

4^th term 16 hours

53

Module 7

Buildings!

(8 hours)

My home, rooms and objects

p.81

3.1.2.1 recognize familiar words with visual support;

3.1.4.1 understand basic personal questions;

1

Language in use: There’s a bed in the bedroom. Where is Cody? He’s in the kitchen

Target Vocabulary: bathroom, bedroom, garden,

hall, kitchen, living room

Extra Vocabulary: bath, bed, bookcase, cooker,

mirror

Activity book page # 75

54

Things in a room

pp.82

3.1.2.1 recognize familiar words with visual support;

1

Language in use: What’s this? It’s a yellow cupboard. What are these? They’re blue clocks.

Target Vocabulary: armchair, chair, clock, cupboard, lamp, mat, sofa, table, TV, wardrobe

Activity book page # 76

55

Use of English: plurals.

The cool caravan!

pp.83-85

3.1.5.1.use contextual clues to predict content in short, supported talk on a limited range of familiar topics;

1

Use of English: plurals (-s, -es, -ies), in, on, under

Language in use: Where are my shoes? They’re

over there. Where? On the bed!

This is my new house. There

are four rooms. Where’s the bedroom? Let’s go

on a trip!

Extra Vocabulary: caravan, cute, trip

messy

Activity book page # 77, 78

56

Use of English: a, an, the, there is/are

Parts of a house

p. 86

3.3.4.1 find specific information in different types of texts (postcards, posters, flyers, messages, and notices: places, time, and prices);

1

Use of English: a, an, the, there is/are

Language in use: How many windows are there?

There are eight windows

Target Vocabulary: chimney, door, floor, roof,

wall, window

Activity book page # 79

57

I can identify where things are.

Prepositions of place

p. 87

3.1.2.1 recognise familiar words with visual support;

1

Use of English: behind, in front of, next to

Language in use: There’s a lamp in the bookcase.

No, there isn’t. There’s a lamp on the bookcase.

Revision: things inside a house

Activity book page # 80

58

Project: Buildings in our town

p. 88

3.3.4.1 find specific information in different types of texts (postcards, posters, flyers, messages, and notices: places, time, and prices);

1

Extra Vocabulary: bookshop, café, pet shop,

post office, supermarket, toy shop

Activity book page # 81

59

CLIL: Math!

Summative Assessment tasks for the unit «Buildings!»

pp. 89-90

3.2.1.1 pronounce various sounds of phonemes and phoneme blends using appropriate stress, rhythm, and intonation;

1

Target Vocabulary: numbers 30-100, even, odd.

Activity book page # 82

60

Checkpoint.

Sounds and words
Correction work

p. 91

3.2.1.1 pronounce various sounds of phonemes and phoneme blends using appropriate stress, rhythm, and intonation;

1

Recognise the letters j, l, v and y and

the sounds they make

Sight Words: any, do, here, some, we, what

Target Vocabulary:

Jam, leg, van, yo-yo

Activity book page # 83

61

Module 8

My Holidays

(8 hours)

Family Holidays

p.93

3.1.2.1 recognise familiar words with visual support;

3.2.3.2 make basic requests related to immediate personal needs;

1

Use of English: can (permission), here/there

Language in use: Can I use your towel? Yes, of

course. It’s over there, on the towel

Target Vocabulary: sandals, suitcase, sunbathe, suncream, sunglasses, swimming trunks, swimsuit, towel

Activity book page # 87

62

Means of transport

pp. 94-95

3.1.2.1 recognise familiar words with visual support;

1

Language in use: How do you like travelling around the country? I like travelling by plane.

Target Vocabulary: boat, bus, car, helicopter,

lorry, motorbike, plane, train

Extra Vocabulary: air, ground, water

Activity book page # 88,89

63

Happy Holidays!

At the Seaside!

pp. 96-97

3.1.4.2 understand simple descriptions of people, actions, and objects with visual support;

1

Target Vocabulary: collect, matches, save, seaside, starfish

Activity book page # 90

64

Places in a town.
Use of English: can/can’t

pp. 98-99

3.1.4.2 understand simple descriptions of people, actions, and objects with visual support;

1

Use of English: interrogative pronouns (how old, what,

when, where, why, who)

Can (permission), here/there

Language in use: Who’s this? What’s his name?

Where is he from? How old is he? Why are you

happy? When is Berik’s birthday?

What can we do today? We

can go to the park. OK. Let’s go!

Target Vocabulary: cinema, funfair, park, sweet

shop, swimming pool, zoo

Activity book page # 91,92

65

Project: Keep safe, everyone!

Summative Assessment tasks for the unit « My Holidays»

p.100

3.4.1.1 spell accurately a few high-frequency words;

1

Target Vocabulary: drink, eat, put on, swim

Extra Vocabulary: far from, look up, wear

Activity book page # 93

66

CLIL: Science

Sounds and words

Correction work

p. 101

3.3.3.1 understand short, simple instructions used in familiar everyday contexts;

1

Language in use: It doesn’t need water

Recognise the letters k, q and z and the sounds

they make

Target Vocabulary: koala, quilt, zip

Sight Words: come, find, go, help, who, with

Activity book page # 94

67

Summative Assessment tasks for the

4^th term

The teacher chooses SAT’s Learning Objectives for Listening, Reading and Writing that were used during the term. Speaking should be controlled separately.

The teacher plans the Learning Objectives responding to the learners' needs.

1

68

Checkpoint. p. 102

3.2.1.1 pronounce various sounds of phonemes and phoneme blends using appropriate stress, rhythm, and intonation;

1

Activity book page # 95