Календарно - тематическое планирование

№

Date

Hour

Unit

Theme

Vocabulary

Structure

Homework

1

1

Let’s start

Hello!

I’m….

2

1

My Family

Greetings

Hello! Goodbye!

Hello! I am..

3

1

About myself

What is our name? I am..

4

5

2

My family

Mummy, Daddy, brother, sister

This is my…

6

7

2

Colours

Red, blue, green, yellow, purple, orange

What colour is it?

8

1

Our world-time for CLIL

revise

revise

9

1

Storytime

The Queen bee

No, go, thank you, please, stop

10

1

Revision

Let’s play

Revise

revise

11

1

My school

My school

Me, my, friend

12

13

2

School objects

Schoolbag, book, pen, pencil, rubber

It’s a blue schoolbag

14

15

2

Numbers

Numbers 1-10

How many pens? Six pens

How old am I?

16

1

Our world-time for CLIL

Odd even

17

1

Storytime

Count to ten

One, two, three, four, five, six, seven, eight, nine ten

18

1

Revision

Let’s play

Review

Review

LISTENING:Listening activities are the primary focus of class work in Term 1 as learners listen to Teacher model names, short greeting phrases, basic colours, numbers 1 to 10 and words relating to the classroom environment and routines. Learners listen and repeat, follow simple Teacher instructions, perform total physical response routines and listen to simple songs.

*The listening learning objectives focus in Term 1 is very much on objectives 1.L1 and 1.L3

*The themes for Term 1 work relate to basic greetings and introductions and those that are already familiar to learners from their school context: counting, colouring, following songs and similar classroom routines

SPEAKING: Simple speaking activities complement the primary focus on Listening in Term 1. Learners are involved in activities such as listen and say, introducing themselves and others and saying words, names and numbers in response to prompts and in a variety of types of game.

*The speaking learning objectives focus in Term 1 is primarily on objectives: 1.S1, 1.S3 and 1.S6

READING: There is only one focus on reading in term 1 as the primary thrust of work is that learners become familiar with English sounds through listening and speaking before moving on to looking at how the sounds of English are represented in print.

It is important for learners however to develop a keen early interest in English words that they may see around them in their environment so there is one focus here on initial letter consonant sound pictures

USE OF ENGLISH: The use of English work in term 1 is all embedded in listening and speaking focuses. Learners learn to use certain personal pronouns, demonstratives possessive adjectives, colour adjectives. Articles a/an and cardinal numbers 1-10 as part of wider speaking and listening activities. Teacher engages learners with such language through drilling items as part of phrases rather than stopping to isolate and explain differences.

*The use of English learning objectives touched upon in Term 1 are: 1.UE1 1.UE2 1.UE3 1.UE4 1.UE6 1.UE8

№

Date

Hour

Unit

Theme

Vocabulary

Structure

Home work

1

1

My room

Objects around me

bed, chair, TV table, desk

This is my bed

2

1

Furniture

bed, chair, TV table, desk

This is my bed

It is…..

3

1

Toys

doll, kite,bike, car, plane, train

I have got a kite

4

1

Commands

Stamp your feet, jump, sit down, stand up, clap your hands,dance

Stamp your feet!

Look at the bed!

5

1

Our world-time for CLIL

6

1

Storytime

The little Engine that could

Revise

Can

Can’t

7

1

Revision

Let’s play

8

1

My pets

Pets

Rabbit, fish, cat, dog, mouse, tortoise, parrot, spider

This is my pet.

It’s a cat

9

1

Pets and wild animals

Rabbit,fish, cat, dog, mouse, tortoise, parrot, spider

There is a tortoise on the table

10

1

Colours

Black, brown, white, pink

Is it brown? Yes it isIs it white?

No. it is not

11

1

Size

Big ,small

Is it big?

12

1

Our world-time for CLIL

13

1

Stotytime

Mouse’s garden

Food, give me, a lot of

14

1

Revision Let’s play

LISTENING:

Listening continues to be a primary driver of the work done in Term 2 As well as listening to songs, Teacher instructions and Teacher modelling words and phrases, in Term 2 students are involved in listening to and participating in simple question and answer exchanges and exchanges in which learners confirm or classroom environment and linking to cross curricular themes of kinship, the correct in response to what others say.

- As well as learning objectives 1.L1 1.L3, objectives 1.L2 and 1.L4 form an important focus of listening work in Term 2.  The themes are more wide-ranging with contexts outside the immediate classroom environment and linking to cross curricular themes of kinship, the geography of Kazakhstan and cultural identity

SPEAKING:Speaking continuous to feature with listening in Term 2 as the primary means of exploring new English words and structures. The fact that learning contexts relate more to the outside world than the immediate classroom context means learning objective 1.S5 [Learners responding to aural and visual prompts] features a lot more in Term2, alongside objectives 1.S1 and 1.S3

READING: reading features slightly more in Term 2 than it did in Term 1 as activities extend work on recognition initial consonant sound pictures to animal names and international words students are likely to see in their environment. Activities involving the recognition of whole common international words also feature

-Reading learning objective focus in Term 2 is on 1.R1 and 1.R3

USE of ENGLISH: The UE focus in Term 2 provides learners with more opportunities to experiebce pattern/structure diffences as they relate to singular/plural forms, vrb to be/pronoun agreement and the structure there is/there are. There is still no overt teaching of rule of pattern but such structural differences, together with the use of interrogative pronouns in question tasks, feature more often as the central focus of activities.

-Key learning of objectives in Term 2 are: 1.UE1 1.UE3 1. UE7 1.UE11

/.m№

Date

Hour

Unit

Theme

Vocabulary

Structure

Home

work

1

2

2

My food

Food

Milk, cheese, juice, eggs, chicken

Letter Aa

I have got some milk for you

I like milk/I don’t like milk

Ex 3 activity book p54

3

4

2

Fruits

Bananas, apples, pears

Letter Bb

What is in your basket?

I am hungry! I am thirsty

Ex 4 p 55

5

1

Vegetables

Carrots, onions, tomatoes

Letter Cc

Can I have some..?

Give me some please

Ex 6 p57

6

1

Our world-time for CLIL

Favourite food

Letter Dd

review

7

1

Storytime

The Fox and the Stork

House, I’m sorry, come

Letter Ee

Pupil’s book ex 2 p72

8

1

Revision

Letter Ff

Review

9

10

2

My music

Musical instruments

Trumpet, guitar, drum,piano, recorder

Letter Gg

I can play the drum

Ac.book ex1 p92

11

12

2

Activities

Sing, skip

Letter Hh

I can skip

Ac.book ex 3 p93

13

14

2

My face

Hair, eyes, nose, ears, mouth

Letter Ii Touch your ears!

I have got green hair and blue eyes

Ac. Book ex 4 p94

15

16

2

Games

Play, sing

Letter Jj

P.b Ex12 p79

17

1

Our world-time for CLIL

Big mouth, feet, round face, small eyes

Letter Kk

review

18

1

StorytimeThe three Princesses

Piano, do, help, everybody

Letter Ll

Revise the letters

19

1

Control work

review

20

1

Revision

Letter Mm

review

Listening:All listening objectives: 1.L1,1.L2, 1.L3, 1.L4,1.L5 feature in Term 3 work as learners are engaged with listening in tasks involving slightly more complex instructional sequences, songs, more varied question tasks and listening to stories in English for the first time. Teacher continuous to be the main source of input in all listening activity except song.

What may seem quite challenging themes for learners of this age made accessible by approaching them through craft, song, sense, movement and simple narrative activities

Speaking: All speaking learners objectives 1.S1, 1.S2, 1.S3, 1.S4,1.S5 and 1.S6 are covered in the work of Term 3 but 1.S3 relating to pronouncing words intelligibly features prominently as learners meet a lot of new lexis. Learners also involved in asking questions, giving short answers to questions and responding to prompts relating to narratives for the first time.

Reading: In Term 3 there is a limited but important focus on recognizing and remembering the written form of whole words 1.R3. Display of things that learners make such as cards and badges which include words and iconic phrases e.g Happy Birthday will add to the store of English words that learners regularly see and recognize in their environment and are an important early foundation for later sight-word work in literacy focuses

Use of English: As well as revisiting areas of UE from prev. units, learners experience new areas of structure in Term 3: new interrogative forms 1UE14 present simple forms 1UE9. Learners are involved simple exchanges using short forms, forming questions in a class survey activity and responding to different types of questions

№

Date

Hour

Unit

Theme

Vocabulary

Structure

Home

work

2

All about my world

My Kazakhstan

Country, president, capital

Letter Nn, Oo

Letter Nn, Oo

1

My friend

Friend, name

Letter Pp

Letter Pp

1

My friend’s family

Family, mummy, daddy, sister, brother

Letter Qq

L.Qq

1

Shapes

Circle, triangle, square, rectangle

Letter Rr

L. Rr

2

Clothes

Hat, dress

Letter Ss

L.Ss

1

Cutlery

Plate, spoon, fork

Letter Tt

L.Tt

1

In the Zoo

Camels, elephants, snakes, zebras deer

Letter Uu

L.Uu

1

Storytime

Aldar Kosse’s Coat

Magic coat

Letter Vv

L.Vv

1

Injuries

Head, arm, tummy, leg, foot

Letter Ww

L.Ww

2

Travelling

By Car, by bus, by plane, by bike, on foot

Letter Xx, YY

L.Xy

1

Favourite places

Lake, river, mountain

Letter Zz

L.Zz

1

Control work

1

Revision

Review

review

Listening: All listening objectives feature in Term 4 work and Teacher input continuous to be primary source of listening input except for song. There is a much greater emphasis on understanding questions and active listening in question exchanges 1.L2,L4. Learners also listen to recorded short exchanges for the first time exercising a new dimension of understanding in English and other activities require learners to listen and give an emotive response. The themes rework the language of colours, verbs of movement, animals. Shapes, places, injuries

Speaking:There are extensive speaking focuses in Term 4 work as learners learn language to make different kinds of statements/questions about likes and dislikes 1.S1, 1.S2. Work on questions and short answers is extended but learners also engage with new types of speaking activity: using emotive words to show approval or dislike, giving longer descriptions, participating in a short narrative performance and sounding words to movement in a dance routine

Reading:As in Term 1, there is important focus on initial letter consonants

Use of English:There is a more limited range of Use of English focuses in Term 4 as learners work to consolidate key areas looked at in previous terms. areas looked at in previous terms. plural forms 1.UE1 where learners plural forms 1.UE1 where learners few more irregular forms. As in previous terms, the language focus is largely embedded in ongoing language activity where the primary focus is on using structures in the making of meaning rather than an overt focus on form.