Medium term plan for the 2nd grade
Academic year
| Topics content | Date | Hours | Learning objectives | Learning outcomes | Assessment of teaching | Modules / Frameworks | Visual aids | How to overcome barriers in learning English | |||||||||
| I TERM | |||||||||||||||||
| My family | 2.L2 recognize with support a limited range of basic common personal questions spoken slowly and distinctly, 2.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words, 2.S6 make introductions and requests in basic interactions with others 2.R2 recognize initial letters in names and places 2.R3 recognize and identify some familiar sight words from local environment | Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals | To identify the ways to ‘activate’ learning. This will help my learners to make a good progress in learning and fulfill their potential. | Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts. | ICT displays - smart/interactive white boards or screens, projectors; | -Smile, create a favorable atmosphere in class -Ask more questions -Encourage learners dialogic learning | |||||||||||
| This is his family | 2.S1 make basic personal statements about people, objects and classroom routines 2.UE1 use singular nouns, plural nouns – to talk about people and places 2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly 2.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly, 2.UE13 use can / can’t to describe ability use can to make requests 2.S2 ask questions in basic exchanges about people, objects and classroom routines | Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals | To maintain the pupils’ motivation. . | Craft activities: where learners are provided instructional input through language and make craft outcomes. | Picture dictionaries, | -Use audio and visual materials - Use learners’ favorite game -Don’t speak fast in English -Use pair work | |||||||||||
| My relatives | 2.S1 make basic personal statements about people, objects and classroom routines 2.UE1 use singular nouns, plural nouns – to talk about people and places 2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly, 2.UE3 use basic adjectives to describe people and things | Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word Learners learn to express themselves using basic modals | To develop the pupils' skills and to encourage them while they perform individual tasks. | Multi-sensory writing: deciphering what someone writes in the air or on your back, making words by forming letters with bodies etc. | ICT displays - smart/interactive white boards or screens, projectors; | -Pronounce the words distinctly -Encourage learners to repeat the new words several times | |||||||||||
| How old are you? | 2.S3 pronounce familiar words and expressions intelligibly 2.UE2 use cardinal numbers 1 - 50 to count 2.S3 pronounce familiar words and expressions intelligibly 2.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words, 2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly, 2.L5 recognise the sounds of phonemes and phoneme blends 2.UE11 use there is /there are to make short statements and ask questions | Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals | To make a feedback | Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm, rhyming words etc.. | memory posters, games, songs, word flashcards, toys | -Work on mistakes together with learners -Use role playing activities -Motivate learners to interact with one another | |||||||||||
| Holidays | 2.S3 pronounce familiar words and expressions intelligibly 2.L5 recognise the sounds of phonemes and phoneme blends 2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly, 2.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words, 2.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are use basic prepositions of time: on, in to talk about days and time use with to indicate accompaniment 1.L4 recognise basic intonation distinguishing questions from statements | Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals | To identify the ways to ‘activate’ learning | Craft activities: where learners are provided instructional input through language and make craft outcomes. | additional English practice books on vocabulary, listening, speaking, reading and writing skills, authentic reading material - books, magazines, newspapers, the Internet; | -Use more visual aids -Use interesting game -Repeat phrases -Use ICT to interest learners | |||||||||||
| I’m a pupil. | 2.R2 recognise initial letters in names and places 2.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words, 2.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly, 2.S3 pronounce familiar words and expressions intelligibly | Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals | to maintain the pupils’ motivation | Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts. | computers with the Internet access, CD and DVD players; | -Use ICT, critical thinking strategies -Encourage active enquiry based learning and learner research -Use group work | |||||||||||
| What is her job? | 2.R2 recognise initial letters in names and places 2.UE7 use personal subject and object pronouns to give basic personal information 2.S4 respond to basic supported questions about people, objects and classroom routines 2.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words, 2.S2 ask questions in basic exchanges about people, objects and classroom routines 2.S3 pronounce familiar words and expressions intelligibly | Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information. | To identify the ways to ‘activate’ learning | Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts. | presentations and other pair and group work. It can also help to facilitate classroom management; | -Use dialogic teaching and learning -Use both telling and showing method | |||||||||||
| I want to be… | 2.R1 recognise, sound and name the letters of the alphabet 2.R3 recognise and identify some familiar sight words from local environment 2.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words | Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals and common present simple | Tangential skill learning: where learners are taught how to do something through the medium of English e.g. how to perform a magic trick, wrap a present or make hand-puppet shapes. | corkboards, wall space, flip charts, exhibition boards; | Use dialogic teaching and learning -Use both telling and showing method | ||||||||||||
| She wants to be a cosmonaut | 2.S3 pronounce familiar words and expressions intelligibly 2.S5 use words in short Exchanges 2.S6 make introductions and requests in basic interactions with others 2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly, 2.R1 recognise, sound and name the letters of the alphabet 2.UE13 use can / can’t to describe ability use can to make requests 2.UE6 use demonstrative pronouns this, these that, those to indicate things | Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals | To identify the ways to ‘activate’ learning | Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts. | visual aids and realia – story/conversational/memory posters, phonics cards, word flashcards, toys | -Use visual methods of communication -Create good and friendly atmosphere in class | |||||||||||
| II TERM | |||||||||||||||||
| She is beautiful | 2.S3 pronounce familiar words and expressions intelligibly 2.UE3 use basic adjectives to describe people and things 2.S1 make basic personal statements about people, objects and classroom routines 2.L3 recognise with support common names and names of places recognize the spoken form of a limited range of everyday and classroom words, 2.UE13 use can / can’t to describe ability use can to make requests | Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals | To identify the ways to ‘activate’ learning | Craft activities: where learners are provided instructional input through language and make craft outcomes. | Additional English practice books on vocabulary, listening, speaking, reading skills, | -Smile, create a favorable atmosphere in class -Ask more questions -Encourage learners dialogic learning | |||||||||||
| My mother is kind | 2.UE5 use interrogative pronouns which, what, where, how to ask basic questions use the question: What colour is it? 2.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words, 2.S3 pronounce familiar words and expressions intelligibly 2.L5 recognise the sounds ofphonemes and phoneme blends 1.S4 respond to very basic supported personal questions | Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals | to maintain the pupils’ motivation | Multi-sensory writing: deciphering what someone writes in the air or on your back, making words by forming letters with bodies etc. | computers with the Internet access, CD and DVD players; | -Use audio and visual materials - Use learners’ favorite game -Don’t speak fast in English -Use pair work | |||||||||||
| Parts of the body | 2.S3 pronounce familiar words and expressions intelligibly 2.R3 recognise and identify some familiar sight words from local environment 2.UE8 use simple imperative forms [positive] for basic commands or instructions 2.UE13 use can / can’t to describe ability use can to make requests 2.S1 make basic personal statements about people, objects and classroom routines 2.S2 ask questions in basic exchanges about people, objects and classroom routines | Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals | To identify the ways to ‘activate’ learning | Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm, rhyming words etc.. | reference resources - picture dictionaries, mono and multilingual dictionaries; | -Pronounce the words distinctly -Encourage learners to repeat the new words several times | |||||||||||
| My friend | 2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly, 2.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words, 2.R3 recognise and identify some familiar sight words from local environment 2.S3 pronounce familiar words and expressions intelligibly 2.L5 recognise the sounds of phonemes and phoneme blends | Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. | To identify the ways to ‘activate’ learning | Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts. | presentations and other pair and group work. It can also help to facilitate classroom management; | -Work on mistakes together with learners -Use role playing activities -Motivate learners to interact with one another | |||||||||||
| My friend’s family (part I) | 2.S3 pronounce familiar words and expressions intelligibly 2.L5 recognise the sounds of phonemes and phoneme blends, 2.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words 1.S1 make basic personal statements and simple statements about objects 2.UE4 use determiners a, an, some, the, this, these to indicate what /where something is 2.R3 recognise and identify some familiar sight words from local environment | Learners begin to read and follow, with support, classroom instruction and short simple texts on familiar and general topics by using contextual clues. Learners learn to express themselves using basic modals and common present simple | to maintain the pupils’ motivation | Craft activities: where learners are provided instructional input through language and make craft outcomes. | Sets of textbooks which include a cultural and historical background of Kazakhstan; | -Use more visual aids -Use interesting game -Repeat phrases -Use ICT to interest learners | |||||||||||
| My friend’s family (part II) | 2.S3 pronounce familiar words and expressions intelligibly 2.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where peopleand things are use basic prepositions of time: on, in to talk about days and time use with to indicate accompaniment 2.R3 recognise and identify some familiar sight words from local environment 2.UE9 use common present simple forms [positive, negative and question] to give basic personal information 2.S1 make basic personal statements about people, objects and classroom routines | Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information. | To identify the ways to ‘activate’ learning | Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts. | presentations and other pair and group work. It can also help to facilitate classroom management; | -Use ICT, critical thinking strategies -Encourage active enquiry based learning and learner research -Use group work | |||||||||||
| Review | 1.R3 recognise some very high-frequency words from local environment 2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly, 2.S4 respond to basic supported questions about people, objects and classroom routines 2.UE13 use can / can’t to describe ability use can to make requests | Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information. | To identify the ways to ‘activate’ learning | Craft activities: where learners are provided instructional input through language and make craft outcomes. | traditional display facilities to display learners’ work - corkboards, wall space, flip charts, exhibition boards; | -Use dialogic teaching and learning -Use both telling and showing method | |||||||||||
| III TERM | |||||||||||||||||
| Where is your toy? | 2.S3 pronounce familiar words and expressions intelligibly 2.L1 recognise short basic nstructions for a limited range of classroom routines spoken slowly and distinctly, 2.S1 make basic personal statements about people, objects and classroom routines | Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. | To identify the ways to ‘activate’ learning | Multi-sensory writing: deciphering what someone writes in the air or on your back, making words by forming letters with bodies etc. | ICT displays* - smart/interactive white boards or screens, projectors; | -Smile, create a favorable atmosphere in class -Ask more questions -Encourage learners dialogic learning | |||||||||||
| Have you got a pet? | 2.S3 pronounce familiar words and expressions intelligibly 2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly, 2.UE11 use there is / there are to make short statements and ask questions | Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals and common present simple | to maintain the pupils’ motivation | Craft activities: where learners are provided instructional input through language and make craft outcomes. | visual aids and realia – story/conversational/memory posters, phonics cards, | -Use audio and visual materials - Use learners’ favorite game -Don’t speak fast in | |||||||||||
| I can play football. | 2.S1 make basic personal statements about people, objects and classroom routines 2.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words | Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals and common present simple | To identify the ways to ‘activate’ learning | Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm, rhyming words etc.. | corkboards, wall space, flip charts, exhibition boards; | -Pronounce the words distinctly -Encourage learners to repeat the new words several times | |||||||||||
| Do you like to play..? | 2.S3 pronounce familiar words and expressions intelligibly 2.UE9 use common present simple forms [positive, negative and question] to give basic personal information 2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly, 2.UE8 use simple imperative forms [positive] for basic commands or instructions 2.S4 respond to basic supported questions about people, objects and classroom routines | Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. | To identify the ways to ‘activate’ learning | Craft activities: where learners are provided instructional input through language and make craft outcomes. | visual aids and realia – story/conversational/memory posters, phonics cards, word flashcards, toys | -Work on mistakes together with learners -Use role playing activities -Motivate learners to interact with one another | |||||||||||
| My house | 2.S3 pronounce familiar words and expressions intelligibly 2.S4 respond to basic supported questions about people, objects and classroom routines 2.L9 recognise the names of letters of the alphabet 2.R1 recognise, sound and name the letters of the alphabet | Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. | to maintain the pupils’ motivation | Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts. | Additional English practice books on vocabulary, listening, speaking, | -Use more visual aids -Use interesting game -Repeat phrases -Use ICT to interest learners | |||||||||||
| My friend’s flat | 2.S4 respond to basic supported questions about people, objects and classroom routines 2.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words | Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. | To identify the ways to ‘activate’ learning | Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts. | computers with the Internet access, CD and DVD players; | -Use ICT, critical thinking strategies -Encourage active enquiry based learning | |||||||||||
| My room | 2.S3 pronounce familiar words and expressions intelligibly 2.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words, 2.UE3 use basic adjectives to describe people and things 2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly | Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals | To identify the ways to ‘activate’ learning | Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm, rhyming words etc.. | corkboards, wall space, flip charts, exhibition boards; | -Smile, create a favorable atmosphere in class -Ask more questions -Encourage learners dialogic learning | |||||||||||
| The doll’s house | 2.S3 pronounce familiar words and expressions intelligibly 2.R3 recognise and identify some familiar sight words from local environment 2.L4 recognise with support short basic questions about what something is, 2.UE9 use common present simple forms [positive, negative and question] to give basic personal information | Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals | to maintain the pupils’ motivation | Craft activities: where learners are provided instructional input through language and make craft outcomes. | visual aids and realia – story/conversational/memory posters, phonics cards, word flashcards, toys | -Use audio and visual materials - Use learners’ favorite game -Don’t speak fast in English -Use pair work | |||||||||||
| In the garden | 2.UE13 use can / can’t to describe ability use can to make requests 2.L4 recognise with support short basic questions about what something is, 2.UE11 use there is / there are to make short statements and ask questions | Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines | To identify the ways to ‘activate’ learning | Active learning activities: TPR [Total Physical Response] activities: | Additional English practice books on vocabulary, listening, | -Pronounce the words distinctly -Encourage learners to repeat the new words several times | |||||||||||
| I am at home | 2.S3 pronounce familiar words and expressions intelligibly 2.R1 recognise, sound and name the letters of the alphabet 2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly, 2.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words | Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals | To identify the ways to ‘activate’ learning | Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts. | computers with the Internet access, CD and DVD players; | -Smile, create a favorable atmosphere in class -Ask more questions -Encourage learners dialogic learning | |||||||||||
| IV TERM | |||||||||||||||||
| What do you want to drink? | 2.R1 recognise, sound and name the letters of the alphabet 2.S3 pronounce familiar words and expressions intelligibly 2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly, 2.UE6 use demonstrative pronouns this, these that, those to indicate things | Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information. | To identify the ways to ‘activate’ learning | Craft activities: where learners are provided instructional input through language and make craft outcomes. | reference resources - picture dictionaries, mono and multilingual dictionaries; | -Smile, create a favorable atmosphere in class -Ask more questions -Encourage learners dialogic learning | |||||||||||
| What do you want to eat? | 2.UE2 use cardinal numbers 1 - 50 to count 2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly, 2.L4 recognise with support short basic questions about what something is | Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. | to maintain the pupils’ motivation | Multi-sensory writing: deciphering what someone writes in the air or on your back, making words by forming letters with bodies etc. | Sets of textbooks which include a cultural and historical background | -Use audio and visual materials - Use learners’ favorite game -Don’t speak fast in English -Use pair work | |||||||||||
| Healthy Food | 2.R1 recognise, sound and name the letters of the alphabet 2.R4 use the alphabet to place the first letters of word in alphabetical order | Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information. | To identify the ways to ‘activate’ learning. | Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm, rhyming words etc.. | corkboards, wall space, flip charts, exhibition boards; | -Pronounce the words distinctly -Encourage learners to repeat the new words several times | |||||||||||
| In a cafe | 2.UE13 use can / can’t to describe ability use can to make requests 2.R3 recognise and identify some familiar sight words from local environment 2.S4 respond to basic supported questions about people, objects and classroom routines 2.L5 recognise the sounds of phonemes and phoneme blends, 2.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words | Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information. | To maintain the pupils’ motivation. . | Craft activities: where learners are provided instructional input through language and make craft outcomes. | visual aids and realia – story/conversational/memory posters, phonics cards, word flashcards, toys | -Smile, create a favorable atmosphere in class -Ask more questions -Encourage learners dialogic learning | |||||||||||
| Shopping | 2.R1 recognise, sound and name the letters of the alphabet 2.R4 use the alphabet to place the first letters of word in alphabetical order 2.UE13 use can / can’t to describe ability use can to make requests 2.R3 recognise and identify some familiar sight words from local environment 2.S4 respond to basic supported questions about people, objects and classroom routines 2.L5 recognise the sounds of phonemes and phoneme blends, 2.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words | Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information. | To identify the ways to ‘activate’ learning. This will help my learners to make a good progress in learning and fulfill their potential. | Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm, rhyming words etc.. | corkboards, wall space, flip charts, exhibition boards; | -Use audio and visual materials - Use learners’ favorite game -Don’t speak fast in English -Use pair work | |||||||||||
| At the shop | 2.S1 make basic personal statements about people, objects and classroom routines 2.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words | Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals and common present simple | To maintain the pupils’ motivation. . | Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm, rhyming words etc.. | corkboards, wall space, flip charts, exhibition boards; | -Pronounce the words distinctly -Encourage learners to repeat the new words several times | |||||||||||
| What do you wear? | 2.S3 pronounce familiar words and expressions intelligibly 2.UE9 use common present simple forms [positive, negative and question] to give basic personal information 2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly, 2.UE8 use simple imperative forms [positive] for basic commands or instructions 2.S4 respond to basic supported questions about people, objects and classroom routines | Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information. | To develop the pupils' skills and to encourage them while they perform individual tasks. | Craft activities: where learners are provided instructional input through language and make craft outcomes. | visual aids and realia – story/conversational/memory posters, phonics cards, word flashcards, toys | -Work on mistakes together with learners -Use role playing activities -Motivate learners to interact with one another | |||||||||||
| Poem” Shoes and boots” | 2.S3 pronounce familiar words and expressions intelligibly 2.S4 respond to basic supported questions about people, objects and classroom routines 2.L9 recognise the names of letters of the alphabet 2.R1 recognise, sound and name the letters of the alphabet | Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information. | To make a feedback | Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts. | Additional English practice books on vocabulary, listening, speaking, reading skills, | -Use more visual aids -Use interesting game -Repeat phrases -Use ICT to interest learners | |||||||||||
