| Topics content
| Date
| Hours
| Learning objectives
| Learning outcomes
| Assessment of teaching
| Modules / Frameworks
| Visual aids
| How to overcome barriers in learning English
|
My weekdays TERM 1
| |
| Hello, again!
|
|
| 3.L1 understand arange of short basic supported classroom in structions
3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines
3.R1 read and spell out words for others
3.W1 write with support short responsesat phrase level to
questions and other prompts
3.UE1 use singular nouns, plural nouns including some common irregular
plural forms in givingsimple descriptions
| 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
|
| My weekday
|
|
| 3.L2 recognise with considerable support an increasing range of
common personal questions
3.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines
3.R2 identify, remember and sound out high-frequency sound and letter patterns
3.W2 write letters and familiar high frequency words when read aloud or spelt
3.UE2 use cardinal numbers 1 -50 to count
| Learners develop the ability to understand the main points and more specific
information of short and longer talk on a range of general and curricular topics
spoken slowly and distinctly.
Learners learn to express themselves using basic modals
| 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
-Dont speak fast in English
-Use pair work
|
| day
|
|
| 3.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number
3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
3.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities
3.W3 write short phrases to identify people, places and objects
3.UE2 use cardinal numbers 1 -50 to count
| 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
|
| Days of the week
|
|
| 3.L4 recognise with support short basic questions relating to features such as colour and number
3.S4 respond to basic supported questions giving personal and
factual information
3.R4 begin to use with support a simple picture dictionary
3.W5 write letters and familiar high frequency words when read aloud
or spelt out for learners
3.UE4 use determiners a, an, the, some, any, this, these, that, those to identify things
| Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics
spoken slowly and distinctly.
Learners learn to express themselves using basic modals
| 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
|
| Early to bed, early to rise
|
|
| 3.L5 identify missing phonemes in incomplete words 3.S5 begin to articulate clearly the difference between various sounds
3.R5 understand the main points of simple sentences on familiar topics by using contextual clues
3.W5 write letters and familiar high frequency words when read aloud
or spelt out for learners
3.UE5 use interrogative pronouns including which, what, where, whose to ask who people are and what they are doing
| 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
|
Leisure time
|
| Family time
|
|
| 3.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar
topics information 3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in
a limited range of short, basic exchanges 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics
3.W6 use with support upper and lower case letters accurately when
writing names and address
3.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for 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
| 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 dialogic teaching and learning
-Use both telling and showing method
|
| My weekend
|
|
| 3.L7 use contextual clues to predict content in short, supported talk on
routine and familiar topics
2.S7 place stress correctly on familiar polysyllabic words 3.R6 understand with considerable and particularly visual support, some specific
information in short, simple texts on familiar topics
3.W7 spell some familiar high-frequency words accurately during guided writing activities
3.UE7 use personal subject and object pronouns 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
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 visual methods of communication
-Create good and friendly atmosphere in class
|
| Where can you go on holiday?
|
|
| 3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics
2.S8 give simple instructions for others to follow
3.R6 understand with considerable and
particularly visual support, some specific information in short, simple texts on familiar topics
3.W8 include a full stop when writing very high-frequency short sentences in guided writing activity
3.UE8 use simple imperative forms [positive and negative] for basic commands and instructions
| 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
| to identify the ways to activate learning
| Tangential skill learning: where learners are taught how to do something through the medium of
English e.g. how to perform a magic trick, wrap a present or make hand-puppet shapes.
| corkboards, wall
space, flip charts, exhibition boards;
| -Use more audio listening tasks
-Encourage and praise learners if necessary
-Scaffold learners
|
| Lets play
|
|
| 3.L9 recognise the spoken form of
familiar words and expressions
2.S8 give simple instructions for others to follow
3.R6 understand with considerable and particularly visual support, some specific information in short,
simple texts on familiar topics
3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts
| 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.
| 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
|
School TERM 2
|
| My school
|
|
| 3.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics information
3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in
a limited range of short, basic exchanges
3.R6 understand with considerable and
particularly visual support, some specific information in short, simple texts on familiar topics
3.W6 use with support upper and lower case letters accurately when
writing names and address
| 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 develop their skills and to encourage them while they perform
individual tasks.
| Craft activities: where learners are provided instructional input through language and make craft
outcomes.
| Additional English practice books on vocabulary, listening,
speaking, reading skills, authentic reading material - books, magazines,
newspapers, the Internet;
| -Dont speak so fast in English -Use both telling and showing method
-Use both telling and showing method
|
| A school play
|
|
| 3.L7 use contextual clues to predict
content in short, supported talk on
routine and familiar topics
2.S7 place stress correctly on familiar
polysyllabic words 3.R6 understand with considerable and particularly visual support, some specific
information in short, simple texts on familiar topics
3.W7 spell some familiar high-frequency words accurately during
guided writing activities
3.UE7 use personal subject and object
pronouns to describe people and 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. This will help my learners to make a good progress in learning
and fulfill their potential.
| Multi-sensory writing: deciphering what someone writes in the air or on your back, making words
by forming letters with bodies etc.
| computers with the Internet access, CD and DVD players;
| -Use visual methods of communication
-Create good and friendly atmosphere in class
|
| What date is it today?
|
|
| 3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics
2.S8 give simple instructions for others to follow
3.R6 understand with considerable and
particularly visual support, some specific information in short, simple texts on familiar topics
3.W8 include a full stop when writing very high-frequency short sentences in guided writing activity
3.UE8 use simple imperative forms [positive and negative] for basic commands and instructions
| 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
maintain the pupils motivation.
.
| Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm,
rhyming words etc..
| reference resources - picture dictionaries, mono and multilingual
dictionaries;
| -Use more audio listening tasks
-Encourage and praise learners if necessary
-Scaffold learners
|
| Good
Manners
|
|
| 3.L9 recognise the spoken form of familiar words and expressions
2.S8 give simple instructions for others to follow
3.R6 understand with considerable and particularly visual support, some specific information in short,
simple texts on familiar topics
3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts
| 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 visual methods of communication
-Create good and friendly atmosphere in class
|
| School schedule
|
|
| 3.L1 understand arange of short basic supported classroom in structions
3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines
3.R1 read and spell out words for others
3.W1 write with support short responsesat phrase level to
questions and other prompts
3.UE1 use singular nouns, plural nouns including some common irregular
plural forms in givingsimple descriptions
| 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 develop the pupils' skills and to encourage them while they perform
individual tasks.
| Craft activities: where learners are provided instructional input through language and make craft
outcomes.
| Sets of textbooks which include a cultural and historical background of
Kazakhstan;
| -Scaffold learners if necessary
-Ask more questions
-Smile, create a favorable atmosphere in class
|
| My favorite subject
|
|
| 3.L2 recognise with considerable support an increasing range of
common personal questions
3.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines
3.R2 identify, remember and sound out high-frequency sound and letter patterns
3.W2 write letters and familiar high frequency words when read aloud or spelt
3.UE2 use cardinal numbers 1 -50 to count
| 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;
| -Dont speak so fast in English -Use both telling and showing method
-Use both telling and showing method
|
| Lets play
|
|
| 3.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number
3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
3.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities 3.W3 write short phrases to identify people, places and objects 3.UE2 use cardinal numbers 1 -50 to count
| Learners develop the ability to understand the main points and more specific
information of short and longer talk on a range of general and curricular topics
spoken slowly and distinctly. Learners learn to express themselves using basic modals 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.
| traditional display facilities to display learners work - corkboards, wall
space, flip charts, exhibition boards;
| -Use visual methods of communication
-Create good and friendly atmosphere in class
|
The world around me TERM 3
|
| A street in a big city
|
|
| 3.L5 identify missing phonemes in incomplete words 3.S5 begin to articulate clearly the difference between various sounds
3.R5 understand the main points of simple sentences on familiar topics by using contextual clues
3.W5 write letters and familiar high frequency words when read aloud
or spelt out for learners
3.UE5 use interrogative pronouns including which, what, where, whose to ask who people are and what they are doing
| 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
| To identify the ways to activate learning. This will help my learners to make a good progress in learning
and fulfill their potential.
| Multi-sensory writing: deciphering what someone writes in the air or on your back, making words
by forming letters with bodies etc.
| ICT displays* - smart/interactive white boards or screens, projectors;
| -Use visual methods of communication
-Create good and friendly atmosphere in class
|
| My city
|
|
| 3.L1 understand arange of short basic supported classroom in structions
3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines
3.R1 read and spell out words for others
3.W1 write with support short responses at phrase level to
questions and other prompts
3.UE1 use singular nouns, plural nouns including some common irregular
plural forms in giving simple descriptions
| 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, word flashcards, toys
| -Use more audio listening tasks
-Encourage and praise learners if necessary
-Scaffold learners
|
| Two capital cities
|
|
| 3.L2 recognise with considerable support an increasing range of
common personal questions
3.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines
3.R2 identify, remember and sound out high-frequency sound and letter patterns
3.W2 write letters and familiar high frequency words when read aloud or spelt
3.UE2 use cardinal numbers 1 -50 to count
| Learners develop the ability to understand the main points and more specific
information of short and longer talk on a range of general and curricular topics
spoken slowly and distinctly. Learners learn to express themselves using basic modals 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;
| -Use visual methods of communication
-Create good and friendly atmosphere in class
|
| In the village
|
|
| 3.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number
3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
3.R3 read and follow with considerable support simple, words,
phrases and sentences on familiar and general topics and familiar instructions for classroom activities
3.W3 write short phrases to identify
people, places and objects
3.UE2 use cardinal numbers 1 -50 to count
| 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
| -Scaffold learners if necessary
-Ask more questions
-Smile, create a favorable atmosphere in class
|
| A vet
|
|
| 3.L4 recognise with support short basic questions relating to features such as colour and number
3.S4 respond to basic supported questions giving personal and
factual information
3.R4 begin to use with support a simple picture dictionary
3.W5 write letters and familiar high frequency words when read aloud
or spelt out for learners
3.UE4 use determiners a, an, the, some, any, this, these, that, those to
identify things
| Learners develop the ability to understand the main points and more specific
information of short and longer talk on a range of general and curricular topics
spoken slowly and distinctly. Learners learn to express themselves using basic modals 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, authentic reading material - books, magazines,
newspapers, the Internet;
| -Dont speak so fast in English -Use both telling and showing method
-Use both telling and showing method
|
Transport
|
| How do you go to school?
|
|
| 3.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics information
3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in
a limited range of short, basic exchanges 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics
3.W6 use with support upper and lower case letters accurately when writing names and address
3.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information
| Learners learn to understand and respond to short, basic, supported and
unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal
information and classroom routines.
| 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 visual methods of communication
-Create good and friendly atmosphere in class
|
| Metro
|
|
| 3.L7 use contextual clues to predict
content in short, supported talk on routine and familiar topics
2.S7 place stress correctly on familiar
polysyllabic words 3.R6 understand with considerable and particularly visual support, some specific
information in short, simple texts on familiar topics
3.W7 spell some familiar high-frequency words accurately during guided writing activities
3.UE7 use personal subject and object pronouns 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
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 more audio listening tasks
-Encourage and praise learners if necessary
-Scaffold learners
|
| Travelling
|
|
| 3.L8 understand short narratives spoken slowly and distinctly
on routine and familiar topics
2.S8 give simple instructions for others to follow
3.R6 understand with considerable and
particularly visual support, some specific information in short,
simple texts on familiar topics
3.W8 include a full stop when writing very high-frequency short sentences in guided writing activity
3.UE8 use simple imperative forms
[positive and negative] for basic commands and instructions
| 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 visual methods of communication
-Create good and friendly atmosphere in class
|
| How can I get to
|
|
| 3.L9 recognise the spoken form of
familiar words and expressions
2.S8 give simple instructions for others to follow
3.R6 understand with considerable and
particularly visual support, some specific information in short,
simple texts on familiar topics
3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and
facts
| 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.
| Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic
prompts.
| Additional English practice books on vocabulary, listening,
| -Scaffold learners if necessary
-Ask more questions
-Smile, create a favorable atmosphere in class
|
| Lets play
|
|
| 3.L9 recognise the spoken form of
familiar words and expressions
2.S8 give simple instructions for others to follow
3.R6 understand with considerable and
particularly visual support, some specific information in short,
simple texts on familiar topics
3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and
Facts
| 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
| 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;
| -Dont speak so fast in English -Use both telling and showing method
-Use both telling and showing method
|
Weather TERM 4
|
| Seasons
|
|
| 3.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics information 3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in
a limited range of short, basic exchanges 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics
3.W6 use with support upper and lower case letters accurately when writing names and address
3.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information
| Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word
stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals and common present
simple and continuous forms to describe events and give basic personal information.
| 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;
| -Use visual methods of communication
-Create good and friendly atmosphere in class
|
| Weather
|
|
| 3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics 2.S7 place stress correctly on familiar polysyllabic words 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W7 spell some familiar high-frequency words accurately during guided writing activities
3.UE7 use personal subject and object pronouns to describe
| 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 more audio listening tasks
-Encourage and praise learners if necessary
-Scaffold learners
|
| Weather
|
|
| 3.L8 understand short narratives spoken slowly and distinctly
on routine and familiar topics
2.S8 give simple instructions for others to follow
3.R6 understand with considerable and
particularly visual support, some specific information in short,
simple texts on familiar topics
3.W8 include a full stop when writing very high-frequency short sentences in guided writing activity
3.UE8 use simple imperative forms
[positive and negative] for basic commands and instructions
| 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 visual methods of communication
-Create good and friendly atmosphere in class
|
| My favorite season
|
|
| 3.L9 recognise the spoken form of
familiar words and expressions
2.S8 give simple instructions for others to follow
3.R6 understand with considerable and
particularly visual support, some specific information in short,
simple texts on familiar topics
3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and
Facts
| 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
| -Scaffold learners if necessary
-Ask more questions
-Smile, create a favorable atmosphere in class
|
In the shopping centre
|
| Types of Shops
|
|
| 3.L6 understand some specific information in short, slow, carefully
articulated talk on routine and familiar
topics information
3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in
a limited range of short, basic exchanges
3.R6 understand with considerable and
particularly visual support, some specific information in short, simple texts on familiar topics
3.W6 use with support upper and lower case letters accurately when writing names and address
| 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 visual methods of communication
-Create good and friendly atmosphere in class
|
| In the shopping centre
|
|
| 3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics 2.S7 place stress correctly on familiar polysyllabic words 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W7 spell some familiar high-frequency words accurately during guided writing activities
3.UE7 use personal subject and object pronouns to describe people and 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 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;
| -Use more audio listening tasks
-Encourage and praise learners if necessary
-Scaffold learners
|
| In the toy shop
|
|
| 3.L8 understand short narratives spoken slowly and distinctly
on routine and familiar topics
2.S8 give simple instructions for others to follow
3.R6 understand with considerable and
particularly visual support, some specific information in short,
simple texts on familiar topics
3.W8 include a full stop when writing very high-frequency short sentences in guided writing activity
3.UE8 use simple imperative forms
[positive and negative] for basic commands and instructions
| 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
| -Use visual methods of communication
-Create good and friendly atmosphere in class
|
| Lets play
|
|
| 3.L9 recognise the spoken form of
familiar words and expressions
2.S8 give simple instructions for others to follow
3.R6 understand with considerable and
particularly visual support, some specific information in short,
simple texts on familiar topics
3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and
facts
| 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,
| -Scaffold learners if necessary
-Ask more questions
-Smile, create a favorable atmosphere in class
|
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