Мақала:Үштілділік-заман талабы

№

Мерзімі/

Дата/

Date

Тақырып/Тема/Theme

Сағат саны/

Кол-во часов/

Hours

Оқу мақсаты/Цели урока/Learning objectives

Unit 1. All about me

Greetings and names

2

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.S1 make basic personal statements about people, objects and classroom routines

1.UE6 use demonstrative pronouns this, these that, those to indicate things

1.S6 make introductions and requests in basic interactions with others

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.S6 make introductions and requests in basic interactions with others

1.S3 pronounce familiar words and expressions intelligibly

Colours

2

1.UE3 use basic adjectives to describe people and things

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.L9 recognise the names of letters of the alphabet

1.S3 pronounce familiar words and expressions intelligibly

1.UE6 use demonstrative pronouns this, these that, those to indicate things

1.S1 make basic personal statements about people, objects and classroom routines

1-20 numbers

2

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.UE2 use cardinal numbers 1 - 20 to count

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.S3 pronounce familiar words and expressions intelligibly

Unit Revision

2

Total per unit

8

Unit 2. My school

Classroom objects

2

1.UE1 use singular nouns, plural nouns – to talk about people and places

1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days

1.UE6 use demonstrative pronouns this, these that, those to indicate things

1.S1 make basic personal statements about people, objects and classroom routines

1.UE1 use singular nouns, plural nouns – to talk about people and places

Initial letters

1

1.L9 recognise the names of letters of the alphabet

1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.S3 pronounce familiar words and expressions intelligibly

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

Classroom routines

2

1.UE8 use simple imperative forms [positive] for basic commands or instructions

1.S3 pronounce familiar words and expressions intelligibly

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.UE3 use basic adjectives to describe people and things

1.UE13 use can / can’t to describe ability

Describing things

2

1.S1 make basic personal statements about people, objects and classroom routines

1.UE3 use basic adjectives to describe people and things

Unit revision

1

Total per unit

8

Unit 3. My family and friends

Family and friends

2

1.UE7 use personal subject and object pronouns to give basic personal information

1.S5 use words in short exchanges

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.UE7 use personal subject and object pronouns to give basic personal information

1.UE1 use singular nouns, plural nouns – to talk about people and places

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom word

1.UE7 use personal subject and object pronouns to give basic personal information

1.S3 recognise and identify some familiar sight words from local environment

1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is

1.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly

In my house

2

1.S3 pronounce familiar words and expressions intelligibly

1.UE11 use there is / there are to make short statements and ask questions

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words 1.UE11 use there is / there are to make short statements and ask questions

1.S1 make basic personal statements about people, objects and classroom routines

1.UE3 use basic adjectives to describe people and things

1.UE11 use there is / there are to make short statements and ask questions

1.L9 recognise the names of letters of the alphabet

Days of weeks

2

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.R1 recognise sound and name the letters of the alphabet

1.R2 recognise initial letters in names and places

1.S3 pronounce familiar words and expressions intelligibly

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days

Unit revision

2

Total per unit

8

Unit 4. The world around us

Animals

2

1.S3 pronounce familiar words and expressions intelligibly

1.S5 use words in short exchanges

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.S3 pronounce familiar words and expressions intelligibly

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.R1 recognise sound and name the letters of the alphabet

1.UE13 use can / can’t to describe ability

Hot and cold

2

1.S3 pronounce familiar words and expressions intelligibly

1.UE3 use basic adjectives to describe people and things

1.UE7 use personal subject and object pronouns to give basic personal information

1.S5 use words in short exchanges

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

In Kazakhstan

2

1.S3 pronounce familiar words and expressions intelligibly

1.UE11 use there is / there are to make short statements and ask questions

1.R1 recognise sound and name the letters of the alphabet

1.R2 recognise initial letters in names and places

1.R4 use the alphabet to place the first letters of word in alphabetical order

1.L4 recognise with support short basic questions about what something is

1.S1 make basic personal statements about people, objects and classroom routines

1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days

English around us

2

1.S3 pronounce familiar words and expressions intelligibly

1.UE11 use there is / there are to make short statements and ask questions

1.R1 recognise sound and name the letters of the alphabet

1.R2 recognise initial letters in names and places

1.R4 use the alphabet to place the first letters of word in alphabetical order

1.L4 recognise with support short basic questions about what something is

1.S1 make basic personal statements about people, objects and classroom routines

1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days

Unit revision

1

Total per unit

9

Unit 5. Travel

Getting to school

2

1.S3 pronounce familiar words and expressions intelligibly

1.S5 use words in short exchanges

1.L4 recognise with support short basic questions about what something is

1.UE5 use interrogative pronouns which, what, where, how to ask basic questions

1.S1 make basic personal statements about people, objects and classroom routines

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

This is the way...

2

1.S3 pronounce familiar words and expressions intelligibly

1.R4 use the alphabet to place the first letters of word in alphabetical order

1.S5 use words in short exchanges

1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly

1.UE9 use common present simple forms [positive, negative and question] to give basic personal information

1.S3 pronounce familiar words and expressions intelligibly

1.UE13 use can / can’t to describe ability

Where is it?

1

1.S3 pronounce familiar words and expressions intelligibly

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.UE8 use simple imperative forms [positive] for basic commands or instructions

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days

1.UE5 use interrogative pronouns which, what, where, how to ask basic questions

The big red bus

1

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range ofeveryday and classroom words

1.L5 recognise the sounds of phonemes and phoneme blends

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L4 recognise with support short basic questions about what something is

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.S5 use words in short exchanges

1.S3 pronounce familiar words and expressions intelligibly

Unit revision

1

Total per unit

7

Unit 6. Traditions and folklore

Happy Birthday

2

1.R3 recognise and identify some familiar sight words from local environment

1.UE2 use cardinal numbers 1 - 20 to count

1.S6 make introductions and requests in basic interactions with others

1.UE5 use interrogative pronouns which, what, where, how to ask basic questions

1.S3 pronounce familiar words and expressions intelligibly

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.S5 use words in short exchanges

1.S3 pronounce familiar words and expressions intelligibly

1.S1 make basic personal statements about people, objects and classroom

routines

Springtime in Kazakhstan

2

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.S5 use words in short exchanges

1.S3 pronounce familiar words and expressions intelligibly

1.S1 make basic personal statements about people, objects and classroom

Routines

Hats and masks

2

1.S3 pronounce familiar words and expressions intelligibly

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.UE11 use there is / there are to make short statements and ask questions

1.S1 make basic personal statements about people, objects and classroom routines

1.S6 make introductions and requests in basic interactions with others

Story time

1

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.S4 respond to basic supported questions about people, objects and classroom routines

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.S5 use words in short exchanges

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.S5 use words in short exchanges

Unit revision

1

Total per unit

8

Unit 7. Food and drink

Things I like

2

1.UE9 use common present simple forms [positive, negative and question] to give basic personal information

1.S3 pronounce familiar words and expressions intelligibly

1.S5 use words in short exchanges

1.L4 recognise with support short basic questions about what something is

1.R1 recognise sound and name the letters of the alphabet

1.R4 use the alphabet to place the first letters of word in alphabetical order

1.S1 make basic personal statements about people, objects and classroom

routines

1.S2 ask questions in basic exchanges about people, objects and classroom routines

Hot or cold

2

1.S5 use words in short exchanges

1.S1 make basic personal statements about people, objects and classroom routines

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.UE7 use personal subject and object pronouns to give basic personal information

1.UE9 use common present simple forms [positive, negative and question] to give basic personal information

Animals like ...

2

1.S5 use words in short exchanges

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.S1 make basic personal statements about people, objects and classroom routines

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.UE9 use common present simple forms [positive, negative and question] to give basic personal information

1.S3 pronounce familiar words and expressions intelligibly

Nice or nasty

2

1.S3 pronounce familiar words and expressions intelligibly

1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly

1.UE5 use interrogative pronouns which, what, where, how to ask basic questions

1.S2 ask questions in basic exchanges about people, objects and classroom routines

1.S4 respond to basic supported questions about people, objects and classroom routines

1.S1 make basic personal statements about people, objects and classroom routines

Unit revision

1

Total per unit

9

Unit 8. Health and body

Hands and head

2

1.UE1 use singular nouns, plural nouns – to talk about people and places

1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly

1.UE9 use common present simple forms [positive, negative and question] to give basic personal information

1.S1 make basic personal statements about people, objects and classroom routines

Let’s move

2

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.UE8 use simple imperative forms [positive] for basic commands or instructions

1.S4 respond to basic supported questions about people, objects and classroom routines

1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly

1.S1 make basic personal statements about people, objects and classroom routines

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.S5 use words in short exchanges

1.R1 recognise, sound and name the letters of the alphabet

1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days

Making a puppet

2

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.S2 ask questions in basic exchanges about people, objects and classroom routines

1.L5 recognise the sounds of phonemes and phoneme blends

1.UE8 use simple imperative forms [positive] for basic commands or instructions

A special dance

1

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L4 recognise with support short basic questions about what something is

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.S5 use words in short exchanges

1.S3 pronounce familiar words and expressions intelligibly

Summative control work

2

Total

66

№

Мерзімі/

Дата/

Date

Тақырып/Тема/Theme

Сағат саны/

Кол-во часов/

Hours

Оқу мақсаты/Цели урока/Learning objectives

Unit 1. All about me

1

Hello again

2

2.L2 recognise with considerable support an increasing range of common personal questions

2.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges

2.R2 identify, remember and sound out high-frequency sound and letter patterns

2.W5 write letters and familiar high frequency words when read aloud or spelt out for learners

2.W6 use with support upper and lower case letters accurately when writing familiar high frequency words

2

I can...

2

2.L1 understand a range of short basic supported classroom instructions

2.L2 recognise with considerable support an increasing range of common personal questions

2.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines

2.S4 respond to basic supported questions giving personal and factual information

2.S8 give simple instructions for others to follow

2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission

3

My clothes and things

2

2.L1 understand a range of short basic supported classroom instructions

2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

2.UE1 use singular nouns, plural nouns – including some common irregular plural forms in giving simple descriptions

2.UE3 use common adjectives in descriptions and to talk about simple feelings

5

Unit Revision

2

Total per unit

8

Unit 2. My family and friends

6

Friends’ names

2

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.R1 read and spell out words for others

2.W2 write letters and familiar high frequency words when read aloud or spelt

7

Helping hands

2

2.L1 understand a range of short basic supported classroom instructions

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.S5 begin to articulate clearly the difference between various sounds

2.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges

2.R1 read and spell out words for others

2.W1 write with support short responses at phrase level to questions and other prompts

2.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information

2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission

8

People I know

2

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.UE3 use common adjectives in descriptions and to talk about simple feelings

2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission

9

Unit revision

2

Total per unit

8

Unit 3. My school

Counting and Measuring

2

2.L1 understand a range of short basic supported classroom instructions

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.L5 identify missing phonemes in incomplete words

2.S4 respond to basic supported questions giving personal and factual information

2.R4 begin to use with support a simple picture dictionary

2.UE2 use cardinal numbers 1 -50 to count

2.UE11 use have got+noun to describe and ask about possessions

Around school

2

2.L4 recognise with support short basic questions relating to features such as colour and number

2.L5 identify missing phonemes in incomplete words

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.W3 write short phrases to identify people, places and objects

2.UE14 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to

to describe where people and things are; use prepositions of time: on, in, at to talk about days and times

School days

2

2.L2 recognise with considerable support an increasing range of common personal questions

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.R2 identify, remember and sound out high-frequency sound and letter patterns

2.W7 spell some familiar high-frequency words accurately during guided writing activities

Class Photos

1

2.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines

2.S4 respond to basic supported questions giving personal and factual information

2.R2 identify, remember and sound out high-frequency sound and letter patterns

2.UE7 use personal subject and object pronouns to describe people and things

Unit revision

1

Total per unit

8

Unit 4. The world around us

Different Places

2

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.L5 identify missing phonemes in incomplete words

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.S4 respond to basic supported questions giving personal and factual information

2.UE5 use interrogative pronouns including which, what, where, whose to ask who people are and what they are doing

2.UE12 use basic adverbs of place here / there to say where things are

Reading Signs

2

2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

2.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics

2.UE8 use simple imperative forms [positive and negative] for basic commands and instructions

2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission

Where’s it from?

2

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.L5 identify missing phonemes in incomplete words

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics

Days Out

2

2.L5 identify missing phonemes in incomplete words

2.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics

2.UE4 use determiners a, an, the, some, any, this, these, that, those to identify things

Unit revision

1

Total per unit

9

Unit 5. Health and body

Our body

2

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.R1 read and spell out words for others

2.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information

Let’s measure

2

2.L1 understand a range of short basic supported classroom instructions

2.L4 recognise with support short basic questions relating to features such as colour and number

2.UE2 use cardinal numbers 1 -50 to count

Hats and Bats

2

2.L4 recognise with support short basic questions relating to features such as colour and number

2.S8 give simple instructions for others to follow

2.R1 read and spell out words for others

2.R4 begin to use with support a simple picture dictionary

Reading time

2

2.L5 identify missing phonemes in incomplete words

2.S4 respond to basic supported questions giving personal and factual information

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics

2.W3 write short phrases to identify people, places and objects

2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission

Unit revision

1

Total per unit

9

Unit 6. Traditions and customs

5

Special Days

2

2.L1 understand a range of short basic supported classroom instructions

2.S4 respond to basic supported questions giving personal and factual information

2.UE8 use simple imperative forms [positive and negative] for basic commands and instructions

2.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

6

Home cooking

2

2.L9 recognise the spoken form of familiar words and expressions

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.R1 read and spell out words for others

7

What’s it for?

2

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.S4 respond to basic supported questions giving personal and factual information

2.W7 spell some familiar high-frequency words accurately during guided writing activities

4

Unit revision

2

Total per unit

8

Unit 7. The natural environment

1

The weather

2

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.UE3 use common adjectives in descriptions and to talk about simple feelings

2

Changing seasons

2

2.L4 recognise with support short basic questions relating to features such as colour and number

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics

2.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

3

What can animals do?

2

2.L4 recognise with support short basic questions relating to features such as colour and number

2.UE10 use common present continuous forms [positive, negative, question]

2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission

2.UE17 use me, too to give short answers

5

Sea Adventures

2

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.R1 read and spell out words for others

2.W5 write letters and familiar high frequency words when read aloud or spelt out for learners

Unit revision

1

Total per unit

9

Unit 8. Travel

6

A to B

2

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

2.UE14 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to to describe where people and things are; use prepositions of time: on, in, at to talk about days and times

7

Types of vehicle

2

2.S4 respond to basic supported questions giving personal and factual information

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics

2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission

8

My plane

2

2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

2.UE11 use have got+noun to describe and ask about possessions

Altogether Now

1

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.UE10 use common present continuous forms [positive, negative, question]

18

Summative control work

2

Total

68

№

Мерзімі/

Дата/

Date

Тақырып/Тема/Theme

Сағат саны/

Кол-во часов/

Hours

Оқу мақсаты/Цели обучения/Learning objectives

Term 1

Unit 1. Animals

1

Animal types

1

3.1.5.1 distinguish between phonemically distinct words;

3.2.1.1 make basic statements which provide personal information on a limited range of general topics;

3.5.5.1 use interrogative pronouns including: which, what, where, whose, how many, what kind of … on a limited range of familiar topics;

3.5.14.1 use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are, use prepositions of time: on, in, at to talk about days and times and no preposition last week

2

Body parts

2

3.1.6.1 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics;

3.2.1.1 make basic statements which provide personal information on a limited range of general topics;

3.3.1.1 recognise, identify and sound with support a limited range of familiar words in simple sentences

3

Animal Song and Dance

2

3.1.2.1 understand a limited range of short supported questions which ask for personal information;

3.1.9.1 recognise short basic words that are spelt out;

3.4.1.1 plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics;

3.5.4.1 use determiners a, an, the, some, any, this, these, that, those to refer to things on a limited range general and some curricular topics;

3.5.10.1 use common present continuous forms, including short answers and contractions, to talk about what is happening now

4

Craft project

2

3.1.1.1 understand short supported classroom instructions in an increasing range of classroom routines;

3.2.6.1 take turns when speaking with others in a limited range of short, basic exchanges

5

Unit Revision

1

Total per unit

8

Unit 2. Light & Dark

Day & Night

2

3.1.6.1 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics;

3.1.7.1 use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics;

3.2.4.1 respond to questions on a limited range of general and some curricular topics;

3.3.5.1 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues

Sources of light

3

3.1.6.1 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics;

3.2.1.1 make basic statements which provide personal information on a limited range of general topics;

3.3.3.1 begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics;

3.5.3.1 use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things, use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons;

3.5.13.1 use can to make requests and ask permission, use must / mustn’t / have to to talk about obligation

Out at night

2

3.1.5.1 distinguish between phonemically distinct words;

3.1.8.1 understand short, narratives on a limited range of general and some curricular topics;

3.2.3.1 give short, basic description of people and objects, begin to describe past experiences on a limited range of general and some curricular topics;

3.2.6.1 take turns when speaking with others in a limited range of short, basic exchanges;

3.4.5.1 link with support words or phrases using basic coordinating connectors ;

3.4.7.1 spell a growing number of familiar high-frequency words accurately during guided writing activities

12

Summative assessment

1

Total per unit

8

Term 2

Unit 3 Time

1

Times of my day

2

3.1.8.1 understand short, narratives on a limited range of general and some curricular topics;

3.2.1.1 make basic statements which provide personal information on a limited range of general topics;

3.2.2.1 ask questions to find out about present experiences on a limited range of general and some curricular topics;

3.2.4.1 respond to questions on a limited range of general and some curricular topics;

3.4.1.1 plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics;

3.5.2.1 use cardinal numbers 1 -100 to count and ordinal numbers 1 – 10;

3.5.14.1 use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are, use prepositions of time: on, in, at to talk about days and times and no preposition last week

2

Days of the week

3

3.1.7.1 use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics;

3.2.2.1 ask questions to find out about present experiences on a limited range of general and some curricular topics;

3.2.6.1 take turns when speaking with others in a limited range of short, basic exchanges;

3.3.1.1 recognise, identify and sound with support a limited range of familiar words in simple sentences;

3.4.4.1 write with support short basic sentences with appropriate spaces between words;

3.4.6.1 use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities;

3.5.2.1 use cardinal numbers 1 -100 to count and ordinal numbers 1 – 10;

3.5.9.1 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like, habits and facts, simple future timetabled events, use common past simple forms to describe actions and feelings;

3.5.17.1 use me, too and I don’t to give short answers

3

At the right time

2

3.1.7.1 use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics;

3.1.8.1 understand short, narratives on a limited range of general and some curricular topics;

3.1.9.1 recognise short basic words that are spelt out;

3.2.6.1 take turns when speaking with others in a limited range of short, basic exchanges;

3.3.3.1 begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics;

3.3.6.1 understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics;

3.5.2.1 use cardinal numbers 1 -100 to count and ordinal numbers 1 – 10;

3.5.14.1 use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are, use prepositions of time: on, in, at to talk about days and times and no preposition last week

7

Unit revision

1

Total per unit

8

Unit 4. Buildings

8

Four walls

2

3.1.1.1 understand short supported classroom instructions in an increasing range of classroom routines;

3.1.6.1 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics;

3.2.3.1 give short, basic description of people and objects, begin to describe past experiences on a limited range of general and some curricular topics;

3.3.4.1 use with some support a simple picture dictionary;

3.3.5.1 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues;

3.5.11.1 use has got / have got there is / are statement and question forms including short answers and contractions

9

Our town

3

3.4.7.1 spell a growing number of familiar high-frequency words accurately during guided writing activities;

3.5.1.1 use singular nouns, plural nouns – including some common irregular plural forms, use possessive forms ‘s / s’ with proper names and nouns to talk about ownership;

3.5.3.1 use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things, use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons;

3.5.9.1 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like, habits and facts, simple future timetabled events, use common past simple forms to describe actions and feelings;

3.5.14.1 use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are, use prepositions of time: on, in, at to talk about days and times and no preposition last week

10

Around the house

2

3.1.4.1 understand a limited range of short supported questions on general and some curricular;

3.2.2.1 ask questions to find out about present experiences on a limited range of general and some curricular topics;

3.3.3.1 begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics;

3.4.1.1 plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics;

3.4.4.1 write with support short basic sentences with appropriate spaces between words ;

3.5.4.1 use determiners a, an, the, some, any, this, these, that, those to refer to things on a limited range general and some curricular topics

13

Summative assessment

1

Total per unit

8

Term 3

Unit 5. Art & Music

1

Musical instruments

2

3.1.8.1 understand short, narratives on a limited range of general and some curricular topics;

3.2.3.1 give short, basic description of people and objects, begin to describe past experiences on a limited range of general and some curricular topics;

3.2.5.1 pronounce familiar words and short phrases intelligibly when reading aloud;

3.2.7.1 contribute a limited range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges;

3.2.8.1 recount very short, basic stories and events on a limited range of general and some curricular topics;

3.3.1.1 recognise, identify and sound with support a limited range of familiar words in simple sentences;

3.3.2.1 read and follow with limited support familiar instructions for classroom activities;

3.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often, begin to use simple adverbs of manner example given well, badly

2

Drawing chairs

2

3.1.1.1 understand short supported classroom instructions in an increasing range of classroom routines;

3.1.3.1 understand the main points of short, slow, carefully articulated talk on a limited range of general and some curricular topics;

3.3.4.1 use with some support a simple picture dictionary;

3.5.11.1 use has got / have got there is / are statement and question forms including short answers and contractions

3

My music

2

3.1.5.1 distinguish between phonemically distinct words;

3.2.4.1 respond to questions on a limited range of general and some curricular topics;

3.4.3.1 write short phrases to identify people, places and objects;

3.4.5.1 link with support words or phrases using basic coordinating connectors ;

3.5.17.1 use me, too and I don’t to give short answers

Shadow puppet show

2

3.1.8.1 understand short, narratives on a limited range of general and some curricular topics;

3.4.1.1 plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics;

3.4.6.1 use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities;

3.4.8.1 include appropriate use of a full stop during guided writing of short, familiar sentences

4

Unit revision

1

Total per unit

9

Unit 6. Explorers & Inventors

5

Exploring space

2

3.1.2.1 understand a limited range of short supported questions which ask for personal information;

3.1.8.1 understand short, narratives on a limited range of general and some curricular topics;

3.2.8.1 recount very short, basic stories and events on a limited range of general and some curricular topics;

3.3.5.1 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues;

3.3.6.1 understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics;

3.4.1.1 plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics;

3.4.2.1 write words and phrases of regular size and shape;

3.5.9.1 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like, habits and facts, simple future timetabled events, use common past simple forms to describe actions and feelings

6

Marco Polo

2

3.1.6.1 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics;

3.2.3.1 give short, basic description of people and objects, begin to describe past experiences on a limited range of general and some curricular topics;

3.2.4.1 respond to questions on a limited range of general and some curricular topics;

3.2.5.1 pronounce familiar words and short phrases intelligibly when reading aloud;

3.2.7.1 contribute a limited range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges;

3.3.6.1 understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics;

3.4.2.1 write words and phrases of regular size and shape;

3.4.3.1 write short phrases to identify people, places and objects;

3.4.6.1 use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities;

3.5.15.1 use would you like to to invite and use appropriate responses yes please, no thanks, use let’s + verb, verbs go enjoy like + verb + ing

7

Bright ideas

2

3.1.9.1 recognise short basic words that are spelt out;

3.2.2.1 ask questions to find out about present experiences on a limited range of general and some curricular topics;

3.5.3.1 use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things, use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons;

3.5.6.1 use demonstrative pronouns this, these, that, those in open and closed questions;

3.5.7.1 use personal object pronouns [indirect] in conjunction with direct object nouns to describe actions and events

8

Inventions in Kazakhstan

2

3.1.7.1 use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics;

3.1.8.1 understand short, narratives on a limited range of general and some curricular topics;

3.2.2.1 ask questions to find out about present experiences on a limited range of general and some curricular topics;

3.4.5.1 link with support words or phrases using basic coordinating connectors

Unit revision

1

Summative assessment

1

Total per unit

11

Term 4

Unit 7. Water, water everywhere

1

Rain, rain

2

3.2.5.1 pronounce familiar words and short phrases intelligibly when reading aloud;

3.3.1.1 recognise, identify and sound with support a limited range of familiar words in simple sentences;

3.3.2.1 read and follow with limited support familiar instructions for classroom activities

2

By the sea

2

3.1.4.1 understand a limited range of short supported questions on general and some curricular;

3.1.5.1 distinguish between phonemically distinct words;

3.4.7.1 spell a growing number of familiar high-frequency words accurately during guided writing activities;

3.5.10.1 use common present continuous forms, including short answers and contractions, to talk about what is happening now

3

A beach story

2

3.1.1.1 understand short supported classroom instructions in an increasing range of classroom routines;

3.3.2.1 read and follow with limited support familiar instructions for classroom activities;

3.3.5.1 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues;

3.3.6.1 understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics;

3.4.8.1 include appropriate use of a full stop during guided writing of short, familiar sentences;

3.5.15.1 use would you like to to invite and use appropriate responses yes please, no thanks, use let’s + verb, verbs go enjoy like + verb + ing

5

Unit revision

2

Total per unit

8

Unit 8. Having fun

6

Fun places

3

3.1.7.1 use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics;

3.2.8.1 recount very short, basic stories and events on a limited range of general and some curricular topics;

3.3.3.1 begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics;

3.3.5.1 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues;

3.3.6.1 understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics;

3.4.7.1 spell a growing number of familiar high-frequency words accurately during guided writing activities;

3.5.9.1 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like, habits and facts, simple future timetabled events, use common past simple forms to describe actions and feelings;

3.5.17.1 use me, too and I don’t to give short answers

7

Number games

2

3.1.1.1 understand short supported classroom instructions in an increasing range of classroom routines;

3.3.6.1 understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics;

3.5.2.1 use cardinal numbers 1 -100 to count and ordinal numbers 1 – 10;

3.5.8.1 use imperative forms [positive and negative] to give short instructions on limited range of familiar topics;

3.5.11.1 use has got / have got there is / are statement and question forms including short answers and contractions

8

Flying kites

2

3.1.6.1 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics;

3.2.4.1 respond to questions on a limited range of general and some curricular topics;

3.3.4.1 use with some support a simple picture dictionary;

3.5.3.1 use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things, use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons;

3.5.8.1 use imperative forms [positive and negative] to give short instructions on limited range of familiar topics;

3.5.10.1 use common present continuous forms, including short answers and contractions, to talk about what is happening now;

3.5.16.1 use conjunctions and, or, but to link words and phrases

18

Summative assessment

1

Total

68

№

Тема урока

Часы

Даты

Лексические структуры и единицы, грамматический материал

Домашнее задание

I term – 25 hours

1 Home and away ( Unit 1 p.p. 4 - 12 )

1

Home and away

Describing personality, greet people, writing about people's ages and places

1

5.C9 use imagination to express thoughts, ideas, experiences and feelings

5.L1understand a sequence of supported classroom instructions

5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics ( Ex.1 p 4, Introduction)

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges ( Ex., 1 - 4 p.4)

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics ( Ex. 4 p.4)

WB p. 4

2

Language Focus. Meeting people

Talking about meeting people.

Practicing joined up writing

1

5.L1understand a sequence of supported classroom instructions

5.UE11 use be on a limited range of familiar general and curricular topic( Ex. 1 - 4 p.5)

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics ( Ex. 5 p.5)

5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics ( Ex. 6, 7 p.5)

5.W2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics ( Ex.8 p.7, Activate)

WB p. 5

3

Cities and countries

Practicing joined up writing, speaking about different countries

1

5.L1understand a sequence of supported classroom instructions

5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics ( p.6 Brainstorm)

5.W3 write with support factual descriptions at text level which describe people, places and objects ( The Place I live in - topic discussion) p.6

5.C8 develop intercultural awareness through reading and discussion

( ex.1 p. 6)

5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics ( Ex.2 p.6)

5.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups ( Ex3,4 p.6)

WB p. 6 Countries and capitals (table)

4

Cities and countries

Taking about location of cities in Kazakhstan and places the people are from.

1

5.L1understand a sequence of supported classroom instructions

5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics ( Ex. 1 - 2 p.7)

5.S2 ask simple questions to get information about a limited range of general topics ( Ex 3 - 5 p.7)

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges ( Speak about age and birthplace)

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics ( Ex. 7, 8 p.7)

5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics ( Ex.3 - 5 p.28)

5.L3 understand an increasing range of unsupported basic questions on general and curricular topics ( Ex.6 p.7 )

WB p. 7

5

Numbers

1

5.L1understand a sequence of supported classroom instructions

5.C2 use speaking and listening skills to provide sensitive feedback to peers

5.W3 write with support factual descriptions at text level which describe people' s age ( How old are the people and animals?)

5.UE1 use a verb " to be" describing ages times and location, speaking on a limited range of familiar general and curricular topics

WB p. 8

6

What's in my classroom

1

5.L1understand a sequence of supported classroom instructions

5.UE1 use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics ( there is / there are p.9)

5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

5.S6take turns when speaking with others in a growing range of short, basic exchanges ( describe people and places p.9)

5.W3 write with support factual descriptions at text level which describe people, places and objects

WB p. 9

7

Diagnostic Test

1

Review of Unit 1

About myself (w)

8

Reading for pleasure

Listening, reading, writing and talking about the main characters

1

5.L1understand a sequence of supported classroom instructions

5.L3 understand an increasing range of unsupported basic questions on general and curricular topics

5.S2 ask simple questions to get information about a limited range of general topics

5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

( Ex.1 - 3 p.11)

5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

Ex.4 p.11 (retell the text)

9

Unit 1 Language Focus Reference

1

5.L1understand a sequence of supported classroom instructions

5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

5.L7 recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics

5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics ( p.62)

5.W2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics ( p.63)

5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular

5.UE9 use simple present simple of a verb " to be" and there is / there are to past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics

My Friend (w)

10

Language Focus Reference

Writing reports about famous personality

1

A Famous Personality (w)

11

Summative Control work 1

1

words

12

Correction work Unit revision

1

Vocabulary, reflection task, check point

My Profile

2 Living things ( Unit 4 p.p.40 - 52)

13

Families

Talking out about family and friends

( p.p. 40 - 41)

1

5.L1understand a sequence of supported classroom instructions

5.L3 understand an increasing range of unsupported basic questions on general and curricular topics ( Ex 1 - 3 p.40).

5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics ( Mitchel's Family p.40)

5.C4 evaluate and respond constructively to feedback from others

5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics ( p.41)

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges ( p.42)

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics ( My Family, topic)

5.R1 understand the main points in a limited range of short simple texts on general and curricular topics ( the text " Twinsburg" p.42)

5.W2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics

5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics

55.C4 evaluate and respond constructively to feedback from others

5.UE1 use appropriate structure " Have got" describing people in a photo

5.C7 develop and sustain a consistent argument when speaking or writing

WB p. 26

14

A Festival

Listening, reading, writing and talking about a festival for twins

1

WB p. 27

15

My Family and possessions

1

5.L3 understand an increasing range of unsupported basic questions on general and curricular topics ( Ex. 1 - 2 p.43)

5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

5.W3 write with support factual descriptions at text level which describe people and their possessions

5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics

5.W8 spell most high-frequency words accurately for a limited range of general topics ( ex. 1-2 p.44)

5.UE3 use a growing variety of adjectives on a limited range of familiar general and curricular topics

5.C5use feedback to set personal learning objectives

WB p. 28

16

Describing people and families

1

WB p. 29

17

People's appearance and possessions

p.45

1

5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics using a structure have got ( affirmative, negative, questions and short answers) p.45

5.UE1 use appropriate form of " have got" describing people's appearance and possessions

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics ( Ex. 1 - 3. p.45)

Describe a member of your family

( w)

18

People in a photo

Talking out about people in a photo (appearance and character)

p.46

1

5.L3 understand an increasing range of unsupported basic questions on general and curricular topics ( ex 1 - 4 p.46)

5.W3 write with support factual descriptions at text level which describe people ( ex.4)

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.C4 evaluate and respond constructively to feedback from others ( Teacher's book p.117)

WB p.30

19

Describing people for a blog

p.47

1

5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics ( ex .1 p 47)

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.UE1 use appropriate conjunctions and, or, but describing people

5.UE3 use a growing variety of adjectives and on a limited range of familiar general and curricular topics

A letter to a friend

WB p.31

20

My Country. Living things

Talking out different animals

p.48

Comparing plants, animals and human beings and producing a Venn diagram.

1

5.L3 understand an increasing range of unsupported basic questions on general and curricular topics

5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.W8 spell most high-frequency words accurately for a limited range of general topics ( ex.1p.48)

5.UE1 use appropriate degree of comparison describing animals on a limited range of familiar general and curricular topics ( ex 3 - 6 p.48)

Animal in Kazakhstan (w)

21

Locations of items (p.49)

1

5.UE9 use prepositions of place and a structure there is / there are to describe where something is on a limited range of familiar general and curricular topics ( ex 1-2 p49)

5.C6 organise and present information clearly to others

5.L3 understand an increasing range of unsupported basic questions on general and curricular topics

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

WB p.32

22

My Family. Project

p.50 - p.51

1

5.L3 understand an increasing range of unsupported basic questions on general and curricular topics

5.S1 provide basic information about a family and a family tree others at sentence level on an increasing range of general topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

5.R3 understand the detail of an argument on a limited range of familiar general and curricular topics5

5.R6 recognise the attitude or opinion of the writer in a song

( Ex 1 - 4 p.53)

Family Tree

23

Reading for pleasure p.53

1

p.53 ex.4

24

Summative Control work 2

1

words

25

Correction work and Unit revision

1

Vocabulary, reflection task, check point

Review of the unit ( p.52)

WB p.33

II term – 22 hours

3 Values ( Unit 5 p.p.54 - 68)

26

Celebrations and special days

Talking about family celebrations and relationships

p.54 - p.55

1

5.L1understand a sequence of supported classroom instructions

5.L2 understand an increasing range of unsupported basic questions which ask for personal information ( Ex.1 - 2. p.54)

5.C6 organise and present information clearly to others ( Ex.3)

5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics ( ex.4)

5.R3 understand the detail of an argument on a limited range of familiar general and curricular topics

5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information ( Ex.5)

5.C6 organise and present information clearly to others

5.W7 use with some support appropriate layout at t5.R3 understand the detail of an argument on a limited range of familiar general and curricular topics

5.C2 use speaking and listening skills to provide sensitive feedback to peers

WB p.34

27

International Festivals

p.56

1

5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

5.W3 write with support factual descriptions at text level which describe people, places and objects

5.L1understand a sequence of supported classroom instructions

5.L2 understand an increasing range of unsupported basic questions which ask for personal information

5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

5.R1 understand the main points in a limited range of short simple texts on general and curricular topics

5.R3 understand the detail of an argument on a limited range of familiar general and curricular topics

5.C5 use feedback to set personal learning objectives

5.UE7 use simple present to express the activities on special days

WB p.38

28

Special days in my home

p.57

1

WB p.35

29

Holidays in different seasons

p.58

Talking about things you to do during holidays in different seasons

1

5.L1understand a sequence of supported classroom instructions

5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics ( Ex.1 - 3p.58)

5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

5.R1 understand the main points in a limited range of short simple texts on general and curricular topics ( Ex.4.p.58)

5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

5.W3 write with support factual descriptions at text level which describe people, places and objects

5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics

5.UE3 use Present Simple ( negative) to speak about activities

WB p.36

30

Holiday's Activity

p.59

1

WB p.37

31

Making suggestions

p.60

Listening and role-playing a story about activities

1

5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics

5.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

5.C9 use imagination to express thoughts, ideas, experiences and feelings

5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

5.R1 understand the main points in a limited range of short simple texts on general and curricular topics

5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics

5.UE 13 use numbers on a limited range of familiar general and curricular topics

A dialogue

32

Special occasions

p.61

Writing

an e-mail about special day

1

5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics

5.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics

5.W3 write with support an e - mail about a special day

5.UE16 use conjunctions so , if, when , where, before, after to link parts of sentences on a limited range of familiar general and curricular topics

WB p.39

33

Holidays in Kazakhstan

p.62 - p.63

1

5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics5.S3 give an opinion at sentence level on a limited range of general and curricular topics

5.S3 give an opinion at sentence level on a limited range of general and curricular topics

5.UE6 use prepositions, basic personal and demonstrative pronouns ,have to on a limited range of familiar general and curricular topics

5.UE5 use questions, including tag questions to seek agreement, and clarify meaning on a limited range of familiar general and curricular topics

A holiday in Kazakhstan

( project)

34

What we value

p.64 - p.65

1

5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics

5.R1 understand the main points in a limited range of short simple texts on general and curricular topics

5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

5.S3 give an opinion at sentence level on a limited range of general and curricular topics

5.W3 write with support factual descriptions at text level which describe a friendship relationship

5.W5 link without support sentences using basic coordinating connectors

Ex.5 p.64

( St.B)

35

Summative Control work 3

1

words

36

Correction work and Unit revision

p.p. 66 - 67

1

Review ( p.p.65 - 66)

Vocabulary, reflection task, check point

4 The world of work ( Unit 6 p.p. 68 - 81)

37

Learning.

Studying Habits

Talking about studying habits and a school day.

p.p.68 - 69

1

5.L1understand a sequence of supported classroom instructions

5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

5.S3 give an opinion at sentence level on a limited range of general and curricular topics ( I think - I don't think)

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.UE1 use adverbs of frequency to describe studying habits

( Ex. 3 -5 p.68)

5.UE10 use present simple to express

5.S3 give an opinion at sentence level on a limited range of general and curricular topics

WB p.42

38

A day at school

p.70

1

5.L1 understand a sequence of supported classroom instructions

5.S3 give an opinion at sentence level on a limited range of general and curricular topics

5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics

5.R7 recognise typical features at word, sentence and text level in a limited range of written genres

5.C2 use speaking and listening skills to provide sensitive feedback to peers

5.C8 develop intercultural awareness through reading and discussion

5.W8 spell most high-frequency words accurately for a limited range of general topics

5.W9 punctuate written work at text level on a limited range of familiar general with some accuracy

5.UE10 use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics

WB p.43

39

A school report

p.71

1

WB p.44

40

Language and communication

p.72 - p.73

1

5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

5.S2 ask simple questions to get information about a limited range of general topics ( Language quiz) p.72

5.S3 give an opinion at sentence level on a limited range of general and curricular topics

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

5.R4 read with some support a limited range of short fiction and non-fiction texts

5.R7 recognise typical features at word, sentence and text level in a limited range of written genres

5.W3 write with support factual descriptions at text level which describe people and animals

5.UE14 use Present Simple ( question form) to ask and answer questions on a limited range of familiar general and curricular topics

WB p.44

41

Asking questions in class

p.74

1

WB p.45

42

Writing a report

p.75

1

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

5.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics

5.R9 recognise the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics

5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics

5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics

5.C4 evaluate and respond constructively to feedback from others

WB p.46

43

Famous Kazakh artists

Finding out and writing about famous Kazakh artists

p.p.76 - 77

1

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.C8 develop intercultural awareness through reading and discussion

5.W3 write with support factual descriptions at text level which describe famous Kazakh artists

55.UE9 use simple present and simple past regular and irregular forms to describe the life of famous people

5.W9 punctuate written work at text level on a limited range of familiar general with some accuracy

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

A Famous person from Kazakhstan

( a report)

44

Countries, people and jobs

p.78

1

WB p.47

45

CLIL.

Music: Appreciating music

p.79

Listening and making a questionnaire about music you like

1

5.L7recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics

5.S2 ask simple questions to get information about a limited range of general topics

5.L5 understand most specific information and detail of short, supported talk on a wide range of familiar topics ( Ex.3 - 4 p.79)

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.W8 spell most high-frequency words accurately for a limited range of general topics ( Ex.1 p.79)

5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

WB p.48

46

Summative Control work 4

1

words

47

Correction work and Unit revision

1

Review. Units 6. ( p.p.80 - 81)

Vocabulary, reflection task, check point

WB p.49

III term – 31 hours

5 Creativity (Unit 8 p.p. 96 - 103)

48

Culture

Talking and writing about art, sightseeing activities and public buildings

1

5.L1understand a sequence of supported classroom instructions

5.L4 understand the main points of supported extended talk on a range of general and curricular topics ( Ex.1 p.96)

5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics ( Ex.2 - 4 p.96)

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics ( Ex.3 - 5 p.96)

5.W3 write with support factual descriptions at text level which describe people, places and objects ( Ex.6)

5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics (p.97)

5.C4 evaluate and respond constructively to feedback from others

5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives describing landmarks of Astana

5.C5 use feedback to set personal learning objectives

5.R1 understand the main points in a limited range of short simple texts on general and curricular topics ( p.97)

WB p.58

49

Astana famous landmarks

1

Astana famous landmarks

presentation

50

Planning a visit to Astana p.98

Finding out about and describing places to visit in Astana

1

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics ( p.98)

5.R3 understand the detail of an argument on a limited range of familiar general and curricular topics

5.W4 write with support a sequence of extended sentences in a paragraph to give basic information about Astana

5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics (Tours of Astana p.98)

5.C3 respect differing points of view ( What to visit in Astana)

5.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world (I want to visit....)

Astana

(mind - map)

51

Plans and intentions

p.99

Reading and listening to stories about visiting Kazakhstan

1

5.S3 give an opinion at sentence level on a limited range of general and curricular topics

5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

5.UE1 use a structure to be going to express intention and plan on a limited range of familiar general and curricular topics ( Ex.1 - 2 p.99)

5.W3 write with support factual descriptions at text level which describe people, places and objects to visit and activities (Ex.3-4 p.99)

5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics (p.100)

5.C9 use imagination to express thoughts, ideas, experiences and feelings describing a film (Film review)

WB p.59

Film review

52

Films and stories

p.100

1

53

Asking a plan

p.101

1

5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

(Ex.1 - 2p.101)

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges (Ex.3 p.101)

5.R1 understand the main points in a limited range of short simple texts on general and curricular topics ( describe a picture Ex.4)

5.UE3 use a structure to be going to (questions) to ask about plans

Ex.5 p.101

(St. B)

54

Reading for pleasure

Reading and listening to a story about the life of a president of Kazakhstan

1

5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics ( p.103)

5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

5.S8 recount basic story and events on a range of general and curricular topics

5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information

5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics

5.R1 understand the main points in a limited range of short simple texts on general and curricular topics

5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

5.S8 recount basic stories and events on a range of general and curricular topics

My Favourite film (w)

55

Film Review

1

5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

5.C4 evaluate and respond constructively to feedback from others

5.C5 use feedback to set personal learning objectives

5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

5.W3 write with support factual descriptions at text level which describe people, places and objects

The Film Quiz

56

Summative Control work 5

1

Words

57

Correction work and Unit revision

1

Unit 8 Review ( p.102)

Vocabulary, reflection task, check point

6 Reading for pleasure

58

Reading for pleasure

p.104

Learners read non-fiction books in Kazakh, English, Russian languages

1

All Reading learning objectives for Grade 5

Some of the Listening and Speaking learning objectives will be addressed when learners talk about reading.

5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

5.W2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics

5.C4 evaluate and respond constructively to feedback from others

5.C5 use feedback to set personal learning objectives

5.L3 understand an increasing range of unsupported basic questions on general and curricular topics

5.L4 understand the main points of supported extended talk on a range of general and curricular topics

5.W3 write with support factual descriptions at text level which describe people, places and objects

5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information

5.C7 develop and sustain a consistent argument when speaking or writing

5.UE1 use Past Simple to tell a story

WB p.60

59

Reading for pleasure.

Types of writing

1

Story Fact file

60

Reading for pleasure

A Famous story p.106

1

Ex.4 p.106 St.B.

61

Reading for pleasure

Telling a story

p.107

Ex. 4 p.107

( retell)

62

Reading for pleasure

Biography of a writer

p.108

1

All Reading learning objectives for Grade 6.

Many of the Listening and Speaking learning objectives, and some of the Writing learning objectives, will be addressed when learners think about and discuss what they have read about a writer.

5.C9 use imagination to express thoughts, ideas, experiences and feelings

5.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

5.UE1 use Past Simple ( negative and questions) to speak about past events tell a story

Biography of a writer (project)

Ex.4 p.109

WB p.61

Book Review

63

Past events

p.109

1

64

Reading for pleasure

Discussing a text

1

65

A Book festival

p.111

1

66

Summative Control work 6

1

Words

67

Correction work and Unit revision

1

Unit 9. Review p.110

Vocabulary, reflection task, check point

7 Fantasy world ( Unit 3 p.p.26 - 39)

68

People and places

p.26

Describing places and towns and talking and writing about them.

1

5.L1understand a sequence of supported classroom instructions

5.L4 understand the main points of supported extended talk on a range of general and curricular topics ( Ex.1 - 2 p.26)

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.S7 use appropriate subject-specific vocabulary to talk about a limited range of general topics

5.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics (Ex.4)

5.C4 evaluate and respond constructively to feedback from others

5.UE6 use plural form of nouns talking about people and places

5.UE5 use numbers to complete the factfile of a country (p.27)

5.R1 understand the main points in a limited range of short simple texts on general and curricular topics