Рабочая программа Incredible English

Пояснительная записка по курсу английского языка “Incredible English”

В условиях современного мира иностранный язык является реально востребованным как инструмент межкультурного общения, способный  помочь в решении жизненно важных проблем.

Модель коммуникативной компетенции учитывает как языковые, так и коммуникативные потребности учащихся. Она показывает, что успешность коммуникации зависит как от знания грамматических структур изучаемого языка, лексических, семантических и фонологических особенностей построения высказывания, так и от умения применять эти знания на практике, в конкретной ситуации общения.

Цели данного курса базируются на фундаментальных целях образования. Курс признает необходимость помочь учащимся  в применении их учебных навыков, а так же в развитии личностных качеств и навыков межличностного общения.

Задачи курса:

1. Развитие языковых навыков
2. Развитие учебных стратегий
3. Обучение для жизни
4. Понимание себя и других
5. Обучение другим предметам через английский язык

Данная программа основана на материале известного аутентичного курса “ Incredible English ”, созданного британским издательством “Oxford University Press”.

Кому предназначен данный курс?

Курс “ Incredible English ” предназначен для учащихся в возрасте от 6 до 13 лет. Рекомендуется следующее распределение уровней по возрастам:

Уровень 1 – 6 лет-7лет;

Уровень  2 – 7-8 лет;

Уровень 3 -  9-10 лет;

Уровень 4 – 10-11лет;

Уровень 5 -  11-12 лет;

Уровень 6 – 12-13 лет.

Состав УМК.

В состав УМК входят следующие компоненты:

·         Книга для учащихся

·         Рабочая тетрадь

·         Книга для учителя с ксерокопируемыми тестами и дополнительными заданиями

·         Набор аудиодисков

·         Ресурсный пакет для преподавателя

·         DVD и рабочая тетрадь

Книга для учащихся содержит учебный материал, предназначенный для изучения в классе, включая истории, песни, игры и другие задания. Девять основных разделов основываются на темах, соответствующих интересам детей соответствующей возрастной группы. Так же имеются три раздела посвященные праздникам и  три культурологических раздела о жизни четырех детей из разных стран мира.

Рабочая тетрадь   наполнена интересными и увлекательными заданиями типа головоломок для тренировки языкового материала. В конце каждого раздела имеется секция самооценки.  В конце тетради имеется словарь в картинках с наклейками для того, чтобы учащиеся овладели навыками организации и запоминания ключевой лексики. 

Книга для учителя  служит  четким и гибким сопровождением  для преподавателя по всем аспектам курса. Она включает:

• Содержание
• Введение в курс
• Банк игр и заданий
• Список возможного для использования в классе языка
• Пошаговые инструкции на каждый раздел учебника с дополнительными предложениями
• Расшифровки всех записей
• Ответы ко всем заданиям
• Методическое сопровождение к праздничным урокам, включая культурологическую информацию
• Ксерокопируемые тесты
• Ксерокопируемые страницы портфолио
• Список слов, содержащий ключевые слова и выражения
• CD с тестовыми материалами  для прослушивания.

Аудиодиски сопровождают материалы курса на каждом уровне, содержат все песни, рифмовки, истории и другие задания на аудирование

Ресурсный пакет для преподавателя  содержит:

• Флешкарты
• Текстовые карточки
• Буклет ксерокопируемых материалов
• Книга карточек по историям из книги для учащихся
• Игрушка
• Волшебная коробка для материалов к урокам
• Постер

DVD и рабочая тетрадь поддерживает межпредметный аспект курса и является интерактивным дополнением к нему. Рабочая тетрадь содержит задания для учащихся и сопровождение для преподавателя для эффективной работы с материалами DVD.

Методические основы УМК

Метафорой данного курса является набор инструментов, который представляет многообразную природу изучения и преподавания языка. В отделениях метафорического набора преподаватели находят то, что им нужно для преподавания, а учащиеся открывают для себя то, что им нужно освоить в английском языке. Эта концепция отражена в книге для учащихся в образе Mr. Fixit с набором инструментов и коробки Нортона (птица, персонаж курса), которая используется на занятиях.

 Дети более эффективно изучают иностранный язык, если они слышат и видят его в значимом контексте до того, как начинают использовать его сами. Так же они должны быть вовлечены в разнообразные и интересные им задания.  В соответствии с данным подходом преподавателю необходимо:

• Делать соединения с развитием понимания мира у учащихся
• Использовать родной язык учащихся в качестве мостика к изучению английского языка
• Использовать каждую возможность для того, чтобы говорить на английском языке
• Использовать возможности освоения языка в процессе организации и подготовки заданий, а так же говоря о ближайшем окружении учащихся

Учащимся необходимо:

• Стать эффективными и независимыми учениками
• Развивать осознание собственных учебных стратегий
• Выполнять задания, соответствующие их различным стилям обучения
• Иметь возможность обдумывать, какие стратегии наилучшим образом помогают им в учебе

Данный курс помогает в осуществлении этих задач, обеспечивая материал для поддержки различных стилей обучения:

• Лингвистический: истории, язык преподавателя;
• Музыкальный: песни и рифмовки;
• Кинестетический: игры на действие, задания на прослеживание и присоединение, итд;
• Визуальный: рисунки, диаграммы, флешкарты, вырезание и приклеивание, наблюдение (посмотри и найди);
• Математический: задания, где  необходимо устанавливать последовательность элементов;
• Естественнонаучный: задания, основанные на явлениях природы, включая наблюдение, категоризацию, циклы;
• Межличностный: игры в кругу, парные и групповые задания;
• Личностный: личная коллекция слов (Словарь в картинках)б размышление и рассказ о собственных возможностях, постановка целей.

Курс так же предлагает богатый визуальный и аудио контекст, который помогает повысить уровень визуальной и аудио грамотности через:

• Предположение, прослушивание и чтение историй
• Встреча со знакомыми героями в заданиях перед историями и после историй
• Взаимодействие с игрушкой
• Использование визуальной поддержки (иллюстрации в книге для учащихся и рабочей тетради, флешкарты, постер, и весь визуальный материал, который учащиеся делают в классе).

Акцент на персональное, социальное образование и образование в области здоровья представлен в песнях, историях, рифмовках и последующих заданиях.

Курс использует все имеющиеся возможности для поощрения соответствующего поведения, чувства общности, заботы о других и развития хороших взаимоотношений

Накопление знаний  о культуре и кросс-культурные сравнения являются неотъемлемой частью изучения языка.

 Для учащихся важно:

• Развивать осознание людей вокруг
• Узнавать о людях, живущих в других странах
•  Понимать различное и общее между их собственной и другими культурами

Одним из ключевых элементов курса является обучение другим предметам через английский язык. Курс осуществляет прямую связь с такими предметами, как математика, естественные науки, искусство и персональное, социальное образование. Каждый раздел содержит секцию, которая имеет целью связать тему раздела с одним из предметов.

Данная секция  включает:

• Новую лексику
• Задания на аудирование и чтение, которые развивают понимание предмета и тренируют навыки, специфические для конкретного предмета
• Практическое задание, позволяющее учащимся быть лично вовлеченными в тему
• Ксерокопируемый лист материалов для преподавателей, которые хотят продолжить работу над темой.

Каждый раздел содержит три секции, которые являются частью процесса оценки. Они имеют целью:

·         Повысить уровень осознания потенциала учащихся

·         Помочь учащимся понять цель уроков и их учебы

·         Усилить чувство достижения

Курс так же предлагает задание на самооценку. Акцент делается на приложение усилий для выполнения задания, а не на то насколько хорошо учащийся справляется с ним.

В помощь наблюдениям преподавателя курс предлагает две ксерокопируемые карты достижений, которые могут быть использованы для постоянной записи сведений о поведении и достижений лингвистических целей по разделам. Критерии перечислены на картах, они являются предложениями, так же имеется пространство для собственных пометок преподавателя. 

Структура курса:

Книга для учащихся содержит девять основных разделов. Каждый раздел состоит из 10 основных и двух дополнительных уроков.

В дополнение к девяти основным разделам имеется секция Праздников, состоящая из 4 уроков и секцию Культура, которая состоит из трех мини-разделов (два урока на раздел)

Структура раздела:

• Введение лексики
• Тренировка лексики
• История
• Грамматика
• Параллельная история
• Письмо
• Обучение для жизни
• Обучение через английский (2 основных урока + 1 дополнительный)
• Повторение
• Обзор и самооценка

Перечень рекомендуемого учебно-методического обеспечения

1. Sarah Phillips, Michaela Morgan, Mary Slattery Class Book 1 Oxford University Press
2. Sarah Phillips, Michaela Morgan, Mary Slattery Activity Book 1 Oxford University Press
3. Mary Slattery Teacher’s Book 1 Oxford University Press
4. Sarah Phillips, Michaela Morgan, Mary Slattery Class Book 2 Oxford University Press
5. Sarah Phillips, Michaela Morgan, Mary Slattery Activity Book 2 Oxford University Press
6. Mary Slattery Teacher’s Book 2 Oxford University Press
7. Sarah Phillips, Michaela Morgan Class Book 3 Oxford University Press
8. Sarah Phillips, Michaela Morgan Activity Book 3 Oxford University Press
9.  Nick Bear Teacher’s Book 3 Oxford University Press
10. Peter Redpath, Michaela Morgan, Sarah Phillips Class Book 4 Oxford University Press
11. Peter Redpath, Michaela Morgan, Sarah Phillips Activity Book 4 Oxford University Press
12. Nick Bear Teacher’s Book 4 Oxford University Press
13. Sarah Phillips, Peter Redpath Class Book 5 Oxford University Press
14. Sarah Phillips, Peter Redpath Activity Book 5 Oxford University Press
15. Nick Bear Teacher’s Book 5 Oxford University Press

Примерное тематическое планирование по курсу Incredible English 1

Раздел	Основной язык	Обучение через английский (CLIL)	Дополнительный язык (истории,  песни, итд)	Навыки	Познавательные навыки Обучение для жизни	Кол-во часов
Unit 1 Hello, Mr. Fixit!	Greetings: Hello, Goodbye Characters: Flo, Fred, Titch, Bing, Poppy, Mr. Fixit, Norton Colours: red, blue, yellow, green, black, white, orange, purple, pink, grey, brown Numbers: 1-12 Structures: What’s your name? I’m (name) My favourite colour’s…	Maths: shapes: big, small; triangle, square, rectangle, circle How many triangles can you see?	Open the kit. What’s in the kit today? I’m Fred. Sorry! What colour’s your bag? It’s green Look, Mr. Fixit’s here. What’s this? It’s my fixit kit. Children Now, I’ve finished Tap, clap Stand up Sit down Line up Are you ready?  now	Reading:  - read a story - Read the colour words - Recognize initial letters of colour words Listening: Listen to a story Recognize the characters, greetings, numbers and colours Do a colour dictation Follow a maze Match words that start with the same sound Speaking: Say a chant Say a rhyme Sing a song Talk about your favourite colour Act out your own story	Cognitive skills: Create your own version of a story Learn some classroom instructions Count and classify shapes Identify shapes within  a picture Order a series of pictures Continue repeated sequences by drawing the next shape Solve a “what’s missing” puzzle Learning for life: Following instructions Cut and make: A picture made up of shapes
Unit 2 The school show	Family members: Mum, Dad, Grandma, Grandpa, brother, sister, aunt, uncle, cousin Structures: How old are you? I’m (age)	Art: People: man, woman, boy, girl Who can you see in this picture? I can see a man Extension vocabulary (optional): men, women, boys, girls	Who’s this? This is… Pleased to meet you In row one His/her Family That’s not polite! Oh dear! Watch this trick! Mr. Fixit got an idea. Bird Photo Well done! Good luck! All night long.	Reading: Read a story Read the words for family members Recognize initial letters of family members words Writing: Write the family member and people words Listening: Listen to a story Recognize words for colours, family members, people Do a colour dictation Match words that start with the same sound Speaking: Sing two songs Say a rhyme Ask and answer about names and ages Talk about your family Act out your own story	Cognitive skills: Sing a song as a two-part round (optional) Create your own version of a story Talk about painting of people Colour a picture using a key Recreate part of a painting by colouring (optional) Find answers to an odd one out puzzle Learning for life: Encouraging and supporting your friends Cut and make: A picture of someone important to you and a frame
Unit 3 The picnic	Food and drink: Apple, banana, orange, cake, juice, fizzy drink, biscuit, sandwich, yoghurt, chocolate bar Structures: I’ve got	Science: Sugar content: How many spoons of sugar? Three spoons of sugar Food and drink: sugar, cereal bar, bread roll, carrot, milk	Pass me a sandwich, please. Here you are. Thank you/thanks My favourite! Lunch Park, picnic, naughty What have you got? Can I have a banana, too? It’s time for tea. Wash your hands Show me your hands What clean/dirty hands!	Reading: Read a story Read the food and drink words Recognize initial letters of words Match words with their shapes Writing: Write the food and drink words Listening: Listen to a story Recognize food and drink words Match words that start with the same sound Speaking: Say a chant Say a rhyme Sing a song Talk about what you’ve got Agree to swap something with someone else Act out your own story	Cognitive skills: Create your own version of a story Talk about sugar content of food and drink Choose healthy foods for snacks Add small numbers together mentally Solve a “what’s missing” puzzle Learning for life: Washing your hands before meals Cut and make: A paper spoon showing healthy and unhealthy food A ’healthy snacks’ mobile (optional)
Unit 4 The toy cupboard	Toys: Car, doll, ball, robot, teddy, train, bike, plane, computer, puppet Structures: Where’s my…? It’s here It isn’t here	Science: Materials: Plastic, wooden, metal, fabric	What a mess! Put the robot away What colour’s the ball? Here’s your car Here’s the ball Can you see my teddy? I want my doll! Come and share a toy with me. Your turn/my turn Sing a song Read a book Play a game	Reading: Read a story Read the toy words Recognize initial letters of words Writing: Write the words for toys and materials Complete a crossword Listening: Listen to a story Recognize words for toys and materials Match the words that start with the same sound Speaking: Sing two songs Say a rhyme Ask where things are, and answer Say what things are made of Act out your own story	Cognitive skills: Create your own version of a story Add small numbers together mentally Identify what materials some toys are made of Play a game with a spinner Play a dominoes game matching toys and materials Find answers to an odd one out puzzle Learning for life: Sharing things and playing together Cut and make: A spinner showing four materials
Unit 5 Puppets	Parts of the body: Head, body, arms, legs, hands, feet, fingers, toes Structures: It’s got	Maths:  block graphs: Count the blocks. How many children have got blonde hair? Parts of the face: Hair, eyes, nose, mouth, ears, face Blonde What colour hair/eyes have you got? I’ve got red hair and green eyes.	Move the legs That’s easy! That’s impossible! Wait a minute. Don’t be silly! Look at my puppet! What colour is his body? What colour are his hands? Where is the puppet box? Here  it is. Fred makes a fantastic puppet. Clap in (twos). Stretch up high. Touch the sky.	Reading: Read a story Read the words for body and face parts Recognize initial letters of words Match words with their shapes Writing: Write the words for body and face parts Complete a crossword (optional) Listening: Listen to a story Recognize words for body and face parts Match the words that start with the same sound Speaking: Sing two songs Say a rhyme Talk about body parts of puppets and toys Say what colour eyes and hair you’ve got Act out your own story	Cognitive skills: Identify missing pieces from jigsaw puzzle Draw pictures using information from a key Create your own version of a story Play a “three in a row” game (optional) Play a clapping game (song-based) Divide numbers by 2 and 4, and find a remainder Read information from simple block graphs Make simple class block graphs Solve a “spot the differences” puzzle Learning for life: Cooperating and taking turns Cut and make: Paper people showing differences between people
Unit 6 At the farm	Animals: Dog, cat, hen, duck, cow, sheep, goat, horse, donkey, rabbit Structures: I like I don’t like	Science: Baby animals: Foal, lamb, puppy, kitten, chick The mother’s brown and red. She’s got four babies. The babies are yellow. It’s a hen and four chicks. Extension vocabulary (optional): farm, tractor, fence, pond, gate, field, window	Animal noises:  woof, miaow, quack, cluck, moo, baa, neigh, ee-aw Where are the ducks? Over there. What’s your favourite animal? Titch is scared of dogs Help! Poor Titch! I love this spider! Come and feed the sheep. Let’s feed/brush/walk/stroke the dog.	Reading: Read a story Read the animal words Recognize initial letters of words Match halves of words (optional) Writing: Write the animal words Complete a crossword (optional) Listening: Listen to a story Recognize the animal words Match the words that start with the same sound Speaking: Sing two songs Say a rhyme Talk about what you like and don’t like Act out your own story	Cognitive skills: Learn some ‘English’ animal sounds Sing an alternative version of a song, with animal sounds Create your own version of a story Play a Bingo game Talk about the numbers of babies that different animals have Complete a picture of a farm Solve a “what’s missing” puzzle Learning for life: Caring for animals Cut and make: An animal book showing mother and baby animals
Unit 7 At the park	Action verbs; Run, jump, walk, hop, fly, ride a bike, kick a ball, climb a tree, juggle, throw a frisbee Structures: I’m wearing…	Science: growing up Abilities: Swim, talk, draw, read, write, walk He/she can read and write How old is he/she?	Come on! Let’s ride our bikes! Look at me! Stop now, please. That was fun! Are you ready? I’m stuck! I can’t climb down! Can you jump? Trampoline You can do it! Exercise is lots of fun. Jump up and down Touch your toes Turn around	Reading: Read a story Read the action and ability words Recognize initial letters of words Writing: Write the clothes and weather words Complete a crossword Complete simple sentences Listening: Listen to a story Recognize the animal words Follow a route through a park Match the words that start with the same sound Speaking: Say a chant Say a rhyme Sing a song Talk about what you can and can’t do Act out your own story	Cognitive skills: Create your own version of a story Continue repeated sequences by identifying the next picture Find out what children can do by reading a simple key with symbols Talk about what children can do at different ages Identify actions from parts of photos Learning for life: Exercising to keep fit Cut and make: A “photo album” showing yourself at different ages
Unit 8 New clothes	Structures:	Art: Weather: Hot, cold, raining, windy, cloudy What’s the weather like? It’s hot Extension vocabulary (optional): Sunny, snowing, foggy scarf, umbrella, gloves	What have you got? I’ve got a pink dress A pair of (trousers/shorts/socks/shoes) It’s Poppy’s birthday Flo’s got new clothes Titch has got old clothes What can I wear? I hate them! He’s got some special clothes I’m a clown! Perfect for a party! Stamp your feet Clap your hands Slap your legs Tap your nose …if you’re wearing something blue	Reading: Read a story Read the clothes and weather words Recognize initial letters of words Writing: Write the clothes and weather words Complete a crossword Complete simple sentences Listening: Listen to a story Recognize the clothes words Match the words that start with the same sound Speaking: Sing two songs Sing a birthday song Say what you are wearing Say what the weather is like Act out your own story	Cognitive skills: Sing a song as a two-part round (optional) Follow a flow-chart maze Create your own version of a story Play an action game Talk about paintings of weather Draw and colour pictures showing different weather conditions Find answers to an odd one out puzzle Learning for life: Playing games an obeying rules Cut and make: A mobile showing four different kinds of weather
Unit 9 House and home	Parts of a house: Living room, kitchen, bathroom, bedroom, hall, garage, garden Structures: Where’s …? He’s/she’s in the…	Geography: coordinates: What’s in square B3? Where is it in map 1? Places in a town: House, bus stop, shop, school, park, cinema	Knock, knock Run and hide Look inside You’re in there! Mr. Fixit can’t find Norton Norton’s missing! Is he here? Ecveryone looks for Norton They look in the bathroom That’s not Norton! I can see Norton in the garden! It’s time to… Look at that! We’re washing up/tidying up/ cleaning up together. Everything is tidy. Can I help?	Reading: Read a story Read the words for parts of a house and places in a town Recognize initial letters of words Distinguish between he’s and she’s Writing: Write the words for parts of a house and places in town Complete a crossword Complete simple sentences Listening: Listen to a story Recognize the words for parts of a house and places in a town Follow a route through the house Match the words that start with the same sound Speaking: Say a chant Say a rhyme Sing a song Say what room someone is in Say where things are on a simple map Act out your own story	Cognitive skills: Play a finger game Create your own version of a story Identify pictures using sound effects Identify missing pieces from jigsaw puzzle Use simple coordinates (A3, B4) to describe position Identify other words in a given vocabulary set Learning for life: Helping at home Cut and make: A paper house
Festivals Peace day	Peace, indigo, violet	Objectives: Find out about “International day of peace” Learn the colours of the rainbow Learn about colour mixing Make a peace rainbow
Festivals Christmas	Card, robin, star, tree, angel, bell, candle	Objectives: Find out about Christmas in English-speaking countries Learn a Christmas song Make a Christmas card
Festivals Mother’s day	Plant, picture, book	Objectives: Find out about Mother’s day in English-speaking countries Make a Mother’s day card
Children around the world Me and my family (units 1-3)	Australia, Malaysia, Mexico, Canada Where are you from? I’m from… Family, big/little sister	Objectives: Find out about the lives of children in four countries around the world Locate countries on a map/globe Talk about where you come from Work on a ‘Personal album’
Children around the world Food and toys (units 4-6)	Tacos, pineapple, burger, rice, curry Mask, snorkel, skateboard, bat	Objectives: Find out about the food children eat in other countries Find out about the toys children play with in other countries Work on a ‘Personal album’
Children around the world Pets and clothes (units 7-9)	Parrot, tortoise Sandals, blouse, shirt	Objectives: Find out about children and their pets in other countries Find out about the clothes children wear in other countries Work on a ‘Personal album’

Примерное тематическое планирование по курсу Incredible English 2

Раздел	Основной язык	Обучение через английский (CLIL)	Дополнительный язык (истории,  песни, итд)	Навыки	Познавательные навыки Обучение для жизни	Кол-во часов
Unit 1 New friends	Days: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday Structures: That’s (name) She’s my (sister) He’s my (brother) How old is he/she? He’s/she’s (age) Recycled: Numbers 1-12 What’s your name? I’m…	Maths: measurements: metre, centimeter Numbers: 13-30 How tall is he/she? They’re being measured What comes next? Measure Height Tall Measuring tape	Let’s look at… Now look at… Lucky you! List Hamster Monitor Plant Week Play a trick Meet Here There Everywhere Come and play! Don’t be shy! Kick a ball. Fly a kite.	Reading:  - Read a story - Read the days of the week - Find information in a table Listening: Listen to a story Recognize the characters, introductions and numbers Speaking: Sing two songs Talk about your height Act out your own story Writing: Write the days of the week Write numbers Write he’s/she’s Write part of a story	Cognitive skills: Make up your own version of a story Talk about making friends Work out the next numbers in a sequence Match words that start with the same sound Match words to pictures Measure lengths, widths, heights Think about words that start with the same sounds Evaluate your progress in class Learning for life: Making new friends Cut and make: A bookmark A watermeter
Unit 2 The treehouse	Furniture: Box, bed, cupboard, table, shelf, rug, cushion, chair, sofa Structures: Where’s she/he? Is she/he on/in/under the (object)? Recycled: Colour vocabulary Here’s a… I’ve got a…	Art: Rooms in art House: mirror, vase, picture, window, door, rug I can see… Point to the… Is it correct? It’s got a… Collage Painting Colour Cut out stick	Here’s a… I’ve got a…  Let’s take… Stop it! Treehouse Have a look and see. …has got an idea. Books full of… Books can help.	Reading: Read a story Read the words for items of furniture words Listening: Listen to a story Recognize words for items of furniture and household objects Speaking: Sing a song Say a chant Talk about pictures Act out a story  Writing: Write the furniture words Write part of a story	Cognitive skills: Create your own version of a story Talk about using books to learn Talk about the differences between story and factual books Look and talk about paintings of rooms Think about what you do in different rooms Increase spatial awareness Make a collage Match words to pictures Match words that start with the same sound Evaluate your progress in class Learning for life: Using and appreciating books Cut and make: Spot the differences
Unit 3 Come and play!	Toys: Scooter, skateboard, kite, skipping rope, bat, yo-yo Structures: He’s/she’s got a Recycled: Ball, bike, Frisbee I’ve got a…	Maths: Venn diagrams Transport: Motorbike, van, lorry, helicopter	It’s broken! What about a…? Never mind. Broken String Skip like me. Watch my tricks Skip Tricks Wave at me!	Reading: Read a story Read the toy words Listening: Listen to a story Recognize toy words Speaking: Say a chant Sing a song Talk about what other people have got Talk about putting things into categories Act out a story Writing: Write the toy words Write sentences: He’s /she’s got… Write part of a story	Cognitive skills: Make up  your own version of a story Talk about sharing  things with other people Think about putting things into categories Think about similarities and differences Talk about drawing diagrams Practice drawing Venn diagrams Match words that start with the same sound Evaluate your progress in class Learning for life: Playing cooperatively Cut and make: A Venn diagram
Unit 4 At the wildlife park	Wild animals: Dolphin, bat, zebra, crocodile, snake, parrot, penguin, monkey, lion, giraffe Structures: It can/can’t Can it…? Yes/no Recycled: It’s got… It’s (colour)	Art: drawing : Parts of an animal: Wings, tail, beak, feathers Start like this Use a… draw	Can you guess? I know! Stretch Slide Let’s play a game! Can you…like me? Climb a tree Are you ready? My turn Your turn Easy!	Reading: Read a story Read the wild animal and parts of animal words Recognize initial letters of words Identify wild animals from descriptions Listening: Listen to a story Recognize words for wild animals and parts of animals Listen to instructions and draw Speaking: Sing two songs Ask questions to identify animals Say what different animals can do Act out a story Writing: Write the words for wild animals and parts of animals Write what animals can and can’t do Write part of a story	Cognitive skills: Make up your own version of a story Identify different animals and parts of animals Think about how animals move and behave Think about similarities and differences Think about what different animals can and can’t do Follow audio instructions to draw a picture Find the odd one out from a sequence of objects Draw wild animals Think about different stages of a drawing Think about using different mediums to create a picture Think how to display artwork collectively Evaluate your progress in class Learning for life: Playing together and respecting differences Cut and make: Draw a penguin Complete a picture of a wildlife park
Unit 5 At the shop	Small toys: Stickers, marbles, balloons, badges, dinosaurs, key rings, figures, sharpeners, rubbers, felt tips Structures: Can I have…? Yes, here you are. No, sorry. Plural nouns Recycled: Numbers 1-30 Shapes: square, circle, triangle, rectangle Can you see…? I can/can’t… Can I/he/she…? I’ve got…	Maths:  money: pound, p (pence), money, buy Numbers: 31-100 How much…? Can he/she buy…? Coin Cost Pence (p)	We need… Oh dear! No…left! Work hard A surprise party A lovely surprise. Let’s make a… What about you?	Reading: Read a story Read the small toys and school items words Listening: Listen to a story Recognize words for small toys and school items Listen and match parts of a conversation Speaking: Sing two songs Say the numbers 1-100 Ask for items in a shop Writing: Write the words for small toys and school items Write names of shapes Write sums (addition) Write part of a story	Cognitive skills: Make up  your own version of a story Think about doing something nice for someone else Work out what could be made from a selection of materials Make a card Think about shapes in a picture Identify coins from the UK Add coins together Think about what can be bought for a certain amount of money Think about saving money Evaluate your progress in class Learning for life: Lear about caring for family and friends Cut and make: Using money
Unit 6 Lunchtime	Food: Cheese, tuna, chicken, tomatoes, sardines, sausages, rice, bread, lettuce, eggs Structures: Do you like…? Recycled: Sandwich I like/don’t like Can I have a…?	Science: Food groups: Meat, fish, cereal, fruit, vegetables, dairy What is (food)?	Can I help you? What would you like? Who’s next? Can I have… …a little bit? …some more? Welcome! lunch	Reading: Read a story Read the food and food groups words Read and recognize descriptions of food Match halves of words (optional) Listening: Listen to a story Recognize words for food and food groups Speaking: Sing two songs Join in a rhyme Ask for and express opinions Act out a story Writing: Write the words for food and food groups Write part of a story	Cognitive skills: Learn some ‘English’ animal sounds Sing an alternative version of a song, with animal sounds Create your own version of a story Play a Bingo game Talk about the numbers of babies that different animals have Complete a picture of a farm Solve a “what’s missing” puzzle Learning for life: Caring for animals Cut and make: An animal book showing mother and baby animals
Unit 7 At the fair	Feelings; Sad, cross, happy, scared, sleepy, hungry, thirsty, bored, dizzy Are you (feeling)? Yes. No, I’m (feeling). Recycled: Hot, cold I’m (feeling).	Music:  Responses to music Musical Instruments: Violin, flute, guitar, xylophone, piano What can you hear? Can you hear a…? Do you feel…? How do you feel? Beat, shaker Is it a loud sound? Is it a soft sound? A strong beat. Pass it on!	I’m excited! Bull’s eye! Clap your hands. Hold your head. Swing your arms. Rub your eyes. Stamp your feet. Smile at me Play with me Talk to me Hold my hand	Reading: Read a story Read the feelings words Writing: Write the words for feelings and musical instruments Listening: Listen to a story Listen to musical instruments Recognize words for feelings and musical instruments Speaking: Say a chant Sing a song Express emotions Act out a story	Cognitive skills: Create your own version of a story Think about how things make you feel Think about personal emotional responses to different kinds of music Think about how you can be a good friend Think about how people can feel differently about the same things Make a musical instrument Learn about rhythm Relate music to colours and shapes Evaluate your progress in class Learning for life: Learn about recognizing and dealing with emotions Cut and make: A shaker
Unit 8 At home	Indoor activities: Watch TV, read, play on the computer, do my homework, make a model, cook, paint, sleep, do a puzzle, play a game What are you (verb)+ing? I’m (verb)+ing Recycled: Can I…?	Science: Using and saving water Uses of water: Wash my hands, wash up, clean my teeth, have a bath, litre How many times do you (activity)? How much water? How many bottles? Washing machine	I’m bored It’s raining hard I’m busy Hole Fix Why not? Come on Have some fun Play with me Come and help! Let’s go!	Reading: Read a story Read the indoor activities and water words Writing: Write the words for indoor activities and ways to use water Write part of a story Listening: Listen to a story Listen and match parts of a conversation Recognize the words for indoor activities and ways to use water Speaking: Sing a song Say a chant Talk about what you do at the weekend Act out a story	Cognitive skills: Create your own version of a story Think about volume and capacity Think about how people use water Think about why we need to save water and how we can do this Work out how mush water a family can use Think about how much water is needed for different activities Think about why our bodies and minds need to be active Think about making choices and planning to do different activities Evaluate your progress in class Learning for life: Learn about making choices about what to play Cut and make: A water meter
Unit 9 At the pool	Outdoor activities: Write a postcard, float, eat an ice-cream, drink a milkshake, swim, have a shower, read a comic, listen to the radio, watch What’s he/she …ing? He’s/she’s…ing Recycled: I’m …ing	Art and Geography: Children’s games and map coordinates Children’s games: Play leapfrog, play marbles, play with a top, dance Spinner Spin	Not now! What’s the matter? Hurry up! Wait a minute! Look at me. Smile, please. Cream Back Rules	Reading: Read a story Read the outdoor activities and children’s games words Writing: Write the words for outdoor activities and children’s games Write part of a story Listening: Listen to a story Listen and match parts of a conversation Recognize the words for outdoor activities and children’s games Speaking: Sing two songs Act out a story	Cognitive skills: Create your own version of a story Think about what you can do at a pool Make a toy Use coordinates to find parts of a picture Think about mirror images Think about the initial sounds of words Evaluate your progress in class Learning for life: Learn about taking care in the sun Cut and make: A spinner
Festivals Christmas	Present, ball, light, snowflake Recycled: star, angel, bell, candle	Objectives: Find out about Christmas in English-speaking countries Learn a Christmas song Make  Christmas decorations for the classroom
Festivals Easter	Flower, bush, bench, flowerpot, basket Recycled: Tree, box, table, egg	Objectives: Learn about Easter in English-speaking countries Make an Easter egg
Festivals Tree day	Leaf, oak tree, palm tree Recycled: Apple tree, orange tree	Objectives: Learn about “Tree Day” Learn about different types of trees and leaves Make a tree badge
Children around the world Me and my friends (units 1-3)	Scotland, India, Peru, Ghana Recycled: I’m from… This is my… I’ve got	Objectives: Find out about the lives of children in four countries around the world Locate countries on a map/globe Talk about where you come from Talk about your friends and your bedroom Work on a ‘Personal album’
Children around the world Animals from my country (units 4-6)	Deer, golden eagle, cobra, tiger, jaguar, flamingo, chameleon, elephant Recycled: Colours It’s… It can…	Objectives: Find out about animals in different countries Talk about animals in your country Work on a ‘Personal album’
Children around the world Special days (units 7-9)	Kilt, bagpipes, crown, procession, drums Recycled: Lights, mask	Objectives: Find out about festivals in other countries Talk about festivals in your country Work on a ‘Personal album’

Примерное тематическое планирование по курсу Incredible English 3

Раздел	Основной язык	Обучение через английский (CLIL)	Дополнительный язык (истории,  песни, итд)	Навыки	Познавательные навыки Обучение для жизни	Кол-во часов
0	Personal information questions: When’s your birthday? It’s on the twenty-third of October. What’s your phone number? What’s your surname? Ordinal numbers: First, second, third (etc) Months of the year: January, February, March, April, May, June, July, August, September, October, November, December Recycled: Numbers 1-30 (figures only) What’s your name? How old are you? I’m …			Reading: Read ordinal numbers and months Read personal information questions Listening: Listen to personal information Speaking: Ask and answer about personal information (name, age, address, phone number, birth date) Act out a role play Writing: Complete a crossword with months	Cognitive skills: Act out dialogues with finger puppets, matching intonation on CD Match ordinal number words to figures Find information in membership forms Cut and make: Finger puppets of the course characters
Unit 1 Hello, kids	Personal possessions: Sweets, glasses, rollerblades, magazine, watch, umbrella, cards, bag, football Prepositions: Behind, in front of, next to Is/are: The glasses are next to the bag Where are my…? They’re… They aren’t… Are they…? Recycled: Cat In, on, under It’s… The cat’s in the bag I’ve got (sweets and a magazine)	Maths: telling the time Time phrases: What’s the time? It’s seven o’clock It’s quarter past seven It’s half past seven It’s quarter to eight. Morning Night Afternoon Evening Digital Clock Face(clock) Big/small hand (clock) Minute, hour, second At school In bed On the bus Optional extension: Digital time (twelve-fifteen, twelve forty-five, etc)	Wear Carry I like your watch I love your umbrella Can you spell that, please? Go away! Scat! What a mess! Poor cat Member Mess Club, welcome Board games Have fun Place Everyone Outing Trip Join Drink Mint Frog	Reading:  - Read a story - Read the personal possessions words and time words - Read and draw items in the correct location -Read a leaflet about club activities Listening: Listen to a story Recognize the personal possessions words and time phrases Listen and write surnames Listen and identify location Speaking: Sing a song Say a pronunciation chant Talk about what you have got with you Talk about where things are Act out a story Tell the time Writing: Write the personal possessions words Write about where things are Write part of a story Write a leaflet about a club	Cognitive skills: Make up your own version of a story Remember increasingly long sequences of items Categorize words Construct sentences using word titles Find out information from a leaflet Think about the advantages of joining clubs Tell the time (reading digital and analogue clocks) Match words to pictures Match words that have the same vowel sound Solve a wordsearch Solve a crossword (optional) Solve a puzzle (optional) Evaluate your progress in class Learning for life: Joining clubs and doing things with friends Mini project: Make a clock
Unit 2 Saturday morning	Clothes: Belt, coat, gloves, scarf, shirt, tights, tracksuit, trainers, cap Possessive adjectives: His/her What colour is his jacket? What colour are her shoes? Thi/these, possessve’s: This is Luke’s CD These are Molly’s shoes Recycled: Dress, trousers, shoes Present Continuous with wearing: What’s he/she/Finn wearing? He’s/she’s wearing…	Art: Portraits Adjectives to describe people: Rich, poor, serious, angry, happy, sad Portrait Painting Drawing Realistic Abstract  I think  (he’s poor) Optional extension: Eyebrows, forehead, chin	Top half Bottom half Team Autograph Manager Brilliant! Me too! Here you are! Amazing Fantastic Menu Snack bar Coffee Tea Milkshake Vanilla Eighty pence One pound fifty energy	Reading: Read a story Read the words for clothes and adjectives to describe people Read menus Listening: Listen to a story Recognize words for clothes and adjectives to describe people Speaking: Sing a song Say a pronunciation chant Say what someone is wearing Ask and answer about colour Act out a story Talk about portraits Writing: Write the words for clothes and adjectives to describe people Write about who things belong to Write part of a story Write a menu	Cognitive skills: Create your own version of a story Play an elimination game Understand the link between spelling and pronunciation Construct sentences using word titles Do mental arithmetic with small sums (adding up prices) Think about healthy eating Look at and talk about portraits (different types – painting, photo, drawing, etc) Talk about the differences between abstract and realistic portraits Match descriptions to pictures Match words that start with the same sound Match patterns (optional) Evaluate your progress in class Learning for life: Eating for energy Mini project: Make a portrait
Unit 3 Camping	Camping things: Blanket, comb, mat, pillow, pyjamas, sleeping bag, toothbrush, torch, towel, sunglasses Have got: Have you got a torch? Have you got any brothers? I haven’t got a/any… Recycled: Book, teddy Is/are, prepositions: Is the comb on the bed? No, it’s on the chair. Are the pyjamas under the table? No, they’re on the bed.	Music: Describing pitch, dynamics and tempo Adjectives to describe music : High, low, fast, slow, loud, quiet Pitch Tempo Dynamics It’s fast and high I think it sounds like a hen I think the cow’s music is slow and low. Optional extension: CD, cover, back, front, spine	What else? Spotty I can’t find my sunglasses Don’t forget your pillow! Clubhouse Ready Scared (of) the dark Scaredy cat Owl Bear Everything Look, here’s my sports bag Let’s check it. Certificate Tidy Congratulations I’m happy to be me! hook	Reading: Read a story Read the words for camping things and adjectives to describe music Read a certificate Listening: Listen to a story Recognize the words for camping things and adjectives to describe music Speaking: Sing a song Say a pronunciation chant Ask and answer about what you have/haven’t got Act out a story Describe music Writing: Write the words for camping things and adjectives to describe Write about what you have/haven’t got Write part of a story Write a certificate	Cognitive skills: Make up  your own version of a story Think about putting things into categories Categorize words Construct sentences using word titles Find information in certificates Think about how people have different abilities and skills Talk about music (pitch, tempo, dynamics) Think about how different types of music can represent different animals Match words that have the same vowel sound Solve a wordsearch Solve puzzles (optional) Evaluate your progress in class Learning for life: Being positive about ourselves Mini project: Make animal music
Unit 4 Looking at animals	Animals: Ant, guinea pig, lizard, stick insect, tortoise, butterfly, canary, snail Has got: Has he got a guinea pig? Has she got a lizard? He/she hasn’t got… Recycled: Rabbit, parrot, snake, fish He/she’s got… Do you like guinea pigs? I like/don’t like snails.	Science: insects Fly, bee, ladybird, grasshopper, dragonfly Head, thorax, abdomen, antennae Lay eggs Queen bee, spider It’s brown It’s got big wings It’s got long legs It can’t fly It can sting. Optional extension: Fins, salmon, cod, goldfish	Beautiful Who’s Mrs Ripley? Reptile, owner, python, chameleon Shame! Too bad! What’s the matter? I can’t find Camilla. Can I hold her? Stripy Postcard, address, teeth Change colour Fun, boring Jungle, sea, grass, mountain, field, world Crawl Stamp (v)	Reading: Read a story Read the animal and insect words Read postcards Read descriptions of insects Listening: Listen to a story Recognize animal and insect words Listen and identify insects Speaking: Sing a song Say a pronunciation chant Ask and answer about what animals/people have got Act out a story Describe insects Writing: Write animal and insect words Write part of a story Write a postcard	Cognitive skills: Make up your own version of a story Play an elimination game Categorize words Understand symbols to express likes and dislikes Understand spelling patterns Construct sentences using word titles Find information in postcards Think about respecting animals’ habitats Talk about the parts of an insect’s body Match words that have the same vowel sound Evaluate your progress in class Learning for life: Respecting animals’ habitats Mini project: Invent an insect
Unit 5 At the supermarket	Food: Broccoli, butter, cocoa, coconut, flour, spinach, asparagus, strawberries He likes/doesn’t like… Does he/she like? Recycled: Biscuits, sugar, cheese, eggs Is/are: How much is flour? It’s… How much are strawberries? They’re…	Science: Parts of a plant Parts of a plant: Flower, fruit, leaf, stem, root, seed Chocolate is made from… Cocoa beans, vanilla, pod, candle, salad Soup, sauce, melon, maize, cane, tea leaves We use maize seeds to make cereals for breakfast. Optional extension: Come out of, turn into, get bigger	We need flour Let’s buy some biscuits Mouse/mice, birthday What are you doing? We’re making a cake. Let’s buy a present. Off you go! Ready, steady, go! Look out! This cake is delicious! Plate, tray Recipe, glass, scoop, sprinkles, bowl, fork, jar, mash, shake, salad, mayonnaise Chop, stop, top, teatime, pizza Paper, ruler, pasts, scissors, rubber	Reading: Read a story Read words for food and parts of plants Read a recipe Listening: Listen to a story Recognize words for food and parts of plants Listen and write prices Speaking: Sing two songs Say a pronunciation chant Act out a story Ask and answer about prices Ask and answer about what parts of the plant different foods are Writing: Write the words for food and parts of plants Write part of a story Write a recipe	Cognitive skills: Make up  your own version of a story Play an elimination game Categorize words Do mental arithmetic with small sums (adding up prices) Construct sentences using word titles Use codes Think about working collaboratively Talk about parts of plants which give us food Think about the life cycle of a plant (optional) Match words to pictures Evaluate your progress in class Learning for life: Working together Mini project: Make a fruit and vegetable books
Unit 6 Our town	Places in a town: Bus station, car park, library, post office, restaurant, supermarket, shopping centre, swimming pool Opposite There’s a slide. There are eight swings Is there a…? Are there any…? Recycled: Cinema, park, school Where’s the shopping centre? It’s next to the park.	Geography: Map coordinates Places in the country: Path, bridge, river, picnic area, wood, beach, shop Map, adventure, island, key, symbol Cross (v), drive, return Here is the symbol for a picnic area. Can you find the picnic area on the map? Start at the shop. Walk to the wood. Cross the river. Return to the shop. Optional extension: North, south, east, west	Excuse me? Where’s…? It’s over there. I can see my favourite restaurant Where are the visitors? Come and see our town. It’s great! This is the park. Late, enormous, slide, swing It’s mine! Me first! Bus station, train station Opening times, adults, babies Don’t drop rubbish Put your rubbish in a bin. Banana skin, street	Reading: Read a story Read the words for places in the town and the country Read about places and identify them Read a web page Listening: Listen to a story Recognize words for places in the town and the country Listen to descriptions of streets and identify them Speaking: Sing a song Say a pronunciation chant Ask and answer about where places are Act out a story Writing: Write the words for places in the town and the country Write descriptions of places Write part of a story Write a web page	Cognitive skills: Make up  your own version of a story Play an elimination game Categorize words Construct sentences using word titles Find information in a web page Think about why we shouldn’t leave litter Use symbols to locate places in a map grid Use map coordinates Draw a map and create a key of place symbols Use compass points (optional) Match words to pictures Match words that have the same vowel sound Evaluate your progress in class Learning for life: Keeping public places tidy Mini project: Make a map and a leaflet
Unit 7 At the sports centre	Sports; Badminton, baseball, basketball, chess, gymnastics, hockey, judo, table tennis, tennis, volleyball Do you play chess? Do you do judo? I play tennis I don’t do judo Recycled: football Is there a tennis class on Monday? There’s football on Monday	Maths:  Fractions Football things: Wig, drum, flag Half, quarter, three quarters Half of the fans have got drums. A quarter of the boys are wearing T-shirts Three quarters of the children are girls. Recycled: Hat, scarf, T-shirt	I want to do judo/play tennis Timetable, with, without Can I help you? Let me see Pass (a ball), ladder, over, hedge, hole Come on! We can play basketball. I prefer tennis What about me? You’re too small What are you doing? On the other side. Come and play basketball. Special offer, souvenir, pencil sharpener, farm, free, feed, tractor Signs, square Don’t feed the animals Don’t run in the hall.	Reading: Read a story Read the words for sports and football things Read signs and notices Listening: Listen to a story Recognize words for sports and football things Listen to a description of a picture and say true or false Speaking: Sing a song Say a pronunciation chant Ask and answer about activities Act out a story Describe a picture  Writing: Write the words for sports and football things Write about activities you do Write descriptions of football fans Write part of a story Write a notice	Cognitive skills: Create your own version of a story Categorize words Construct sentences using word titles Find information in a timetable Use codes Find information in signs and notices Think about signs and notices, and why it is important to obey them Find  fractions of a number Match words to pictures Match words that have the same vowel sound Solve a puzzle (optional) Evaluate your progress in class Learning for life: Obeying signs Mini project: Make a picture of football fans
Unit 8 Uncle Bill	Daily routines: Get up, have breakfast, go to work, go to school, have lunch, leave work, leave school, have dinner, go to bed What time does he have breakfast? What time does he leave work? He has/leaves/gets/goes… He works in Middleton He doesn’t work in Middleton Recycled: Have a shower Do you get up at eight o’clock? No, I get up at seven o’clock.	Science: Electrical components Electrical components: Bulb, battery, wire, motor, switch Plug, circuit, main electricity Dangerous Sometimes Never touch plugs with wet hands Batteries make electricity Circuits need batteries and wires Tell me about this circuit It’s got a motor It doesn’t work! Optional extension: I think the light  is dim/bright/very bright	Inventor, robot, workshop, machine My robot makes dinner Where does he work? Not far away There’s a traffic jam! At last! Help me set up my machine. Plug it in, switch it on Not too quick! Be careful! Advert, today, electronics Around, decide, cheap What shall I buy? It’s really cool. I just can’t wait! Wait a minute. What’s it like? Stop and think before you buy!	Reading: Read a story Read the words for daily routines and electrical components Read an advert Listening: Listen to a story Recognize the words for daily routines and electrical components Listen and identify circuits Speaking: Sing a song Say a pronunciation chant Ask and answer about daily routines and circuits Act out a story  Writing: Write the words for daily routines and electrical components Write questions about daily routines Write part of a story Write an advert	Cognitive skills: Create your own version of a story Play an elimination game Categorize words Put activities in chronological order Construct sentences using word titles Find an odd one out Find information in adverts Think about how adverts influence us Think about what makes up an electrical circuit Match words to pictures Match words that have the same vowel sound Make word spidergrams (optional) Solve a puzzle Evaluate your progress in class Learning for life: Making informed choices Mini project: Write about things that use electricity
Unit 9 The circus	Circus actions: Do a cartwheel, swing on a trapeze, do a somersault, walk on stilts, do a handstand, walk on your hands, do a headstand, ride a horse Is she walking on stilts? Is he riding a bike? We’re walking. They’re swimming. Recycled: Ride a bike, juggle I’m jumping. I can do a somersault. I can’t walk jn my hands. Can you juggle?	Art: Drawing figures using ovals Parts of the body: Neck, hip, shoulder, elbow, knee, foot Draw three ovals for the head, neck and body. A leg is two ovals The ovals overlap at the knees The shoulders are one long oval What do you think of this picture? I think the arms are too long I think it’s fine. Recycled: Head, hand	There’s a circus I love circuses! Circus tent Fall I like trapeze artists best Coco’s a star! I can do that too! Poster Sports day Laugh Races Lose Do your best Try again Everyone’s a winner! fun	Reading: Read a story Read the words for circus actions and parts of the body Read a poster Listening: Listen to a story Recognize the words for circus actions and parts of the body Listen and identify pictures of actions Speaking: Sing a song Say a pronunciation chant Ask and answer about what circus actions you can do. Act out a story  Writing: Write the words for circus actions and parts of the body Write part of a story Write questions about and descriptions of what people are doing Write a poster	Cognitive skills: Create your own version of a story Play an elimination game Categorize words Use codes Construct sentences using word titles Find information in a poster Think about how to be a good loser and a good winner Think about how it’s not just winning but taking part that counts Think about how to draw figures using ovals Match words to pictures Match words that have the same vowel sound Evaluate your progress in class Learning for life: Being a good loser and a good winner Mini project: Draw a circus figure
Festivals Christmas	Father Christmas, reindeer, paper, ribbon, bow, label	Objectives: Find out about Christmas in English-speaking countries Sing a Christmas song Make a Christmas gift box
Festivals Valentine’s Day	coupon	Objectives: Learn about Valentine’s Day in English-speaking countries Think about being generous to our friends and family Make gift coupons
Festivals Environment Day	Recycle, reuse, reduce Save old wrapping paper! Pass on your clothes! Use less water! Use plastic bags again! Put glass in the glass bin!	Objectives: Find out about World Environment Day Think about recycling Make a recycling chart
Children around the world My country	Stripe, cross, dragon, moon Morocco, Wales, Norway, Japan Arabic, Welsh, Norwegian, Japanese	Objectives: Find out about and compare the lives of children in four countries around the world Find out about and compare different countries’ flags Draw and write about your national flag
Children around the world My town	Market, castle, square, building	Objectives: Find out about and compare towns in different countries Draw and write about your perfect town
Children around the world Sports in my country	Running, dog sledding, rugby Player, stadium, sled, race, winter	Objectives: Find out about sports in different countries Draw and write about sport in your own country

Примерное тематическое планирование по курсу Incredible English 4

Раздел	Основной язык	Обучение через английский (CLIL)	Дополнительный язык (истории,  песни, итд)	Навыки	Познавательные навыки Обучение для жизни	Кол-во часов
Unit 1 Playing outdoor	Playing outdoors: Vocabulary: Fish, waterski, sail, rollerblade, play hide and seek, row Recycled: Swim, climb, skateboard, play football, play basketball, play tennis Structures: Collocations with go/play I want to (play basketball) I don’t want to (go swimming) Let’s (go sailing) Recycled: Can you (swim)? Yes, I can No, I can’t	Geography: The water cycle and the weather  Vocabulary: It’s snowing, foggy, stormy, 10 degrees, minus 5 Recycled: It’s sunny, cloudy, windy, raining Additional language: Condensation, evaporation, rain drops, shine, sky, warm (v), cooler, water vapour What’s the weather like? CLIL skills: Learn about the water cycle Identify and understand a weather map Optional extension: Do a water cycle experiment	Wake up! What time is it? Great idea! Can I try it? There are lots of things to do! I can climb like a monkey! I don’t feel like … Shh! Have a rest Countryside Stay in bed Come and… Competition Slide Swing Scooter Snow Standing Up so high! Here we go!	Reading:  Read a story Read a playscript Read an email  Listening: Listen to a story Listen for words and phrases in a story Listen to a dialogue and recognize important information Speaking: Talk about outdoor activities Talk about what you can do Make suggestions Use finger puppets to act out a play Act out a play Sing a song about doing activities together Say a chant to practise pronunciation of  /sk/ /sn/ /sw/ /sl/ /st/ Writing: Write a dialogue Complete a playscript Write an email	Cognitive skills: Predict a story from visual clues Read to find mistakes Group words into categories Match words that start with the same sounds Recognise spelling patterns Solve puzzles in English Evaluate your progress in class Learning for life: Understand the importance of being active and doing activities together Mini project: Make a weather map
Unit 2 Art	Art: Vocabulary: Firefighter, pirate, doctor, astronaut, policeman, scientist, pilot, actor, artist Recycled: Dancer, footballer, teacher Structures: She/he gets up/goes to bed at 6 o’clock. I/we/you/they get up/go to bed at 6 o’clock She always goes to school Always/never/usually Recycled: Where’s (Finn)? He’s + behind/next to/ in front of/under/on…	Art: Drawing with a grid Vocabulary: Tower, stairs, lift Recycled: Clock, restaurant Additional language: Whole, top, grid, blank It’s 553 metres high. In 1975 Between 1173 and 1350 It was built in 1975 CLIL skills: Think about the height and age of buildings Copy a picture using a grid Optional extension: Choose a picture to copy	I’m bored We don’t know what to do Don’t worry! That’s very early! Oh no! What a mess! This is the best… ever! Brush Mess Museum Uniform Tidy up Bring Make-up Professional Rules Soldier Sailor Singer Fireman Chief	Reading: Read a story Read a playscript Read an notice Listening: Listen to people talking about where they are Listen to a story Listen for words and phrases in a dialogue Speaking: Talk about where you are and what you are doing Talk about people’s routines Use finger puppets to act out a play Act out a play Talk about how to avoid making a mess Sing a song about working and tidying up after a messy activity Say a chant to practise pronunciation of /ə/ Writing: Work out anagrams Complete a playscript Write a notice	Cognitive skills: Predict a story from visual clues Work out where someone is from a description Group words into categories Recognize spelling patterns Understand the use of times with daily routines Solve puzzles in English Evaluate your progress in class Learning for life: Understand the importance of keeping clean and tidying up Mini project: Copy and/or make pictures smaller and larger using a grid
Unit 3 Health	Health: Vocabulary: I feel sick I’ve got… A headache, a cough, a cold, a sore throat, a toothache, an earache, a stomach ache Recycled: I feel dizzy Structures: You should (sit still) You shouldn’t (eat sweets) Can you help me/him/her/us/them? I can help you/him/her/them. Recycled: What’s the matter? I’ve got…	Science: Pulse rate Vocabulary: Heart, thumb, wrist, blood Recycled: Fingers Additional language: Beat, pulse, pump (v), press gently, BPM (beats per minute), measure Take your pulse What’s our pulse after…-ing? CLIL skills: Learn how to take your ulse Learn to record results Learn how and why your pulse rate increases Optional extension: Make a simple stethoscope to listen to your heart	I don’t feel well What’s the matter?  Oh dear I can’t wait! Are we nearly there? Hurray! He/she isn’t well I’m afraid … can’t come today. Portion Junk food Treat Fit Bright Wash Hurry up! Take off Dish cheesecake	Reading: Read about health and illnesses Read about pulse rates Read a table and extract information Read a playscript Read a story Listening: Listen to people talking about health and illnesses Listen to a story Listen for words and phrases in a story Speaking: Talk about health and illnesses Practise using object pronouns me, you, us,  them, him, her Use finger puppets to act out a play Act out a play Talk about how you can have a healthy lifestyle Sing a song about healthy living Say a chant to practise pronunciation of /tʃ/ and /ʃ/ Writing: Complete a playscript Write questions to describe social situations Write and correct rules Write rules for a poster	Cognitive skills: Predict a story from visual clues Identify words containing certain sounds Group words into categories Recognize spelling patterns Learn how to ask for help Solve puzzles in English Evaluate your progress in class Learning for life: Understand the importance of a healthy lifestyle Mini project: Measure your pulse after activity and make a pulse rate (BPM) chart
Unit 4  On the farm	On the farm: Vocabulary: Beans, potatoes, onions, peppers, cauliflower, weeds, grass Recycled: Strawberries, tomatoes, milk, water, goat Structures: There’s some (water) There isn’t any (cheese) There are some (tomatoes) There aren’t any (beans) Recycled: .What’s Molly doing? She’s watering the tomatoes	Science: how plants grow and their habitats Vocabulary: Wet, shady, dry Recycled: Hot, cold, sunny Additional language: Sunflower, pine tree, cacus/cacti, palm tree, fern, leaf/leaves, spikes, needles Desert, forest, ice, grow (v), sap, air photosynthesis, oxygen, carbon dioxide Can you think of a …? They grow in… CLIL skills: Learn about how plants grow Identify plants from descriptions Describe the habitats and characteristics of different plants Optional extension: Observe the movement of water through a plant stem	Watch out! Ouch, that hurts. We’re sorry. You’re a great help. Good work, kids. Over there Pick (v) Bucket Tap Help (n) Forget We pick them when they’re ready/ Let them grow. Take a dog for a walk Give some water to the goat Venus flytrap, fungus/fungi, edelweiss Rat acrobat	Reading: Read about what people are doing Read a playscript Read a story Read and understand notes Listening: Listen to people talking about what they are doing Listen to a story Listen for words and phrases in a story Listen to people talking about what there is in a place Speaking: Talk about what you are doing Talk about what there is in a place Use finger puppets to act out a play Act out a play Sing a song about growing food Say a chant to practise pronunciation of / əʊ / and / æ/ Writing: Write about what people are doing Write sentences with some and any Complete a playscript Write a note	Cognitive skills: Understand and match words with opposite meanings Identify words with combinations of two vowels Identify irregular plural nouns Predict a story from visual clues Group words into categories Recognize spelling patterns Solve puzzles in English Evaluate your progress in class Learning for life: Understand that we grow a lot of our food Mini project: Make a table to classify plants
Unit 5 Animal life	Animal life: Vocabulary: Fast, slow, fat, thin, long, short, tall, strong Recycled: Big, small, hungry Tortoise, lion, elephant, snake, zebra, crocodile, bee, cheetah, giraffe Structures: Billy’s faster than Coco Coco’s thinner than Billy Billy’s the biggest Coco’s the best Recycled: Is it (slow)? Yes, it is Is it (the tortoise)? Yes, it is	Science: Bees and their habits Vocabulary: Beehive, queen, com, hiney, worker, drone, lay eggs Additional language: Lay eggs Social insect Collect Divide Colony Clean the hive build the comb, store the food Does it…? CLIL skills: Follow and understand what happens in a beehive Identify different types of bee Optional extension: Make a model of  a beehive	Film Crisps Everywhere Welcome to… There it goes… Ride Come up for air Tonne Frightened Bamboo Stripes Pig Deer Hunt Save the animals Work together Chop down Waste Save Especially when…	Reading: Read a playscript Read a story Read a on a website Listening: Listen to people talking about animals Listen and identify animals from descriptions Listen to a story Listen for words and phrases in a story Speaking: Talk about animals Use finger puppets to act out a play Act out a play Sing a song about protecting animals in danger Talk about different types of bee Say a chant to practise pronunciation of /ə/  Writing: Write descriptions of animals Complete a playscript Write texts for a website	Cognitive skills: Predict a story from visual clues Identify animals from descriptions Understand the use of adjectives Identify and match words with opposite meanings Understand the use of comparatives and superlatives Match spellings and sounds Solve puzzles in English Evaluate your progress in class Learning for life: Understand the importance of protecting animals in danger Mini project: Make a bee diagram
Unit 6  Safety	Safety: Vocabulary: Go left, go right, stop, sign, helmet, zebra crossing, traffic lights, road Recycled: Bike, car, gloves Structures: You must (wear a helmet) You mustn’t (run across the road) Can I (go and play)? Can I (have a biscuit)? Recycled: Go left at the traffic lights Go right at the… Stop at the…	Maths: Measuring speed and distance Vocabulary: 100, 200, 300, 400, 500, 600, 700, 800, 900, 1000 Additional language: Travel, speed, kilometers per hour, motorway, speed limit, speedometer, distance, calculate, racing car, space shuttle, falcon, fighter plane How far do you travel? How long does it take? CLIL skills: Talk about speed in kilometers per hour Learn how to calculate speed Learn hoe to use speed scales Optional extension: Make a flicker book	Can we go now? You can’t go yet Watch out for… Stay on the path Oh all right Be careful! You mustn’t do that! Track Hill Bush Protect Litter Drop Swimming hat Lifeguard Dangerous Pick flowers Duck Cross at the lights Use your head! Hold on tight! Light Enjoy Circus Clown crazy	Reading: Read a story Read and follow directions Read a playscript Read and understand posters with rules Listening: Listen to people talking about directions Listen to a story Listen for words and phrases in a story Speaking: Talk about directions Follow and give road instructions Ask for permission Use finger puppets to act out a play Act out a play Talk about what you must and mustn’t do to be safe on or near a road Sing a song about road safety Talk about different types of bee Say a chant to practise pronunciation of /k/ /s/ Writing: Complete a playscript Write a poster with rules	Cognitive skills: Predict a story from visual clues Recognize spellings Find places on a map from descriptions Learn about animation and how to show movement (optional) Understand that some words sound the same, although they have different spellings (homophones) Solve puzzles in English Evaluate your progress in class Learning for life: Understand the importance of road safety Mini project: Make a scale to show relative speeds
Unit 7 At school	At school; Vocabulary: Maths, History, Geography, Science, PE, Spanish Recycled: Music, English, Art, poster, classroom, school Structures: I was (good at History) I wasn’t (good at Maths) Were you (good at History)? Was he (good at Science)? Yes, I was No, he wasn’t Recycled: Do you like (English)? Yes, I do No, I don’t	History:  Ancient Egypt Vocabulary: Mummy, pyramid, pharaoh, god, goddess, headdress Additional language: Land, farming, king, queen, die, bury, tomb, body, wrap, bandage, believe, kind, feathers, horns Is it a god/goddess? Did he/she have the head of…? CLIL skills: Learn about the culture of Ancient Egypt Learn about Egyptian gods and goddesses Optional extension: Make a model of an Egyptian mummy	We mustn’t be late My favourite topic was… I was very lucky! Calculator School lunches Terrible Strict Medal Runner Sick Student          Grow up Break time Study hard No matter what… Thumb fin	Reading: Read a story Read a playscript Read factfiles Listening: Listen to people talking about school Listen to a story Listen for words and phrases in a story Listen and identify Egyptian gods and goddesses from descriptions Speaking: Talk about school Ask about what people were good at Use finger puppets to act out a play Act out a play Talk about how to study well Sing a song about studying Talk about different types of bee Say a chant to practise pronunciation of / θ / /f/  Writing: Complete a playscript Write notes for a fact file	Cognitive skills: Predict a story from visual clues Find information in a fact file Convert written information into a chart Identify words in a long sequence of letters Recognize spelling patterns Solve puzzles in English Evaluate your progress in class Learning for life: Appreciate the importance of studying hard Mini project: Draw and write about Egyptian gods and goddesses
Unit 8 Underwater life	Underwater life: Vocabulary: Shell, starfish, shark, sand, seahorse, jellyfish, crab, octopus Recycled: Dolphin, fish, boat, water Structures: I saw (an octopus) I didn’t see (a shark) Did you go (to the beach)? Yes, I did No, I didn’t Recycled: How many (fish) are there? There are lots of (fish) I can see…	Science: Fish Vocabulary: Deep, shallow, surface, bottom, pond, lake Recycled: Sea, river Additional language: Freshwater (adj), saltwater (adj), fresh water, salt water, daylight, hiding place, anglerfish, lanternfish, pike, trout, cod, sardine, salmon, eel, ray, quantity, salt CLIL skills: Learn about freshwater and saltwater fish Learn to identify different types of fish Optional extension: Do a floating experiment	Lunchtime Fall in Scared Show (n) Coco fell in! Coco was a star! We had a great day/time! Species Deepest Underwater Tunnel Past Outdoor Pool Souvenir Let’s pack our bags What do we need? Suncream Hurray! Shake Run downstairs	Reading: Read about quantities Read a story Read a playscript Read a leaflet Listening: Listen to people talking about quantities Listen to a story Listen for words and phrases in a story Speaking: Ask about quantities Use finger puppets to act out a play Act out a play Talk about what you did at the beach Sing a song about going to the beach Say a chant to practise pronunciation of / aʊ / / eɪ / /eə/  Writing: Complete a playscript Write a leaflet	Cognitive skills: Predict a story from visual clues Identify statements as true or false, using information in a text Match spellings to sounds Learn about irregular plurals Identify pictures from descriptions Put words into categories according to the number of syllables they contain Match diphthong sounds to spellings Solve puzzles in English Evaluate your progress in class Learning for life: Understand the importance of safety in the sun Mini project: Draw and write about fish in a freshwater tank and fish in a saltwater tank
Unit 9 Technology	Technology Vocabulary: Memory stick, laptop, mouse, screen, keyboard, mobile phone, text message, camera Recycled: TV, radio, computer Structures: He wanted (a computer) He didn’t want (a phone) Did you (go to the park)? Yes, I did/No, I didn’t. Recycled: Does she need (a mouse)? Yes, she does No, she doesn’t	History: Sending messages Vocabulary: Smoke, Morse code, pigeon Recycled: Flags, mirror, horse, drums Additional language: Communicate, idea, information, send a message, long/short sounds, hundreds of years, emergency, lost, rescue plane, signal (v), distance, postal system, ship CLIL skills: Learn about different ways to send messages Make a message in semaphore Optional extension: Make a telephone and send a message	What happened yesterday? We had a great day! You saved the Incredible Club! You really are incredible! Football match Fireworks Burglar Chase Newspaper Thief/thieves Steal Arrive Safely Lose a life Stone Surfboard Beachball Touch Energy Canyon Ring Stunt bike Keep in touch Letter Texting Far from Explode Wriggle Giggle Bounce Skip about	Reading: Read a story Read a playscript Read instructions for a computer game Read about types of messages Listening: Listen to people talking about what they need Listen to a story Listen for words and phrases in a story Speaking: Talk about what you need Use finger puppets to act out a play Act out a play Talk about how you can communicate with people Sing a song about keeping in touch with people Say a chant to practise pronunciation of / t/ / d/ /id/  Writing: Write about your friend’s weekend Complete a playscript Write instructions for a computer game	Cognitive skills: Predict a story from visual clues Write sentences about a story Put words into categories Identify pictures from descriptions Recognize spelling patterns Solve puzzles in English Evaluate your progress in class Learning for life: Appreciate the importance of communicating with people Mini project: Make a message in semaphore
Festivals Advent	Angel, candy cane, snowman, star, sleigh, Christmas tree, present, reindeer, Christmas pudding, stocking	Objectives: Become aware of some words associated with Advent Talk about different aspects of the Advent celebration Make and Advent calendar Sing an Advent song
Festivals Pancake Day	Nuts, chocolate sauce, syrup, sugar, lemon, honey, jam, strawberry	Objectives: Become aware of some of the traditions around Pancake Day Become aware of words associated with Pancake Day Design a pancake and write about it
Festivals World Book Day	Adventure, comic, story, hero, superhero, mystery, fairy tale	Objectives: Become aware of World Book Day Become aware of some words associated with books Discuss the importance of reading Make two bookmarks to use when reading
Children around the world My country	Turkey, Alaska, Thailand, New Zealand Volcano, freezing, chilly, monsoon, warm What country is it? What’s the weather like in…? What’s your favourite month? Where is his/her country?	Objectives: Meet a group of children from four countries (Turkey, Alaska, Thailand, New Zealand) Learn about the location of the four countries Learn about the weather and clothes in the four countries Learn about the weather and clothes in the four countries Write about the weather and clothes in your country
Children around the world My journey to school	Ferry, school bus, snowmobile, tram, tuk tuk, on foot How does he/she go to school? I go on foot I take the… Tell me about your journey	Objectives: Learn more about the children from Lesson 1 and the countries they are from Learn about how children in different countries go to school Do a class survey about how children go to school in different countries Practise talking about how children go to school in different countries
Children around the world My school	Art and Design, Design Technology, Drama, Information Technology What subject is it? What’s his/her favourite subject? What have you got on Monday? What do you do in this subject? What job does he/she want to do?	Objectives: Learn more about the four children from Lessons 1 and 2, and their countries Learn about schools in these countries Listen to conversations about school subjects Talk about your school timetable Read and listen to children talking about their favourite subjects and their ambitions Draw a picture of your favourite subjects Write about your favourite school subjects and ambitions

Примерное тематическое планирование по курсу Incredible English 5

Раздел	Основной язык	Обучение через английский (CLIL)	Дополнительный язык (истории,  песни, итд)	Навыки	Познавательные навыки Обучение для жизни	Кол-во часов
0 The Incredible Team	The Incredible Team: Recycled: School subjects, food, animals, activities How to… Talk about what you like		Answer (n), (v), better than, competition, explore, team, enter ( a competition), Never mind, Too late, Stop her! Take part (in), internet, surname, race, team, certificate, text message, good at (maths)	Reading & Listening: Listen to and read  a story and meet the characters Speaking: Practise talking about what you like Writing: Write about you	Develop learner training: become aware of the course and what you are going to learn Use notes in a table to create a text
Unit 1  At the library	At the library Vocabulary: Dictionary, encyclopedia, leaflet, website, notice, calendar. Newspaper, atlas, poster Recycled: Magazine, comic Structures: There was/were… There wasn’t/weren’t Was there…/were there…? Recycled: Adverbs of frequency: often, sometimes, never How to… Make suggestions: Let’s… Shall we…? Talk about words: How do you spell…? How do you say… in English?	Study skills: Concept map Vocabulary: Colours, pictures, capital letters, small letters, thick lines, thin lines Additional language: Concept map, idea, information, fact, brain, use, remember, think of CLIL skills: Understand how to use concept maps Learn vocabulary for text styling (design words) Make a concept map Optional extension: Design and make a concept map about television Use a concept map as a basis for oral discussion	Library, research skills, equator, carry Librarian, help, find out, strange, mouse (computers0, crash (computers), desk, shelf, Good idea, I don’t know, Brilliant!, I’ve found the answer I’m not sure, I’ve got no idea!, I haven’t got a clue! Interview, bad-tempered, clever, work (v), spies, crook, cartoon, place mat (main) character, set in Folk tale, historical story, detective story, adventure story, opinion, title, book, review, author Holiday, island, surfer, pier, lighthouse, funky, marching band	Reading: Read a story Read a playscript Read a book review and an interview Listening: Listen to a story Listen for words and phrases in a story Listen to a book review and recognize important information Speaking: Talk about your favourite books Talk about how to say and spell words Make suggestions with Let’s… and Shall we…? Act out a play Sing a song about a holiday Say a chant to practise pronunciation of / u:/ /ʊ/  Writing: Complete a playscript Write a book review	Cognitive skills: Group words into categories Retell a story from prompts Make predictions about a text Develop reading skills: scanning, intensive reading Identify statements as true or false, using information in a text Differentiate spellings and sounds Organize your ideas using a concept map Evaluate your progress in class Mini project: Plan and make a concept map
Unit 2 At the dig	At the dig Vocabulary: Plate, cup, saucer, mug, bowl, fork, knife, bottle, vase, glass, spoon, jug Recycled: Next to, between, behind, in front of, in, on, under Structures: Could/couldn’t Could it/they…? Yes, it could/ No, they couldn’t How to… Describe objects in a museum: What’s it like? It’s big and round. How old is it? It’s … years old Where is it from? It’s from Japan. What’s it made of? It’s made of glass.	Art: Cave paintings Vocabulary: Bison, deer, bull, goat, rhino, mammoth Additional language: Stone Age, cave, cave painting, cavemen, continent, ceiling, mix (v), different, powdered, rock, brush(es), stick, feather, lamp, handprint, gods What’s this?/ What are these? I think it’s a …/they’re… CLIL skills: Look carefully at cave paintings and describe what they show Plan and make a cave-style painting Optional extension: Experiment with Stone Age painting materials	Dig (noun and verb), pottery It’s made of…, pretty, ugly, round I’m starving!, want, label, play a trick on, dinosaur, bone, correct (adj) I don’t believe you, Just kidding!, difficult (newspaper) article, fossil, skeleton, rock, bone, strong, heavy, discover, weigh, stay 3D (3 dimensional) film, special effects, hunt, ticket, Don’t miss…, pound Hunter, meat-eating, tonne, plates (defensive), back, spikes, tail, defence Tell the time	Reading: Read a story Read a playscript Read a newspaper article Listening: Listen to people talking about films Listen to a story Listen for words and phrases in a dialogue Speaking: Talk about museum artefacts Talk about people’s past abilities Act out a play Talk about going to the cinema Sing a song about abilities Say a chant to practise pronunciation of / ɒ/ /ɔ:/  Writing: Complete a playscript Write notes on a text, use notes to complete a text Describe a dinosaur	Cognitive skills: Group words into categories Interpret a graphic or diagram Retell a story from prompts Make predictions about a text Develop reading skills: skimming Identify statements as true or false, using information in a text Identify pictures from descriptions Transfer information from a text to a table Use information in a table to complete a text Evaluate your progress in class Mini project: Make a ‘cave painting’ and write about it
Unit 3 At the castle	At the castle Vocabulary: Church, hospital, police station, theatre, museum, chemist, hotel Recycled: Restaurant, supermarket, castle, market Structures: The past simple and irregular verbs He climbed…/didn’t climb…/Did he climb…? He took. He didn’t take. Did he take? I played tennis; I didn’t play tennis; Did you play tennis?; Yes, I did/No, I didn’t. How to… Ask for and give directions: Excuse me. Where’s the…, please? Turn right/left Go straight ahead Take the second right. It’s on the left Units 1-3 revision	Maths: Roman numbers Vocabulary: Plus, minus, equals, one hundred, one thousand Additional language: Roman, symbol, count, add, subtract, zero (two) plus (one) equals (three)/ (two) minus (one)  equals (one)/ so that’s CLIL skills: Learn vocabulary for maths Learn about Roman numbers Convert Arabic numbers to Roman numbers and vice versa Do sums and puzzles with Roman numbers Optional extension: Play a game with Roman numbers	Grandfather clock Diamond, moat, footprint, hide, map, kid, international, jewel, sign, notebook, Grab him!, buy-bought, go-went Medieval, king, queen, curtains, knight, try on, (suit of) armour, feast, tournament, fight (v), bird of prey, falconer, archer, bow, arrow, archery Musician, acrobat, biscuit, cheese, ball, top (toy), puzzle Lost, bank, taxi rank	Reading: Read a leaflet about a castle Read a story Read a playscript Listening: Listen to a dialogue about a castle visit Listen to a story Listen for words and phrases in a story Listen and answer questions Speaking: Talk about a castle Practise asking for and giving directions Act out a play Sing a song about getting lost Say a chant to practise pronunciation of / aʊ / / əʊ /  Writing: Complete a playscript Write a leaflet about a tourist attraction	Cognitive skills: Retell a story from prompts Learn to give  and follow street directions Make predictions about a text Develop reading skills: skimming Identify statements as true or false, using information in a text Recognize spelling patterns Order images based on a listening activity Plan the order of information in a paragraph Write atext based on a concept map Understand and interpret Roman numerals Evaluate your progress in class Mini project: Write about yourself using roman numbers
Unit 4 At the museum	At the museum Vocabulary: String, tape, card, wire, glue, paint, stapler, paintbrush, drawing pins, paper clips, straws Structures: Past simple questions Where…? What time…? What…? Who…? When…? How many…? Recycled: Countable and uncountable nouns How to… Ask for things politely: Can you pass me…, please? Can I have…, please? Can I borrow…, please? Yes. Here you are. Sorry, I heven’t got one/any. Sorry, I’m using it.	History: Inventors and Inventions Vocabulary: Car, zip, jeans, teabag, camera, microwave oven, mobile phone, fridge Additional language: Timeline, calculation, PC (personal computer), watch videos, ink, ballpoint pen, Argentina, sound (n), radio waves, radio, light bulb, gas light CLIL skills: Learn vocabulary for inventions Learn about inventors and inventions Understand timelines Do a quiz and a puzzle about inventions Optional extension: Make a timeline of family events and talk about it	Don’t be silly!, It’s called…, It doesn’t matter, You’re kidding!, Well spotted!, Better luck  next time!, It looks like…, exhibition, invention, inventor, invent, stuck, horrible, follow Nasty, disgusting, milkshake Instructions, copy (v), cut (out), end (n), balance (v), modeling clay, solid line, fold, dotted line, hold, drop, spinner Periscope, interesting, mirror, felt tips Homework, screen, printer, exercise, hole, button, level, wheel, bell, ready Traveller, time machine, travel, future (n), past (n), dodo	Reading: Read instructions for a model Read a story Read a playscript Read a quiz Listening: Listen to people talking about making a model Listen to a story Listen for words and phrases in a story Listen and answer questions Speaking: Practise asking for things politely (using pass, have, and borrow) Talk about making models Act out a play Sing a song about time travel Say a chant to practise pronunciation of / a:/ /^/  Writing: Complete a playscript Write a description of something you have made	Cognitive skills: Retell a story from prompts Make predictions about a text Read and understand instructions Identify statements as true or false, using information in a text Recognize spelling patterns Identify pictures from descriptions Understand and complete a set of instructions Arrange the sentences of a text in the correct order Understand and interpret timelines Evaluate your progress in class Mini project: Design a new invention and write about it
Unit 5 At the theatre	At the Theatre Vocabulary: Do the washing up, make the dinner, put out the rubbish, tidy the living room, vacuum the carpet, clean the windows, make the bed, water the plants, do the washing Structures: The Past Continuous What were you doing at six o’clock? What was she doing? He was having tea. Were you playing football? Yes, I was./No, I wasn’t. Was he visiting the museum? Yes, he was./No, he wasn’t. Recycled: Making –ing forms How to… Talk about obligation: I have to… She doesn’t have to… Do you have to…?	Music: Identifying different types of musical instrument –wind, string, keyboard, percussion Vocabulary: Guitar, violin, flute, trumpet, clarinet, tambourine, drums, xylophone, piano, electronic keyboard Additional language: Blow, pluck, hit, shake, wind, string, keyboard, percussion, instrument, vibration, vibrate, maraca This is a wind instrument/You (blow) it. CLIL skills: Learn vocabulary for musical instruments and families of instruments Understand explanations and descriptions of how sounds are produced Recognize different instruments Optional extension: Experiment with making sounds Make music with a simple instrument	Housework, job Murder, mystery, play, manager, alibi, signal, cook (v), kill, you are wrong. Theatre programme, witch, wizard, look for, heart, brain, broom, wave goodbye, brave, mask, tornado, secret (n), magic, knobbly Part (in a play), uncomfortable, costume Playground, have fun, lovely	Reading: Read a story Read a playscript Read about a play in a theatre programme Listening: Listen to people talking about a play Listen and answer open questions Listen to a story Listen for words and phrases in a story Speaking: Practise talking about what people are doing Practise talking about the jobs people have to do at home Act out a play Sing a song about having fun Talk about  aplay Say a chant to practise pronunciation of / i:/ /i/  Writing: Write a summary of a text in a table Write a programme note Complete a playscript Write a programme for a play	Cognitive skills: Group words into categories Retell a story from prompts Make predictions about a text Identify the theme of paragraphs Read and understand the summary of a play Recognize spelling patterns Recognize the sounds and families of musical instruments Transfer information from a text to a table Use information in a table to complete a text Evaluate your progress in class Mini project: Write descriptions of musical instruments
Unit 6 At the restaurant	At the restaurant Vocabulary: Lamb stew, sausages, tomato soup, baked potato, mashed potato, roast beef, apple pie Recycled: Banana, milkshake, strawberry ice cream, chips, vegetables, salad Structures: Much/many Too much/too many (not) enough How many apples has he got? How much sugar has he got/does he need? Recycled: Countable and uncountable nouns How to… Order food in a restaurant Would you like…? I’d like…, please. Can I have…? Unit 4-6 Revision	Science: Nutrition Vocabulary: Fat, starch, fibre, sugar, vitamins, protein, calcium Additional language: Meal, fruit yoghurt, carrots, broccoli, important, calories, salt, carbohydrate, beans, oil, (un)saturated, minerals CLIL skills: Learn vocabulary for nutrients Learn about nutrition and nutrients Identify the nutrients in food Understand quantities in tables Learn to understand labels on food Optional extension: Design a food package Write a nutrition label	I haven’t got any (pies) left We’ve finished!, world-famous, recipe, ingredients, oven, wonderful, lemon, lemonade Pork Street party, reporter, yesterday, samosa, in the middle, chocolate mousse, everyone, hard-boiled egg, decorations, relax, ordinary, special Shortbread, Scottish, flour, butter Mix up, dough, space, neighbour, move	Reading: Read a story Read a playscript Read and understand a magazine article about a street party Listening: Listen to people talking about food Listen to a story Listen for words and phrases in a story Listen and identify different foods Listen and answer questions Speaking: Practise offering and asking for food Talk about a party Act out a play Sing a song about making bread Say a chant to practise pronunciation of / æ / / ʌ /  Writing: Complete a playscript Write about food people like and dislike Write about your favourite food	Cognitive skills: Group words into categories Retell a story from prompts Interpret a graphic or diagram Evaluate quantity and need Make predictions about a text Develop reading skills: scanning Recognize spelling patterns Identify pictures from descriptions Interpret nutritional data in a table Identify statements as true or false, using information in a table Make a concept map about food Evaluate your progress in class Mini project: Write about nutrition tables
Unit 7 At the animal rescue centre	At the animal rescue centre Vocabulary: Blackbird, squirrel, hawk, caterpillar, hedgehog, fox, badger, deer, mouse, snail, pigeon, robin Structures: Going to It’s going to …/They’re going to… It isn’t going to/They aren’t going to… Is it going to…? Yes, it is/No, it isn’t Are they going to…? Yes, they are/No they aren’t Recycled: What did…? When did..? Where did…? How to… Describe animals: It’s a  (mammal) It’s (black and white) It eats (worms and roots) It lives in (gardens and woods)	Science: roles in the food chain Vocabulary: Producers, consumers, herbivores, omnivores, carnivores Additional language: Energy, sun, produce, consume, living, food chain, food web, decomposer They’re carnivores. I think they’re omnivores. They eat… CLIL skills: Learn vocabulary for roles in a food chain Learn about food chains Complete a food chain Optional extension: Practise using a food chain Make a game about a food chain	Animal rescue centre, woodland (adj) Mammal, spines, leaves Follow me, binoculars, anything, genius, creepy, survive, save (a life), perhaps, crash (v), owl, poor thing, It’s hurt, donkey Tent Floor, ceiling Orphan. Worm, habitat, vet, fact sheet, donation, feed, cub, adopt Adoption certificate, sweet (adj) A day out Band, hip-hop, dress up, tonight	Reading: Read a story Read a playscript Read an advert for an animal adoption programme Listening: Listen to people talking about animal adoptions Listen to a story Listen for words and phrases in a story Listen and identify a photo and a certificate Listen and answer questions Speaking: Practise talking about dates Practise describing animals Talk about adopting an animal Act out a play Sing a song about a party Say a chant to practise pronunciation of / ɜ:/ /ɔ:/  Writing: Complete a playscript Write a day out	Cognitive skills: Group words into categories Retell a story from prompts Identify an animal from a description Make predictions about a text Develop reading skills: scanning Recognize spelling patterns Identify pictures from descriptions Read and understand sequences Interpret a Venn diagram Use word lists to improve writing Evaluate your progress in class Mini project: Draw and write about a food chain
Unit 8 On Bell Street	On Bell Street Vocabulary: Artist, secretary, shop assistant, mechanic, postman, bus driver, cook, waitress, cleaner, builder Recycled: Police officer, firefighter Structures: Types of questions Does/is/has…? Did/was/were/could…? Short answers Yes, she does/No, she doesn’t Recycled: Possessive’s How to… Say what job you want and why: I want to be a (doctor) because I want to (work with people)	Maths: Poligons Vocabulary: Rectangle, square, triangle, quadrilateral, pentagon, hexagon, heptagon, octagon Additional language: Pattern, regular, irregular, straight, side, equal, unequal, angle It’s regular/irregular. It’s got… sides. This pattern is made of… and… CLIL skills: Learn vocabulary for types of polygon Recognize and describe polygons Optional extension: Understand the idea of tessellation Learn how to tessellate shapes with four sides	What do you want to be when you grow up?, Are you good at (computers)?, What kind of (shop)? I want to work outside, exciting, dangerous Yard, pet, uniform, fire station, fire engine, fight fires, anywhere, What do you mean? Rescue, people, imtelligent Job, personality, quiz, write down, look after, do the shopping, abseiling, art and craft, documentaries, beaver, campsite, surf the internet, organized, practical, hard-working, kind, friendly, loyal, suggest, food taster Chocolatier, factory, mould, decorate, Easter basket, chick, interviewer Dear…, Yours…, programme, nurse, useful, patient (n) Spanner, engine, tap (v), hammer (n), bucket, sponge, cloth, mop, spire	Reading: Read a story Read a playscript Read a quiz about jobs Listening: Listen to people talking about jobs Listen to a story Listen for words and phrases in a story Speaking: Talk about people’s possessions Talk about the job you want to do Act out a play Talk about jobs Sing a song about jobs Say a chant to practise pronunciation of / i:/ /ai/  Writing: Complete a playscript Write a letter	Cognitive skills: Group words into categories Express an opinion and give reasons Retell a story from prompts Make predictions about a text Develop reading skills: scanning Recognize spelling patterns Read and understand the structure of letters Complete a letter Learn to identify regular and irregular polygons Evaluate your progress in class Mini project: Design a pattern using different types of polygons
Unit 9 At the adventure sports centre	At the adventure sports centre Vocabulary: Skiing, snowboarding, rock climbing, go-karting, ice skating, horse riding, hiking, windsurfing, canoeing, sailing, mountain biking, rollerblading Recycled: Cheap, boring, dangerous, exciting, difficult Structures: The present perfect They’ve tried…/She’s ridden… I’ve never…/He’s never… Have you ever…? Yes, I have/No, I haven’t. Has she ever…? Yes, she ahs/No, she hasn’t Recycled: They went…/They didn’t go… Comparatives and superlatives How to… Compare and discuss sports: I think skiing is the most exciting sport. I think…is more…than… I think so too/ I don’t think so. Unit 7-9 Revision	Geography: The Beaufort scale Vocabulary: Twig, branch, roof, tile Recycled: Leaf, smoke, flag, umbrella Additional language: Wind, move, break, impossible, fall off, blow off, fall over, fly off, are destroyed Leaves are moving. I can feel… I think the wind is force 5. CLIL skills: Learn vocabulary for Beaufort scale Understand the Beaufort scale and work out force numbers from visual observations Learn about wind energy and wind turbines Optional extension: Make a simple wind gauge Use the wind gauge to record the wind strength over a week	Adventure sports centre, group Adjective, comparative, superlative, easy, expensive, safe Rockface, finish line, the winners, have a good time, freezing, Ouch!, mango Break aleg, cocnut milk, kangaroo World record, whale, wave, sail, mast, crowd, iceberg, route, cabin, top, overturn, mend Accident, medal, break a record, sportsman Dates: Friday 21st June, Saturday 22nd June, etc., diary Llama, fall off a bike, giant (adj)	Reading: Read a story Read a playscript Read a magazine article about sailing around the world Listening: Listen to people talking about sporting achievements Listen to a story Listen for words and phrases in a story Listen and answer questions Speaking: Talk about adventure sports Discuss and compare sports Practise agreeing and disagreeing Act out a play Talk about sports heroes Sing a song about what you have and haven’t done Say a chant to practise pronunciation of / ei/ /a:/  Writing: Complete a playscript Write a diary	Cognitive skills: Group words into categories Retell a story from prompts Learn how to make comparisons Make predictions about a text: using contextual information and skimming Recognize spelling patterns Learn to express opinions and give reasons Learn to observe phenomena and draw conclusions based on an established scale Make a concept map for a diary entry Evaluate your progress in class Mini project: Keep a wind diary
Festivals Thanksgiving	Pilgrims, ship, arrive, winter, life, dead, Native Americans, plant (v), hunt (v), harvest, pumpkin, corn, dinner, feast, invite traditional, pudding, turkey, Brussels sprouts, squash, cranberry sauce, pumpkin pie Site, colony, grow corn, smallpox	Objectives: Become aware of the story and traditions of Thanksgiving Day Learn about the Pilgrims’ colony Become aware of words associated with Thanksgiving day Learn words for Thanksgiving food Play a board game about the Pilgrims’ first year in the colony
Festivals Christmas	Celebrate, tradition, The Netherlands, Spain, sweets, nuts, coal, Sweden, forest, sleigh, sack Props, scene, celebrate, a White Christmas, wrap a present, pudding, curtains, perfect, organized Stop panicking!, Merry Christmas!	Objectives: Become aware of Christmas traditions in different countries Become aware of words associated with Christmas Talk about different Christmas celebrations Sing a Christmas song Read and perform a Christmas play
Festivals Chinese New Year	Moon, mandarin orange, envelope, lantern, dragon, China, Chinese, new moon, full moon, celebrations, New Year’s Day, poem, decorate, midnight, parade, dragon	Objectives: Become aware of Chinese New Year Become aware of words associated with Chinese New Year Learn about Chinese dragons Make and label picture of a Chinese dragon
Children around the world Scouts Learning for life: Understand the importance of learning new skills and helping your community	Scout, skills, community, badge, uniform, camping skills, make a fire, tent, citizenship, clear up, rubbish, turn over, change direction, Poland, British, repair, Plan (v), ride (n), accident Buy, transport, store, safely, well, design, snowsports, safety, protective clothing, test, photographer, image	Objectives: Find out about the Scout movement and the activities that they do Read about three children from different countries who have taken part in activities to earn different badges Find out about work in the community, camping skills and sailing Appreciate the process of learning new skills and building towards an award Talk about the skills and activities you would like to take part in Invent a new Scouting badge
Children around the world Endangered animals Learning for life: Understand the importance of conserving our environment	Endangered species, protect, jewellery, catch, Malaysia, Scotland, turtle, danger, fishermen, net, shell, tourist, disappear, forever, autumn, hibernate, concrete, injured Snow leopard, burrowing owl, African, leopard, thick, fur, China, India, Russia, barn, owl, hole, ground, habitat, agriculture	Objectives: Learn about the environment and the importance of conservation projects Meet two children who are helping to conserve their countries’ natural heritage Learn about the problems facing hedgehogs in Scotland and Hawksbill turtles in Malaysia Talk about conservation projects in your country Write about an endangered animal
Children around the world Local history Learning for life: Appreciate the significance of local history	Battle, plaque, die, sick, medicines, Ireland, secret (adj), great-great=grandfather, marry, In those days…, attic, chest, date, expensive, cost, land, lock (v) Prize, ancient, dig, flowerpot, spade, trowel	Objectives: Understand that knowing about the past can help us understand the present Realize that small places and events are part of history too Read about three children who have found out  about their local history Think about how familiar things may be different in 100 years’ time Read and perform a play about discovering history around us.