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Инфоурок / Иностранные языки / Конспекты / Поурочное планирование для 1 класса по английскому языку
ВНИМАНИЮ ВСЕХ УЧИТЕЛЕЙ: согласно Федеральному закону № 313-ФЗ все педагоги должны пройти обучение навыкам оказания первой помощи.

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Поурочное планирование для 1 класса по английскому языку

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Medium term plan for the 1st grade

2016-2017 academic year


Hours

I TERM

My Family

1

Let's start!


1.L3 recognize with support simple greetings recognize the spoken form of a limited range of basic and everyday classroom words,

1.S1 make basic personal statements

and simple statements about objects

1.S3 pronounce basic words and expressions intelligibly

1.UE6 use demonstrative

pronouns this, these to indicate things

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal

information and classroom routines. Learners learn to express themselves using basic modals

-Smile, create a favorable atmosphere in class

-Ask more questions

-Encourage learners dialogic learning


To identify the ways to ‘activate’ learning. This will help my learners to make a good progress in learning

and fulfill their potential.

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic

prompts.

ICT displays - smart/interactive white boards or screens, projectors;

1

2

Greetings


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.S3 pronounce familiar words and expressions intelligibly

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

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

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals

-Smile, create a favorable atmosphere in class

-Ask more questions

-Encourage learners dialogic learning


To

maintain the pupils’ motivation .

.

Craft activities: where learners are provided instructional input through language and make craft

outcomes.

Picture dictionaries,


1

3

Hello!


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.S3 pronounce familiar words and expressions intelligibly

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

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

Learners learn to understand and respond to short, basic, supported and

unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal

information and classroom routines. Learners learn to express themselves using basic modals

-Use audio and visual materials

- Use learners’ favorite game

-Don’t speak fast in English

-Use pair work

To develop the pupils' skills and to encourage them while they perform

individual tasks.


Multi-sensory writing: deciphering what someone writes in the air or on your back, making words

by forming letters with bodies etc.

ICT displays - smart/interactive white boards or screens, projectors;

1

4

About myself


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.S3 pronounce familiar words and expressions intelligibly

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

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

Learners learn to understand and respond to short, basic, supported and

unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal

information and classroom routines. Learners learn to express themselves using basic modals

-Pronounce the words distinctly

-Encourage learners to repeat the new words several times

To make a feedback

Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm,

rhyming words etc..

memory posters,

games, songs, word flashcards, toys

1

5

What is your name?


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.S3 pronounce familiar words and expressions intelligibly

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

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

Learners learn to understand and respond to short, basic, supported and

unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal

information and classroom routines. Learners learn to express themselves using basic modals

-Work on mistakes together with learners

-Use role playing activities

-Motivate learners to interact with one another

To identify the ways to ‘activate’ learning

Craft activities: where learners are provided instructional input through language and make craft

outcomes.

additional English practice books on vocabulary, listening,

speaking, reading and writing skills, authentic reading material - books, magazines,

newspapers, the Internet;

1

6

My family


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.S3 pronounce familiar words and expressions intelligibly

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

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

Learners learn to understand and respond to short, basic, supported and

unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal

information and classroom routines. Learners learn to express themselves using basic modals

-Use more visual aids

-Use interesting game -Repeat phrases

-Use ICT to interest learners

to

maintain the pupils’ motivation

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic

prompts.

computers with the Internet access, CD and DVD players;

1

7

This is my mummy


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.S3 pronounce familiar words and expressions intelligibly

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

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

Learners learn to understand and respond to short, basic, supported and

unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal

information and classroom routines. Learners learn to express themselves using basic modals

-Use ICT, critical thinking strategies

-Encourage active enquiry based learning and learner research

-Use group work


To identify the ways to ‘activate’ learning

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic

prompts.

presentations and other pair and group work. It can also help to facilitate classroom

management;

1

8

Colours


1.UE3 use basic

adjectives and colours

to say what someone

/something is or has

1.L3 recognize with

support simple

greetings

recognize the spoken

form of a limited range

of basic and everyday

classroom words,

1.S3 pronounce basic

words and expressions

intelligibly, 1.S1

Learners develop the ability to understand the main points and more specific

information of short and longer talk on a range of general and curricular topics

spoken slowly and distinctly.

Learners learn to express themselves using basic modals

-Use dialogic teaching and learning

-Use both telling and showing method

to identify the ways to ‘activate’ learning

Tangential skill learning: where learners are taught how to do something through the medium of

English e.g. how to perform a magic trick, wrap a present or make hand-puppet shapes.

corkboards, wall

space, flip charts, exhibition boards;

1

9

My favourite colour!

(Project)


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

1.S3 pronounce familiar words and expressions intelligibly

1.UE3 use basic adjectives to describe people and things

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

Learners learn to understand and respond to short, basic, supported and

unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

Learners learn to express themselves using basic modals

-Use dialogic teaching and learning

-Use both telling and showing method

to

maintain the pupils’ motivation

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic

prompts.

visual aids and realia – story/conversational/memory posters,

phonics cards, word flashcards, toys

1

2. My School

10

My school


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.L9 recognise the names of letters of the alphabet

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

1.S3 pronounce familiar words and expressions intelligibly 1.UE1 use singular nouns, plural nouns – to talk about people and places

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

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

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, in to talk about days and time; use with to indicate accompaniment

Learners learn to understand and respond to short, basic, supported and

unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal

information and classroom routines. Learners learn to express themselves using basic modals

Learners develop the ability to understand the main points and more specific

information of short and longer talk on a range of general and curricular topics

spoken slowly and distinctly.

Learners learn to express themselves using basic modals

-Use more audio listening tasks

-Encourage and praise learners if necessary

-Scaffold learners


To make a feedback

Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm,

rhyming words etc..

memory posters,

games, songs, word flashcards, toys

1

11

It's a blue school bag!






1

12

School objects


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.S3 pronounce familiar words and expressions intelligibly

1.UE3 use basic adjectives to describe people and things 1.UE8 use simple imperative forms [positive] for basic commands or instructions

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

Learners learn to understand and respond to short, basic, supported and

unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

Learners learn to express themselves using basic modals

-Use visual methods of communication

-Create good and friendly atmosphere in class

To identify the ways to ‘activate’ learning

Craft activities: where learners are provided instructional input through language and make craft

outcomes.

additional English practice books on vocabulary, listening,

speaking, reading and writing skills, authentic reading material - books, magazines,

newspapers, the Internet;

1

13

How many pens?


1

14

Numbers


1.S1 make basic personal statements

and simple statements about objects,

1.UE3 use basic adjectives and colours

to say what someone /something is or has

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.S3 pronounce familiar words and expressions intelligibly

1.UE2 use cardinal numbers 1 - 20 to count

Learners develop the ability to understand the main points and more specific

information of short and longer talk on a range of general and curricular topics

spoken slowly and distinctly. Learners learn to express themselves using basic modals

-Scaffold learners if necessary

-Ask more questions

-Smile, create a favorable atmosphere in class

-Don’t speak so fast in English -Use both telling and showing method


to

maintain the pupils’ motivation

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic

prompts.

computers with the Internet access, CD and DVD players;

1

15

How old am I?


1

16

My school things! (Project)


1

II TERM

My Room

1

Objects around me


1.UE7 use personal

subject pronouns to

identify things,

1.S5 produce words

in response to prompts, 1.S1 make basic

personal statements

and simple statements

about objects,

1.UE1 use common

singular and plural

nouns to say what and

where things are,

1.L3 recognise with

support simple

greetings

recognise the spoken

form of a limited range

of basic and everyday

classroom words,

Learners learn to understand and respond to short, basic, supported and

unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal

information and classroom routines. Learners learn to express themselves using basic modals and common present

simple


-Encourage learners to repeat the new words several times

-Use dialogic teaching and learning to learn

-Use both telling and showing method

to identify the ways to ‘activate’ learning

Tangential skill learning: where learners are taught how to do something through the medium of

English e.g. how to perform a magic trick, wrap a present or make hand-puppet shapes.

corkboards, wall

space, flip charts, exhibition boards;

1

2

What is this?


1

3

Furnitures


1.L3 recognize with support common names and names of places recognize 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.S3 pronounce familiar words and expressions intelligibly 1.S5 use words in short exchanges

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

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

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

Learners learn to understand and respond to short, basic, supported and

unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal

information and classroom routines. Learners learn to express themselves using basic modals and common present

simple


-Smile, create a favorable atmosphere in class

-Ask more questions

-Encourage learners dialogic learning

-Smile, create a favorable atmosphere in class

-Ask more questions

-Encourage learners dialogic learning


To identify the ways to ‘activate’ learning. This will help my learners to make a good progress in learning

and fulfill their potential


Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic

prompts.

Craft activities: where learners are provided instructional input through language and make craft

outcomes.

ICT displays - smart/interactive white boards or screens, projectors;

Picture dictionaries,


1

4

Have you got a .....?



1

5

Toys


1.S3 pronounce basic

words and expressions intelligibly,

1.UE11 use there is /

are to make short statements,

1.L3 recognize with support simple

greetings recognise the spoken form of a limited range of basic and everyday

classroom words,

1.S1 make basic personal statements

and simple statements about objects,

1.UE3 use basic adjectives and colours to say what someone /something is or has

Learners develop the ability to understand the main points and more specific

information of short and longer talk on a range of general and curricular topics

spoken slowly and distinctly. Learners learn to express themselves using basic modals

-Use audio and visual materials

- Use learners’ favorite game

-Don’t speak fast in English

-Use pair work

-Pronounce the words distinctly


To develop the pupils' skills and to encourage them while they perform

individual tasks.


Multi-sensory writing: deciphering what someone writes in the air or on your back, making words

by forming letters with bodies etc.

Craft activities: where learners are provided instructional input through language and make craft

outcomes.

ICT displays - smart/interactive white boards or screens, projectors;

memory posters,

games, songs, word flashcards, toys

additional

1

6

Commands


1

1


7

My favourite toys!

(Project)


3. My pets

8

Pets


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

1.L9 recognize the names of letters of the alphabet

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

1.S3 pronounce familiar words and expressions intelligibly

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.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

Learners develop the ability to understand the main points and more specific

information of short and longer talk on a range of general and curricular topics

spoken slowly and distinctly. Learners learn to express themselves using basic modals

-Use ICT, critical thinking strategies

-Encourage active enquiry based learning and learner research

-Use group work


To identify the ways to ‘activate’ learning

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic

prompts.

presentations and other pair and group work. It can also help to facilitate classroom

management;

1

9

Have you got a pet?


-Use dialogic teaching and learning

-Use both telling and showing method

to identify the ways to ‘activate’ learning

Tangential skill learning: where learners are taught how to do something through the medium of

English e.g. how to perform a magic trick, wrap a present or make hand-puppet shapes.

corkboards, wall

space, flip charts, exhibition boards;

1

10

Pets and wild animals.


1.S3 pronounce basic words and expressions intelligibly,

1.L1 recognize short

instructions for basic

classroom routines spoken slowly and distinctly,

1.R1 recognise initial

letters in names and

places

Learners develop the ability to understand the main points and more specific

information of short and longer talk on a range of general and curricular topics

spoken slowly and distinctly. Learners learn to express themselves using basic modals

-Work on mistakes together with learners

-Use role playing activities

-Motivate learners to interact with one another

To identify the ways to ‘activate’ learning. This will help my learners to make a good progress in learning

and fulfill their potential.


Multi-sensory writing: deciphering what someone writes in the air or on your back, making words

by forming letters with bodies etc.

computers with the Internet access, CD and DVD players;

1

11

Is there a tortoise on the table?


1

12

Colours


1.L3 recognize with

support simple greetings

recognize the spoken

form of a limited range

of basic and everyday

classroom words,

1.R1 recognize initial

letters in names and places,

1.S3 pronounce basic

words and expressions

intelligibly,

1.S1 make basic

personal statements

and simple statements

about objects

Learners learn to understand and respond to short, basic, supported and

unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal

information and classroom routines. Learners learn to express themselves using basic modals

-Pronounce the words distinctly

-Encourage learners to repeat the new words several times

to develop their skills and to encourage them while they perform

individual tasks.


Craft activities: where learners are provided instructional input through language and make craft

outcomes.

Additional English practice books on vocabulary, listening,

speaking, reading skills, authentic reading material - books, magazines

newspapers, the Internet;

1

13

What colour is your cat?


1

14

Size


1.S3 pronounce basic

words and expressions

intelligibly,

1.UE7 use personal subject pronouns to identify things,

1.S5 produce words

in response to prompts,

1.L3 recognize with

support simple greetings

recognize the spoken

form of a limited range

of basic and everyda

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal

information and classroom routines. Learners learn to express themselves using basic modals

-Use more visual aids

-Use interesting game -Repeat phrases

-Use ICT to interest learners

To

maintain the pupils’ motivation .

.

Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm,

rhyming words etc..

reference resources - picture dictionaries, mono and multilingual

dictionaries;

1

15

Is it big?


1

16

My Pet! (Project work)


1.S3 pronounce basic

words and expressions

intelligibly,

1.UE11 use there is /

are to make short

statements,

1.L1 recognize short

instructions for basic

classroom routines

spoken slowly and

distinctly,

1.S1 make basic

personal statements

and simple statements

about objects

Learners begin to read and follow, with support, classroom instruction and short

simple texts on familiar and general topics by using contextual clues. Learners learn to express themselves using basic modals and common present

simple


-Use ICT, critical thinking strategies

-Encourage active enquiry based learning and learner research

-Use group work


To develop the pupils' skills and to encourage them while they perform

individual tasks.


Craft activities: where learners are provided instructional input through language and make craft

outcomes.

Sets of textbooks which include a cultural and historical background of

Kazakhstan;

1

III TERM

MY Food

1

Food


1.S3 pronounce basic

words and expressions

intelligibly,

1.L1 recognise short

instructions for basic

classroom routines spoken slowly and distinctly,

1.R1 recognise initial

letters in names and

places

Learners develop the ability to understand the main points and more specific

information of short and longer talk on a range of general and curricular topics

spoken slowly and distinctly. Learners learn to express themselves using basic modals

-Work on mistakes together with learners

-Use role playing activities

-Motivate learners to interact with one another

To identify the ways to ‘activate’ learning. This will help my learners to make a good progress

Multi-sensory writing: deciphering what someone writes in the air or on your back, making words

by forming letters with bodies etc.

computers with the Internet access, CD and DVD players;

1

2

Have you got any bananas?


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

1.S3 pronounce familiar words and expressions intelligibly

1.S5 use words in short exchanges

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

Learners develop the ability to understand the main points and more specific

information of short and longer talk on a range of general and curricular topics

spoken slowly and distinctly. Learners learn to express themselves using basic modals

-Smile, create a favorable atmosphere in class

-Ask more questions

-Encourage learners dialogic learning


To identify the ways to ‘activate’ learning. This will help my learners to make a good progress in learning

and fulfill their potential.

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic

prompts.

ICT displays - smart/interactive white boards or screens, projectors;

1

3

Do you like apples?


Learners begin to read and follow, with support, classroom instruction and short

simple texts on familiar and general topics by using contextual clues. Learners learn to express themselves using basic modals and common present

simple


-Smile, create a favorable atmosphere in class

-Ask more questions

-Encourage learners dialogic learning


To

maintain the pupils’ motivation .

.

Craft activities: where learners are provided instructional input through language and make craft

outcomes.

Picture dictionaries,


1

4

Fruits


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.S5 use words in short exchanges

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

Learners learn to understand and respond to short, basic, supported and

unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal

information and classroom routines. Learners learn to express themselves using basic modals

-Use audio and visual materials

- Use learners’ favorite game

-Don’t speak fast in English

-Use pair work

To develop the pupils' skills and to encourage them while they perform

individual tasks.


Multi-sensory writing: deciphering what someone writes in the air or on your back, making words

by forming letters with bodies etc.

ICT displays - smart/interactive white boards or screens, projectors;

1

5

What's in your basket?


Learners develop the ability to understand the main points and more specific

information of short and longer talk on a range of general and curricular topics

spoken slowly and distinctly. Learners learn to express themselves using basic modals

-Pronounce the words distinctly

-Encourage learners to repeat the new words several times

To make a feedback

Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm,

rhyming words etc..

memory posters,

games, songs, word flashcards, toys

1

6

Vegetables


1.S3 pronounce basic

words and expressions

intelligibly,

1.UE7 use personal subject pronouns to identify things,

1.S5 produce words

in response to prompts,

1.L3 recognize with

support simple greetings

recognize the spoken

form of a limited range

of basic and everyda

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal

information and classroom routines. Learners learn to express themselves using basic modals

-Work on mistakes together with learners

-Use role playing activities

-Motivate learners to interact with one another

-Use more visual aids

-Use interesting game -Repeat phrases

-Use ICT to interest learners

To identify the ways to ‘activate’ learning

to

maintain the pupils’ motivation

Craft activities: where learners are provided instructional input through language and make craft

outcomes.

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic

prompts.

additional English practice books on vocabulary, listening,

speaking, reading and writing skills, authentic reading material - books, magazines,

newspapers, the Internet;

computers with the Internet access, CD and DVD players;

1

7

Can I have some juice?


1

8

My favourite food!

(Project work)


1.S3 pronounce basic words and expressions intelligibly,

1.UE11 use there is / are to make short

statements,

1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly,

1.S1 make basic personal statements

and simple statements about objects

Learners begin to read and follow, with support, classroom instruction and short

simple texts on familiar and general topics by using contextual clues. Learners learn to express themselves using basic modals and common present

simple


-Use ICT, critical thinking strategies

-Encourage active enquiry based learning and learner research

-Use group work


To identify the ways to ‘activate’ learning

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic

prompts.

presentations and other pair and group work. It can also help to facilitate classroom

management;

1

9

Musical instruments


1.S3 pronounce basic words and expressions intelligibly,

1.L4 recognise basic Intonation distinguishing questions from statements, 1.UE5 use interrogative pronouns what, where, how to

ask basic questions,

1.S1 make basic personal statements

and simple statements about objects,

1.L1 recognise short instructions for basic classroom routines spoken slowly and

distinctly

Learners learn to understand and respond to short, basic, supported and

unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal

information and classroom routines. Learners learn to express themselves using basic modals

-Use dialogic teaching and learning

-Use both telling and showing method

to identify the ways to ‘activate’ learning

Tangential skill learning: where learners are taught how to do something through the medium of

English e.g. how to perform a magic trick, wrap a present or make hand-puppet shapes.

corkboards, wall

space, flip charts, exhibition boards;

1

10

Can you play the drum?


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

Learners learn to understand and respond to short, basic, supported and

unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal

information and classroom routines. Learners learn to express themselves using basic modals and common


-Smile, create a favorable atmosphere in class

-Ask more questions

-Encourage learners dialogic learning


To identify the ways to ‘activate’ learning. This will help my learners to make a good progress


Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic

prompts.

ICT displays - smart/interactive white boards or screens, projectors;

1

11

Activities


1.S3 pronounce basic words and expressions intelligibly,

1.S51.S5 produce words in response to prompts,

1.L2 recognise with considerable support a few basic personal

questions spoken slowly and distinctly,

1.UE9 use basic present simple forms

[positive, negative] to give basic personal information

Learners develop the ability to understand the main points and more specific

information of short and longer talk on a range of general and curricular topics

spoken slowly and distinctly. Learners learn to express themselves using basic modals

-Smile, create a favorable atmosphere in class

-Ask more questions

-Encourage learners dialogic learning

To

maintain the pupils’ motivation .

.

Craft activities: where learners are provided instructional input through language and make craft

outcomes.

Picture dictionaries,


1

12

I can dance and sing!


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

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal information and classroom routines.

-Use audio and visual materials

- Use learners’ favorite game

-Don’t speak fast in English

-Use pair work

To develop the pupils' skills and to encourage them while they perform

individual tasks.


Multi-sensory writing: deciphering what someone writes in the air or on your back, making words

by forming letters with bodies etc.

ICT displays - smart/interactive white boards or screens, projectors;

1

13

My musical instrument!

(Project work)


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

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

1.S5 use words in short exchanges

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

Learners learn to understand and respond to short, basic, supported and

unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal

information and classroom routines.

-Pronounce the words distinctly

-Encourage learners to repeat the new words several times

To make a feedback

Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm,

rhyming words etc..

memory posters,

games, songs, word flashcards, toys

1

14

My face


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

1.L2 recognise with support a limited range of basic common personal questions 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.S1 make basic personal statements about people, objects and classroom routines

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

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

Learners learn to understand and respond to short, basic, supported and

unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal

information and classroom routines. Learners learn to express themselves using basic modals and common present

simple and continuous forms to describe events and give basic personal

information.

-Work on mistakes together with learners

-Use role playing activities

-Motivate learners to interact with one another

To identify the ways to ‘activate’ learning

Craft activities: where learners are provided instructional input through language and make craft

outcomes.

additional English practice books on vocabulary, listening,

speaking, reading and writing skills, authentic reading material - books, magazines,

newspapers, the Internet;

1

15

Touch your ears!


1

16

I have got green hair and blue eyes.


1

17

This is me!

(Project work)


1

18

The three princessess!


1

IV TERM

All About My world

1

My Kazakhstan


1.R3 recognise some very high-frequency words from local

environment,

1.UE2 use cardinal numbers 1 – 10 to count,

1.S6 exchange simple greetings and say please, sorry and thank you,

1.L1 recognise short instructions for basic classroom routines

spoken slowly and distinctly

1.S1 make basic personal statements

and simple statements about objects

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal information and classroom routines.

-Scaffold learners if necessary

-Ask more questions

-Smile, create a favorable atmosphere in class

To develop the pupils' skills and to encourage them while they perform

individual tasks.


Craft activities: where learners are provided instructional input through language and make craft

outcomes.

visual aids and realia – story/conversational/memory posters,

phonics cards, word flashcards, toys

1

2

Is there any rivers, mountains and lakes?


1

3

My friend


1.S3 pronounce basic words and expressions intelligibly,

1.L3 recognise with support simple

Greetings recognise the spoken

form of a limited range

of basic and everyday

classroom words,


Learners develop the ability to understand the main points and more specific

information of short and longer talk on a range of general and curricular topics

spoken slowly and distinctly. Learners learn to express themselves using basic modals and common present

simple.

-Don’t speak so fast in English -Use both telling and showing method

-Use both telling and showing method

To make a feedback

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic

prompts.

Additional English practice books on vocabulary, listening,

speaking, reading skills, authentic reading

1

4

My friend's family


1.S3 pronounce basic words and expressions intelligibly,

1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly,

1.UE11 use there is / are to make short statements,

1.S1 make basic personal statements

and simple statements about objects,

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines.

-Use audio and visual methods of communication

-Create good and friendly atmosphere in class

To identify the ways to ‘activate’ learning

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic

prompts.

computers with the Internet access, CD and DVD players;

1

5

Shapes


1.L3 recognise with support simple

Greetings recognise the spoken

form of a limited range of basic and everyday classroom words,

1.S4 respond to very basic supported

personal questions,

1.S5 produce words

in response to prompts

Learners develop the ability to understand the main points and more specific

information of short and longer talk on a range of general and curricular topics

spoken slowly and distinctly. Learners learn to express themselves using basic modals and common present

simple

-Encourage learners to repeat the new words several times

-Use dialogic teaching and learning to learn


To

maintain the pupils’ motivation

Craft activities: where learners are provided instructional input through language and make craft

outcomes.

reference resources - picture dictionaries, mono and multilingual

dictionaries;

1

6

How many circles?


1

7

Clothes


1.UE9 use basic present simple forms [positive, negative] to

give basic personal information,

1.S3 pronounce basic words and expressions intelligibly,

1.L4 recognise basic intonation

distinguishing questions from statements,

1.R1 recognise initial letters in names and places,

1.S1 make basic personal statements

and simple statements about objects,

Learners learn to understand and respond to short, basic, supported and

unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal

information and classroom routines. Learners learn to express themselves using basic modals

- Encourage learners to listen to peers

-Support discussion

-Scaffold learners if necessary


To identify the ways to ‘activate’ learning. This will help my learners to make a good progress in learning

and fulfill their potential.

Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm,

rhyming words etc..

corkboards, wall

space, flip charts, exhibition boards;

1

8

What colour is a dress?


1.S1 make basic personal statements

and simple statements about objects

1.L3 recognize with support simple

greetings recognize the spoken form of a limited range of basic and everyday classroom words,

1.UE7use personal subject pronouns to identify things,

Learners develop the ability to understand the main points and more specific

information of short and longer talk on a range of general and curricular topics

spoken slowly and distinctly. Learners learn to express themselves using basic modals

-Help learners into a text by ranking what to listen for each time

-Get learners to think before answering

To

maintain the pupils’ motivation


Craft activities: where learners are provided instructional input through language and make craft

outcomes.

visual aids and realia – story/conversational/memory posters,

phonics cards, word flashcards, toys

1

9

Cutlery


1.S5 produce words in response to prompts,

1.L3 recognize with support simple

Greetings recognize the spoken

form of a limited range of basic and everyday classroom words,

1.S1 make basic personal statements

and simple statements about objects,

1.UE9 use basic present simple forms [positive, negative] to

give basic personal information,

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal

information and classroom routines. Learners learn to express themselves using basic modals

-Smile, create a favorable atmosphere in class

-Ask more questions

-Encourage learners dialogic learning


To develop the pupils' skills and to encourage them while they perform

individual tasks.


Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic

prompts.

Additional English practice books on vocabulary, listening,

speaking, reading skills, authentic reading material - books, magazines,

newspapers, the Internet;

1

10

Is this a plate?


1

11

In the Zoo!


1.S3 pronounce basic words and expressions intelligibly,

1.L2 recognize with considerable support a few basic personal

questions spoken slowly and distinctly,

1.UE5 use interrogative pronouns

what, where, how to ask basic questions,

1.S1 make basic personal statements

and simple statements about objects

Learners develop the ability to understand the main points and more specific

information of short and longer talk on a range of general and curricular topics

spoken slowly and distinctly. Learners learn to express themselves using basic modals

-Use audio and visual materials

- Use learners’ favorite game

-Don’t speak fast in English

-Use pair work

To make a feedback

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic

prompts.

computers with the Internet access, CD and DVD players;

1

12

What are these?


1

13

Injuries


1.UE1 use common singular and plural nouns to say what and

where things are,

1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly,

1.UE9 use basic present simple forms [positive, negative] to

give basic personal information,

1.S1 make basic personal statements

and simple statements

about objects

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions.

Learners develop the ability to ask and answer questions using appropriate word

stress and intonation in order to find out about a limited range of personal

information and classroom routines.

-Pronounce the words distinctly

-Encourage learners to repeat the new words several times

To identify the ways to ‘activate’ learning

Craft activities: where learners are provided instructional input through language and make craft

outcomes.

reference resources - picture dictionaries, mono and multilingual

dictionaries;

1

14

What's the matter?


1

15

Travelling


1.UE8 use imperative forms of common verbs related to

classroom routines,

1.L2 recognize with considerable support a few basic personal

questions spoken slowly and distinctly,

1.S1 make basic personal statements

and simple statements about objects,

1.R1 recognize initial letters in names and places,

Learners develop the ability to understand the main points and more specific

information of short and longer talk on a range of general and curricular topics

spoken slowly and distinctly. Learners learn to express themselves using basic modals and common present

simple and continuous forms to describe events and give basic personal

information.

-Work on mistakes together with learners

-Use role playing activities

-Motivate learners to interact with one another

to

maintain the pupils’ motivation

Multi-sensory writing: deciphering what someone writes in the air or on your back, making words

by forming letters with bodies etc.

Sets of textbooks which include a cultural and historical background of

Kazakhstan;

1

16

Favorite places


1.L4 recognise basic intonation

distinguishing questions from statements,

1.L3 recognise with support simple

greetings recognise the spoken form of a limited range of basic and everyday classroom words,

1.S5 produce words in response to prompts,

1.S3 pronounce basic words and expressions intelligibly

Learners develop the ability to understand the main points and more specific

information of short and longer talk on a range of general and curricular topics

spoken slowly and distinctly. Learners learn to express themselves using basic modalsto describe events and give basic personal

information.

-Use ICT, critical thinking strategies

-Encourage active enquiry based learning and learner research

-Use group work


To

maintain the pupils’ motivation .

.

Craft activities: where learners are provided instructional input through language and make craft

outcomes.

visual aids and realia – story/conversational/memory posters,

phonics cards, word flashcards, toys

1




38


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Дата добавления 21.10.2016
Раздел Иностранные языки
Подраздел Конспекты
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