Учебно-познавательная компетенция.

Учебно-познавательная компетенция подразумевает наличие у школьников умений и навыков самостоятельного обучения, которые в дальнейшем обеспечат автономность учащегося в постановке собственных учебных целей и выборе действий для достижения этих целей. На начальном этапе обучения особое значение приобретает помощь учащимся в развитии следующих познавательных способностей:

• развитие мыслительных умений (сравнение, обобщение, классификация, умозаключение);

• формирование произвольного внимания;

• целенаправленное развитие памяти;

• стимулирование использования воображения и творческих способностей.

Целям формирования автономности учащегося и мотивации к плодотворной самостоятельной работе служат различные компоненты УМК «Happy» и содержащиеся в них виды заданий:

• Учебник содержит идеи, образцы и шаблоны для выполнения проектных работ Такие работы (в зависимости от уровня учебника и возраста учащихся) формируют умения понять задание, выбрать тему, найти / отобрать необходимую информацию, оформить и подготовить презентацию работы;

• Рабочая тетрадь предлагает упражнения в игровой и занимательной форме, которые способствуют повышению мотивации при выполнении домашних заданий;

• Ученический Multi-ROM предоставляет возможность самостоятельного прослушивания песен, рифмовок и аудио сопровождения к текстам учебника, что способствует наиболее успешному запоминанию материала при необходимом каждому учащемуся количестве прослушиваний;

• Ученический Multi-ROM предоставляет возможность самостоятельного выполнения интерактивных заданий с мгновенным контролем правильности выполнения.

• Ученический сайт на www.oup.com/elt, предлагающий разнообразные задания, тренировочные тесты и возможность переписки с друзьями.

 

Социальный компонент образовательной компетенции включает 3 составляющие: социальную, социолингвистическую, социокультурную компетенции.

 

Социальная компетенция представляет собой умение и желание включаться в общение и совместную деятельность с другими людьми. Содержанием развития социальной компетенции при обучении иностранному языку в начальной школе является:

• усвоение правил поведения на занятиях в различных режимах работы;

• правильное выполнение инструкций на английском языке;

• уважение к преподавателю, другим ученикам, их интересам и деятельности;

• умение и желание взаимодействовать с другими учащимися преподавателем в рамках учебной деятельности на английском языке;

• знакомство с моделями межличностных отношений младших школьников.

 

Под социолингвистической компетентностью понимается все, что относится к вербальным способам контакта; владение основными нормами речевого этикета, принятыми в стране изучаемого языка:

• умение вести диалог этикетного характера (познакомиться, поприветствовать, попрощаться, извиниться, поблагодарить, поздравить собеседника);

• умение вежливо попросить, внести предложение, согласиться и вежливо отклонить просьбу / предложение;

• умение выразить свои эмоции, мнение, отношение.

Виды деятельности, направленные на развитие социальной и социокультурной компетентности учащихся начальной школы:

• игровая деятельность в парах и группах;

• диалоги и истории в картинках, знакомящие учащихся с речевыми клише для различных ситуаций общения. Учащиеся имеют возможность слышать живую речь, наблюдать развитие ситуации при помощи картинок, имитировать и изменять диалоги в соответствии со своими потребностями;

• драматизация как возможность смоделировать ситуации реального общения;

• совместное выполнение проектных и творческих работ как на уроке, так и во внеурочное время.

 

Социолингвистическая компетентность включает фоновые знания о стране изучаемого языка, в т.ч. в сравнении со своей страной. Предметным аспектом социолингвистической компетентности является умение представлять родную культуру на иностранном языке.

Социокультурный компонент представлен на страницах УМК «Happy» при помощи разнообразных текстов, ситуативных фотографий и рисунков, а также творческих заданий, опирающихся на опыт учащихся.

• песни, рифмовки и тексты для чтения, несущие информацию о Британских реалиях и праздниках;

• материалы и советы по подготовке и проведению праздников;

Оценочная компетенция.

Содержание оценочной компетентности состоит в способности и желании школьника оценить свою деятельность, а также воспринять критику и пожелания других (в том числе преподавателей). Развитие данного компонента обеспечивается через:

• знакомство учащихся с целями и задачами обучения;

• знание требований, предъявляемых на каждом этапе обучения;

 

Данный УМК предусматривает разнообразные формы мониторинга и тестирования учащихся, что дает возможность постоянного контроля их успехов

Контроль говорения – участие в инсценировках, выступление с выученными стихами и рифмовками; устная презентация творческих работ; монологические и диалогические высказывания по пройденной теме

Контроль аудирования, чтения, письма (начиная с Happy House 2) при помощи тестов, содержащихся в книге для учителя

Контроль знания лексики и структур – выполнение заданий в Рабочей тетради и успешное участие в играх.

 

1. Примерное тематическое планирование.

Примерное тематическое планирование к УМК Family and Friends 1

Раздел	Лексика	Грамматика	Буквосочетания	Навыки
Starter: Hello!	Hello! Goodbye. How are you? I’m fine, thank you. What’s your name? My name’s … How old are you? I’m… Numbers 1-10 Days of the week Colours of the rainbow
1. What’s this?	School things	What’s this? It’s a pen	Initial sounds: A, b, c, d Aa apple Bb bird Cc cat Dd dog	Reading: a description Listening: identifying objects Speaking: What’s this? It’s a … Writing: counting words in a sentence, writing about my school things
2. Playtime	Toys	My/your Is this your teddy? Yes, it is No, it isn’t	Initial sounds: E f g h Ee egg Ff fish Gg goat Hh hat	Reading: a poem: “ My favourite things” Listening: identifying favourite things Speaking: What’s your favourite..? Writing: dividing sentences into words, writing about my favourite toys
3. This is my nose	My body	Arm/arms This is… These are…	Initial sounds: I j k l Ii ink Jj jam Kk kite Ll lion	Reading: instructions Listening: identifying different animals Speaking: describing an animal features Writing: identifying full sentences, writing about my body
Review 1
4. He’s a hero!	Jobs	She’s/He’s a teacher Is she/he a teacher? Yes, she is No, he isn’t	Initial sounds: M n o p Mm mum Nn nurse Oo orange Pp pen	Reading: an autobiography Listening: identifying people by their jobs Speaking: Is he a doctor? Writing: capital letters and full stops, writing about my family
5. Where’s the ball?	The park	Where’s the ball? In/on/under	Initial sounds: Q r s t u Qq queen Rr rabbit Ss sofa Tt teddy Uu umbrella	Reading: a puzzle text Listening: identifying objects by location Speaking: Where’s the kite? Writing: capital letters at the start of names, writing about the park
6. Billy’s teddy!	My family	Possessive ‘s	Initial sounds: V w x y z Vv van Ww window Xx box Yy yo-yo Zz zebra	Reading: a caption story Listening: distinguishing details Speaking: Who’s this? Writing: question marks, writing about my family’s things
Review 2
7. Are these his trousers?	My clothes	This is her/his T-shirt Are these his socks? Yes, they are No, they aren’t	The alphabet: the alphabet letter names and their sequence	Reading: a caption story Listening: identifying clothes Speaking: What colour are these trousers? Writing: contractions: ‘s, writing about my favourite clothes
8. Where’s Grandma?	My house	Is she in the kitchen? Yes, she is. No, she isn’t Where are dad and Billy? Are they in the garden? No, they aren’t	Digraphs: sh Shoes Sheep fish	Reading: information on a webpage Listening: listening for location Speaking: Where are the bedrooms? Writing: Identifying vowels, writing about my home
9. Lunchtime!	My lunch box	I’ve got two sandwiches I haven’t got my lunch box An apple (an + a, e, i, o, u)	Digraphs: ch Chair Teacher Chick	Reading: information texts Listening: identifying key words Speaking: I’ve got a banana and a pear… Writing: using a and an, writing about my lunch box
Review 3
10. A new friend!	My friends Shapes	He/she’s got… He/she hasn’t got… It’s got… It hasn’t got…	Digraphs: th Three Bath Teeth	Reading: a descriptive letter Listening: identifying different friends Speaking: She’s got blond hair. Who is it? Writing: contractions: ‘s/’ve, writing about my friends
11. I like monkeys!	The zoo	I like monkeys I don’t like elephants They’re big I’m little	CVC words: a Cat Man Fan	Reading: a poem: “What am I?” Listening: identifying preferences Speaking: It’s got four legs. It’s black and orange Writing: Identifying adjectives, writing about animals I like
12. Dinnertime!	Food Drinks	Do you like carrots? Yes, I do No, I don’t What do you like? I like yogurt.	CVC words: e Bed Pen Red	Reading: information texts Listening: identifying food preferences Speaking: What do you like? Writing: negative contractions: n’t, writing about food I like
Review 4
13. Tidy up!	My bedroom Numbers 11-20	There’s… There are…	CVC words: i Bin Fig Tin	Reading: a descriptive letter Listening: distinguishing details Speaking: Where are the shoes? Writing: question marks and full stops, writing about my bedroom
14. Action Boy can run!	Verbs	He can/can’t fly Can he talk? Yes, he can No, he can’t	CVC words: o Dog Fox Log	Reading: descriptions Listening: identifying animals Speaking: It can run. It’s brown and big Writing: contractions: can’t, writing about what I can do
15. Let’s play ball!	The beach	Let’s + verb	CVC words: u Rug Jug Sum	Reading: an information poster Listening: distinguishing details Speaking: Let’s play ball! Writing: identifying verbs, writing about the beach
Review 5

 

Примерное тематическое планирование к УМК Family and Friends 2

Раздел	Лексика	Грамматика	Буквосочетания	Навыки
Starter: Welcome back!	I’ve got the brown hair. This is my cousin. He’s got green eyes. Where’s Billy? Is he under the bed? There’s… There are … Numbers 1-100 Family Colours
1. Our new things	Schools things	This/That is… These/Those are…	Review of the alphabet and initial sounds	Reading: a description Listening: identifying people and objects
2. They’re happy now!	Feelings	We’re/ They’re... Are they?	Review of diagraphs: ch, sh, th ch: chair teacher sh: shoes fish th: thumb bath	R: a poem: “ My feelings” L: identifying feelings S: Is he sad? No, he isn’t. He’s… W: long and short forms, writing feelings (WB)
3. I can ride a bike!	Outdoor activities	She can/can’t… Can he..? Prepositions of place: Behind/ in front of Next to/ between	Review of CVC words: a e i o u a: cat van e: peg bed i: bin fig o: mop dog u: bus jug	R: information on a web page L: identifying outdoor toys S: Where’s the skateboard? It’s in front of the table W: using a/an, writing about what I can and can’t do (WB)
Review 1
4. Have you got a milkshake?	Food Numbers 20-100	Have you got..? I have/ haven’t… Has he got..? He has/ hasn’t…	Consonant blends: gr br fr gr: grass grapes br: brush bread fr: frog frisbee	R: a caption story L: identifying which food items are available S: Have you got apples? Yes, we have. W: question marks and full stops, writing about my lunch (WB)
5. We’ve got English!	School subjects	What/When have we got..?	Consonant blends: dr tr cr dr: drums dress tr: truck tree cr: crayon crab	R: a description on a web page L: identifying school rooms S: What have we got in the art room? We’ve got… W: capital letters, writing about my school subjects (WB)
6. Let’s play after school!	After-school activities	I visit… I don’t have…	Consonant blends: fl pl bl fl: flower flat pl: plum plate bl: blanket blue	R: information texts L: identifying after-school activities S: I read a book. I don’t ride a bike W: verbs, writing about what I do after school (WB)
Review 2
7. Let’s buy presents!	Special days	What does he like? He likes/ doesn’t like…	Consonant blends: cl gl sl cl: cloud clock gl: gloves glue sl: slide slippers	R: instructions on making a card L: identifying suitable presents for people according to their preferences S: What does he like? He likes tennis. W: long and short forms, writing about presents for my mum (WB)
8. What’s the time?	Everyday activities Times of the day	What’s the time? It’s… o’clock. He…at…o’clock	Consonant blends: sm sn st sk sm: smile small sn: snow snake st: stairs star sk: sky skates	R: information texts L: listening for time and activities S: He has breakfast. W: identifying Wh-questions, writing about my day (WB)
9. Where does she work?	Places	Where does he work? He works in a… Does she work in a..?	Long vowels: a + magic e lake face gate plane	R: a magazine interview L: listening for detail in an interview S: What are Peter’s favourite animals? They’re monkeys. W: using commas with and in lists, writing about where my family works (WB)
Review 3
10. It’s hot today!	Weather Weather activities	What’s the weather like? It’s… Put on/ Don’t put on…	Long vowels: I + magic e bike white kite line nine	R: a weather report L: identifying the weather at certain times from the weather report S: It’s Monday.
11. What are you wearing?	Clothes Time	Present Continuous: What are you wearing? What’s he wearing? I’m/He’s wearing	Long vowels: o + magic e nose bone rope home stone	R: a poem: “At the coach station” L: identifying people by their clothing S: What’s she wearing? She’s wearing… He’s wearing a red shirt. Who is it? W: writing the time, writing about my clothes (WB)
12. You’re sleeping!	Celebrations Getting ready	Present continuous: What are you/they doing? I’m/We’re/They’re… What’s he/she doing? He’s/She’s…	Long vowels: u + magic e June tube flute cube	R: a description email L: listening for detail to distinguish between photos S: What’s he doing? He’s dancing W: present continuous verbs, writing about a party (WB)
Review 4
13. Look at all the animals!	Farm animals Adjectives	Comparatives: This cow is bigger than that cow	Long vowels: ee tree cheese green feet three	R: an information text L: listening for rules S: Don’t open the gate W: using and to connect sentences, writing about a farm visit (WB)
14. Look at the photos!	Memories Tidying up	Past simple: I was/wasn’t… You were/weren’t…	Short & long vowels Cub cube Tap tape Pip pipe	R: a newspaper article L: identifying people by their feelings and appearance S: He was a lion (in the school play) W: and/or, writing about me and my friends (WB)
15. Well done!	People Ordinal numbers	Past Simple: There were some/ weren’t any… Irregular plurals	ng/ nk ng: ring king swing nk: bank sink pink	R: a fairytale L: identifying actions and emotions S: What’s Suzy doing? She’s … Is she sad? No, she isn’t. She’s… W: irregular plurals, writing about a school open day (WB)
Review 5

 

Примерное тематическое планирование к УМК Family and Friends 3

 

Starter: My family	Family words adjectives Months of the year Numbers 1-100 Present Simple with be and got I’m seven We’ve got two cousins How old are you? Past Simple with be It was sunny The children were happy Comparatives The red car is bigger than the blue car
1. They’re from Australia	Countries Seasons/home	Present Simple Where are you from? I’m from Egypt	Consonant blends: Cr: crayon Dr: draw, drink Sp: spoon Sn: snake Pl: play	Reading: a story: “ The selfish giant” Listening: identifying details about age, birthday, country and favourite season Speaking: asking and answering about age, country and favourite season Writing: capitalizing proper nouns and sentence beginnings, writing about myself
2. My weekend	Hobbies	Like+verb+ing I like reading I don’t like fishing Does he like playing chess? Yes, he does/No, he doesn’t	Magic e: a_e: face, space i_e: kite, bike o_e: rope, stone u_e: June, cube	Reading a penfriend’s website Listening: identifying details about different penfriends Speaking: choosing a penfriend based on hobbies Writing: full forms and short forms of be and have; writing an e-mail about my hobbies
3. My things	My things / phrasal verbs Collections	Your/our/their That’s their CD player Can for permission/request Can I use your computer? Yes, you can/No, you can’t	Words with ar: Car, park, shark, star, scarf	Reading: instructions Listening: a school project Speaking: identifying details about collections Writing: punctuation marks: question mark, commas and full stops; writing about a child’s collection
Review 1
4. We’re having fun at the beach	Water sports Adjectives to describe places	Present Continuous: affirmative and negative I’m swimming She isn’t snorkelling	-all endings: ball, mall, wall, tall, small	Reading: a holiday brochure Listening: identifying details about beach activities Speaking: describing what you like doing on the beach Writing: spelling rules for the gerund form; writing a postcard about my trip
5. A naughty monkey	Zoo animals Adjectives to describe emotions and things	Present Continuous: questions and short answers Is the crocodile eating the sandwich? Yes, it is/ No, it isn’t	or and aw spellings: or: fork, horse, corn aw: straw, paw, yawn	Reading: a story “ The Lion and the Mouse” Listening: identifying different frames of a cartoon strip Speaking: describing different frames of a cartoon strip Writing: using speech marks; writing a factfile about animals
6. Jim’s day	Daily routine Time words	Present Simple: affirmative, negative, questions I have breakfast at eight o’clock Do they live in a big house? Yes, they do/No, they don’t	oy and oi spellings oy: boy, toy, oyster oi: coin, oil, soil	Reading: a website about cyber school Listening: identifying details about a student’s day Speaking: describing daily routine Writing: proper nouns; writing about my day
Review 2
7. Places to go	Places in town Performances	Present Simple and adverbs of frequency: always, sometimes, never I sometimes go to the library Prepositions oftime: on, at, in My birthday is in May	ow and ou spellings ow: cow, clown, flower ou; house, trousers, mouse	Reading: a film review Listening: identifying details about free time activities Speaking: describing free time activities Writing: verbs, adjectives and prepositions; writing an e-mail to invite a friend to the cinema
8. I’d like a melon	Food	Countable and uncountable nouns a/an/some I’d like a melon Would you like some cereal? Yes, please/No, thanks	- ld and – lt endings ld: child, shield, field lt: belt, quilt, adult	Reading: a recipe Listening: identifying what people want at the market Speaking: a role play: at the market Writing: adjective order; writing a recipe
9. What’s the fastest animal in the world?	Describing places	Comparatives Russia is bigger than the UK Superlatives The highest mountain in the world is Mount Everest	nd, nt, mp endings nd: sand, pond nt: plant, tent mp: lamp, camp	Reading: a website “World records” Listening: identifying geographical features Speaking: describing geographical features Writing: placement of adverbs of frequency; writing about my country
Review 3
10. In the park!	In the park Verbs	Must/mustn’t for rules and obligations You must turn off your mobile phone You mustn’t walk on the grass	Long vowel sound a: Rain, train, Monday, tray, case, race	Reading: a story “ The Gingerbread Man” Listening: identifying library rules Speaking: describing library rules Writing: using and/or in sentences; writing school rules
11. In the museum	Transport prepositions	Past Simple with be: affirmative and negative There was/wasn’t a park in our town fifty years ago Lots of, some, any There were/weren’t some trains a hundred years ago Time words: yesterday, last week/year/Monday, fifty years ago, then	Long vowel sound e: Ice cream, dream, queen, green, jelly, happy	Reading: a history poster “ The Vikings ” Listening: identifying aspects of Viking life Speaking: describing aspects of Viking life Writing: using paragraphs in writing; writing about my town in the past
12. A clever baby!	Adjectives to describe people	Past Simple with be and had: affirmative and negative I wasn’t tall when I was five. You were happy on holiday	Long vowel sound i: Night, light, sky, dry, smile, shine	Reading: a poem “ My Grandma” Listening: distinguishing ideas about a grandfather Speaking: making true/false statements about a grandfather Writing: using and and but in sentences; writing about my family
Review 4
13. The Ancient Egyptians	Verbs Adjectives to describe things	Past Simple with regular verbs: affirmative and negative They lived 5000 years ago They didn’t cook pizza	Long vowel sound o: Snow, elbow, coat, soap, nose, stone	Reading: an information poster “Papyrus” Listening: identifying details about someone’s day Speaking: describing details of someone’s day Writing: using topic headings in paragraphs; writing about toys in Ancient Egypt
14. Did you have a good day at school?	School things Camping things	Past Simple questions Did you have a good day? Yes, I did/No, I didn’t Wh- questions: what, when, where What did you watch last night? A film	Long vowel sound u: Moon, boot, blue, glue, tune, tube	Reading: an interview Listening: identifying the events of a camping trip Speaking: describing the events of a camping trip Writing: using time words to show the sequence of events; writing an interview
15. Our holiday!	Holiday things Time words	Going to + verb He’s going to play basketball tomorrow Are you going to swim in the sea? Yes, I am/No, I’m not	Words with oo: Book, wool, wood, hood, cook	Reading: a postcard Listening: identifying details about a boy’s school holidays Speaking: discussing plans for the following week Writing: opening and closing remarks in an e-mail, postcard or letter; writing an email to a friend
Review 5

Примерное тематическое планирование к УМК Family and Friends 4

Раздел	Лексика	Грамматика	Буквосочетания	Навыки
Starter: Back together!	Food words Telling the time Alphabetical order like +verb+ing n can for permission/requests Countable and uncountable nouns a/an/some be going to + verb Comparatives and superlative adjectives
1. The food here is great!	The restaurant Words in context: “Festival day”	Present simple and present continuous They usually wear blue uniforms. They’re wearing white today. Time markers: Present simple and continuous Usually/rarely/right now/today/at the moment	Long a and e sounds: a: train, tray, cake e: tree, leaves, key	Reading: a magazine article Listening: identifying details about family meals Speaking: talking about eating habits Writing: recognizing syllables in words, writing about eating habits (Workbook)
2. We had a concert	The concert Words in context: “Festival Day”	Past simple: have and be All our friends were there. Past simple: regular verbs The audience clapped and cheered. Time markers: past simple yesterday/last week/last year/ two days ago	Long i, o, and u sounds: i: light, cry, bike o: boat, blow, bone u: room, blue, flute	R: a poem L: identifying different musical activities S: asking and answering questions about musical preferences and abilities W: the double consonant rule, writing a description of picture (WB)
3. The dinosaur museum	The dinosaur museum Words in context: dinosaur data	Past simple: irregular verbs with negatives We didn’t go to school. Past simple: irregular verbs with questions Did they go to a museum? What did you see?	F and ph spellings: F: flamingo, scarf, feet Ph: phone, nephew, alphabet	R: a non-fiction text L: identifying favourite things on a school trip S: asking and answering questions about school trips W: exclamation marks, writing a webpage about my trip (WB)
Review 1
4. Whose jacket is this?	Sports time Words in context: basketball	Possessive pronouns Whose jacket is it? It’s mine/yours/his/hers/ its/ours/theirs Adverbs: + ly and irregular He ran slowly. They played well.	ll endings: smell, bell, shell rr words: mirror, carrot, cherry	R: a magazine article L: identifying children’s favourite sports S: asking and answering questions about favourite sport W: It’s or its, writing instructions for a sport (WB)
5. Go back to the roundabout	Directions Words in context: Shadow puppets	Have to/ had to We have to go back to the roundabout. Giving directions Go straight on at the roundabout. Why/because Why are we at this petrol station? Because…	ck and c endings: ck: neck, duck, clock, rock c: plastic, picnic, music, comic	R: an informative webpage L: understanding directions S: giving directions W: instructions, writing an invitation (WB)
6. The best bed!	Describing words Words in context: “The Ant and the Grasshopper”	Comparatives and superlatives: long adjectives My bed is more comfortable than this one. Irregular comparatives and superlatives Better than/worse than/the best/the worst	Soft c and g sounds: C: city, ice, dance, rice G: cage, page, giraffe, stage	R: a fable L: identifying chronology in a fable S: telling a story from pictures W: identifying irregular plurals, writing a fable (WB)
Review 2
7. Will it really happen?	In space Words in context: life in 100 years’ time	The future with will People will travel in super-fast planes. Will they go back to Australia? Time markers: the future On Monday/next week/in a month’s time/this evening/soon/later	Au, aw and or spelling: Au: sauce, August, autumn Aw: jigsaw, straw, paw Or: horse, sport, morning	R: interviews in a magazine L: identifying children’s predictions S: offering opinions about the future W: compound words, expanding notes into a text (WB)
8. How much time have we got?	At the airport Words in context: My holiday	Expressing quantity How much time have we got? We haven’t got much money. some/any Have we got any newspapers?	Past Simple – ed endings: walked, waited, showed	R: a letter L: identifying details about holidays S: asking and answering questions about your holiday W: addressing envelopes, writing a letter about my holiday
9. Something new to watch!	Audio-visual entertainment Word in context: TV programmes	Infinitive of purpose I turned on the TV to watch sports. We went in the boat to see the dolphins. How often..? I watch TV once/twice a week.	er and or endings er: mother, father, September or: visitor, doctor, actor	R: a TV guide L: identifying details about children’s favourite TV shows S: talking about children’s favourite TV shows W: the prefix un, writing a TV guide (WB)
Review 3
10. I’ve printed my homework	Computers Words in context: Sending e-mails	Present Perfect: affirmative He’s put the books on the shelves. Present perfect: questions, answers and negatives Have you seen my new speakers? Yes, I have/No, I haven’t	ur and ir spellings: ur: hurt, Thursday, nurse, curtains ir: circle, girl, shirt, bird	R: online instructions L: identifying children’s computer use S: talking about computer use W: parts of speech, writing about how I use a computer (WB)
11. Have you ever been..?	Places Words in context: The Amazing Escape	Present Perfect: ever Have you ever been to space? Yes, I have/No, I haven’t Present perfect: never We’ve never fallen in the mountains	ea and e spellings: ea: feather, bread, head, heavy e: spend, tent, present, help	R: an account L: identifying details about life in the Antarctic S: interviewing a survivor W: topic sentences, writing about a diary entry (WB)
12. What’s the matter?	Illness Words in context: How to stay healthy	Should/shouldn’t You should drink some water. You shouldn’t eat lots of cakes. Could/couldn’t Max couldn’t eat his dinner. But he could eat lots of cakes.	le and al endings le: candle, castle, table, people al: sandal, animal, hospital, cereal	R: information leaflet L: identifying details about children’s healthy lifestyles S: describing what you do to be healthy W: connecting sentences using because and so, writing an information leaflet (WB)
Review 4
13. Can you help me?	Making smoothies Words in context: Child heroes	Object pronouns Me/you/him/her/it/us/them Relative pronouns This is the boy who didn’t put the lid on. This is the smoothie which was in the blender.	el and il endings: el: tunnel, camel, towel, travel il: lentils, pencil, April, pupil	R: two factual accounts L: matching people with how they help others S: asking questions about jobs W: identifying and using sub clauses, writing an interview (WB)
14. We were fishing	Family Words in context: “My relatives are coming”	Past continuous What were you doing? I was looking at the photos. Dates and I was born … My mum was born in 1981. She was born on 9th July.	tion and shion endings: tion: addition, subtraction, question, invitation shion: fashion, cushion	R: a poem L: identifying favourite memories S: talking about memories W: poem structure and rhyme, completing a poem (WB)
15. Good news, bad news	Jobs Words in context: “Three wishes”	Past simple and past continuous When I was working, the phone rang. Grammar homophones: there/they’re/their There is good news.	Vocabulary homophones: see/sea, hear/here/ wear/where, write/right	R: a traditional story L: identifying children’s wishes S: talking about your wishes W: using speech marks, writing the end of a story (WB)
Review 5

Примерное тематическое планирование к УМК Family and Friends 5

Раздел	Лексика	Грамматика	Навыки	Навыки
Starter:	Do something different! Present simple Present continuous Past simple Punctuation review
1. You can build it!	Tools Working with words: Subject verb object Adjectives and adverbs Words in context: My tree house	Present perfect: ever/never Have you ever cleaned a kitchen? I’ve never made a cake. Present perfect: for/since Ben has had woodwork lessons since he was eight. He’s worked on this wooden table for two weeks.	Reading: A poem: My tree house (Cross curricular link) Listening: Listening and ordering objects Speaking: Asking and answering about making things	Writing focus: Rhythm in poetry (counting syllables and stresses) Writing outcome: Writing a poem using syllable counts and stresses (Workbook)
2. It ’s show time!	Putting on a play Working with words: Silent letters: gn and k Words in context: The Crown Diamond	Past simple andpresent perfect It was great! I’ve tidied up all the leaves. Already/yet/before/just I’ve already built the set. I haven’t learnt the script yet. I haven’t been in a play before. Karen has just finished the costumes.	Reading: A play script: The Crown Diamond (Cross curricular link) Listening: Listening and ordering events Speaking: Predicting the ending to a play	Writing focus: Features of a play script Writing outcome: Completing a play script (Workbook)
3. The best party ever!	Household items Working with words: Suffix – ion Words in context: Lost at the carnival	Comparatives and superlatives As…as … It’s as colourful as the carnival in Rio. Not as…as… It’s not as big as the carnival in Rio. too/enough It’s too dark now. There’s not enough light in here.	Reading: A story: Lost at the carnival Listening: Predicting and listening for descriptions Speaking: Asking and answering questions about wearing costumes	Writing focus: Beginnings and endings of stories Writing outcome: Ending a story (Workbook)
Extensive reading: Extensive reading:	non-fiction fiction	National Youth The Raft	Theatre
4. Our planet	The environment Working with words: Compound nouns Words in context: An eco home	Past simple and past continuous: Interrupted actions Some children were playing when we arrived. Used to There used to be lots of litter here	Reading: An information text: An eco home (Cross curricular link) Listening: Identifying details of a lifestyle Speaking: Asking and answering questions about the environment	Writing focus: Making writing more fluent Writing outcome: Writing an information text (Workbook)
5. Reuse and recycle	Recycling Working with words: Prefix re- Words in context As good as new	Will/won’t Now Chip will know how to do everything and he won’t make mistakes. Present continuous with future meaning We’re leaving at two o’clock.	Reading: A magazine article: As good as new (Cross curricular link) Listening: Listening and ordering events Speaking: Asking and answering questions about recycling	Writing focus: Making suggestions Writing outcome: Writing a leaflet (WB)
6. Crazy about wildlife!	At the wildlife park Working with words: Suffixes – er/-or Words in context: Gorilla Kingdom	Going to: future plans and intention My class is going to adopt a tiger. Going to: predictions It’s going to fall.	Reading: An article: Gorilla Kingdom (Cross curricular link) Listening: Listening and completing fact files Speaking: Asking and answering questions about animals	Writing focus: Topic sentences and paragraphs Writing outcome: Writing an article (Workbook)
Extensive reading: Extensive reading:	non-fiction fiction	Trash People The Elephant’s Child
7. Call an ambulance!	First aid Working with words: Phrasal verbs Words in context: A day in the life of a firefighter	Reported speech He said he needed some bandages. Said/told Our teacher told us she had got a surprise for us. She said we were going to learn first aid. Reported speech: time markers “A doctor is coming to the school tomorrow” She told us a doctor was coming to the school the next day.	Reading: An account: A day in the life of a firefighter (Cross curricular link) Listening: Listening for detail in a phone call to the emergency services Speaking: An emergency services phone call roleplay.	Writing focus: Features of a newspaper report Writing outcome: Writing a newspaper report (Workbook)
8. Let’s eat healthy	Food Working with words: Phrasal verbs with get Words in context: The healthy eating pyramid	First conditional If I press this button, the machine will make a pizza. First conditional questions Will I get ill if I don’t eat fruit and vegetables?	Reading: An information poster: The healthy eating pyramid (Cross curricular link) Listening and summarizing Speaking: Asking and answering questions about diet	Writing focus: Concluding a personal account Writing outcome: Writing a personal account (Workbook)
9. The big match	Sport Working with words: Antonyms Words in context: Just breathe	Modal verbs: may, might and could I might need to do more work on those boots. Have to/had to statements and questions Do you have to exercise every day? We had to tidy our bedrooms before we could go out to play yesterday.	Reading: A process text: Just breathe (Cross curricular link) Listening: Listening for detail in an interview Speaking: Asking and answering about exercise	Writing focus: Writing up notes into full sentences Writing outcome: Writing up an interview from notes (Workbook)
Extensive reading: Extensive reading:	non-fiction fiction	Young Stars Clara’s visit
10. Ancient buildings	Archaeology Working with words: Suffix - full Words in context: The lost city	Indefinite pronouns There are machines everywhere. There is something wrong with all my inventions. Is there anything wrong? Questions tags: These necklaces are beautiful, aren’t they?	Reading: An article: The lost city (Cross curricular link) Listening: Listening for details about ancient sites Speaking: Asking and answering questions about museums	Writing focus: Making writing more interesting Writing outcome: Writing a descriptive account (Workbook)
11. A message for the future	A time capsule Working with words: Homonymes Words in context: A Kid in King Arthur’s Court	The passive (present simple) English is spoken in many different countries. Passive and active People in costumes greet visitors. Visitors are greeted by people in costumes.	Reading: A film review: A Kid in King Arthur’s Court Listening and identifying descriptions Speaking: Asking and answering questions about films.	Writing focus: Features of a film review Writing outcome: Writing a film review (Workbook)
12. Be a part of a history!	The news Working with words: Adjectives with –ing Words in context: Who deserves a high salary?	The passive (Past simple) You were invented to cook and clean. Passive questions Is English spoken in the USA? Who was the telephone invented by?	Reading: An internet forum: Who deserves a high salary? (Cross curricular link) Listening: Listening and identifying opinions Speaking: Asking and answering about future aspirations	Writing focus: Expressing opinions Writing outcome: Writing an opinion text (Workbook)
Extensive reading: Extensive reading:	non-fiction fiction	Ancient China Treasure Island

Примерное тематическое планирование к УМК Family and Friends 6

Раздел	Лексика	Грамматика	Буквосочетания	Навыки
Starter: Welcome back!	Present Simple Present continuous Past simple Past continuous Irregular past forms
1. Art project!	Describing art Working with words: Prefixes un-/im - Words in context: Island Adventures	Going to and will I’m going to visit an art gallery this afternoon. I’ll come with you. Present continuous with future meaning We’re meeting at 10 o’clock.	Reading: A story: Island Adventures (Cross curricular link) Listening: Listening for details about a painting Speaking: Asking and answering questions about paintings	Writing focus: Writing a story Writing outcome: Completing a story (Workbook)
2. Sports adventures!	Extreme sports Working with words: Prefixes dis-/in- Words in context: Tanya Streeter	First conditional and first conditional questions If the weather is good, we’ll go paragliding. Will you come for a walk if the weather is good? Second conditional If I had a camera, I’d take a picture.	Reading: A sports profile: Tanya Streeter Listening: Listening for detail in a sports profile. Speaking: Asking and answering questions about sport	Writing focus: Using a concept map to plan Writing outcome: Completing a concept map and using it to write a leaflet (Workbook)
3. It’s festival time!	Festival adjectives Working with words: Suffix -ous Words in context: Top Ten Food Festivals	Present perfect: for/since/already/just/yet/before I’ve been here since 9 o’clock for five days. The procession has already/just finished. I haven’t seen any fireworks yet. I’ve never eaten anything so delicious before. Past simple and present perfect I went to that festival last year. I’ve made my costume.	Reading: A travel article: Top Ten Food Festivals Listening: Listening for detail in an interview Speaking: asking and answering questions about food festivals	Writing focus: Using a concept map to plan Writing outcome: Writing a letter to a friend (Workbook)
Extensive reading: Extensive reading:	non-fiction fiction	The Olympic Games The Picture of Dorian Gray
4. Transport of the future!	Forms of transport Working with words: Phrasal verbs Words in context: Transport around the world	Present perfect continuous 1 Passengers have been waiting for five hours. Time markers For/since/all morning/all day/all week Present perfect continuous 2 I’m tired because I’ve been working. What have you been doing? Have you been swimming?	Reading: A book extract: Transport around the world Listening for detail in an interview Speaking: Asking and answering questions about different forms of transport	Writing focus: Using process diagrams Writing outcome: Using a process diagram to explain how a bike works (Workbook)
5. The greatest inventions	Inventions Working with words: Suffix-ment Words in context: The History of the Pen	The passive (present simple and past simple) Many kinds of chewing gym are made. The gum wasn’t advertised. The passive (present continuous) My computer is being repaired at the moment.	Reading: A timeline: The history of the Pen (Cross curricular link) Listening: Identifying opinions Speaking: Asking and answering questions about inventions	Writing focus: Writing a biography Writing outcome: Writing a biography (Workbook)
6. You’re won a computer!	Computer verbs Working with words: Homonymes Words in context: Computers - Fun Facts	The passive (future) You will be given ten new laptops. The passive (present perfect) These wires have been disconnected.	Reading: A website article: Computers - Fun Facts (Cross curricular link) Listening: Listening for details about why people use computers Speaking: Asking and answering questions about computers	Writing focus: Presenting a research report Writing outcome: Writing a research report (Workbook)
Extensive reading: Extensive reading:	non-fiction fiction	The History of Glass Making The Railway Children
7. Explores for a day!	Exploring Working with words: Suffixes –er/-ist Words in context: Famous Shipwrecks	Relative pronouns: who, which There are many climbers who successfully climb Mount Everest. They climb a mountain there which is the highest mountain in the world. Reported pronouns: that He met a man that was more than 120 years old.	Reading: An encyclopedia entry: Famous Shipwrecks (Cross curricular link) Listening: Listening for detail in a tour guide Speaking: Asking and answering questions about being an explorer	Writing focus: Writing a personalized text about our dream job Writing outcome: Writing a personalized essay (Workbook)
8. It’s a mystery!	Mystery Working with words: Suffix -able Words in context: The Nazca lines	Past perfect After they had climbed onto the ship, they saw there was no one there. Past perfect questions and negative sentences Had people invented trucks and trains before they built the Pyramids? They hadn’t invented trucks and trains before they built the Pyramids.	Reading: An interview: The Nazca lines (Cross curricular link) Listening: Listening for detail in an advert Speaking: Asking and answering questions about mysteries	Writing focus: Features of a tourist information leaflet Writing outcome: Writing a tourist information leaflet (Workbook)
9. Survival!	Survival items Working with words: Homophones Words in context: Robinson Crusoe	Third conditional If the machine had worked, he would have been happy. Modal verbs: have to, must, should and ought to You have to bring a water bottle. You mustn’t leave the group. You shouldn’t bring valuable possessions. You ought to bring a camera.	Reading: A story extract: Robinson Crusoe Listening: Listening and ordering events Speaking: Asking and answering questions about surviving on a desert island.	Writing focus: Features of an advice text Writing outcome: Writing an advice text (Workbook)
Extensive reading: Extensive reading:	non-fiction fiction	Atlantis: the lost city We didn’t mean to go to the sea
10. Around the world!	Working with words: Suffix -ery Words in context: Languages of the world	Reported speech (all tenses) He said he wanted to visit lots of countries. He said he was looking forward to the trip. He said he had cycled around Africa. He said he had had lessons in French and Arabic. He said the trip would take about two years. Reflexive pronouns: myself, yourself, itself, himself, herself, ourselves, yourselves and themselves The machine turned itself off.	Reading: A question and Answer text: Languages of the world (Cross curricular link) Listening: Listening And matching speakers to statements Speaking: Asking and answering questions about languages	Writing focus: Features of an advert Writing outcome: Writing an advert (Workbook)
11. Space travel!	Space Working with words: Phrasal verbs Words in context: Dreaming in a spaceship	Reported speech: Wh- questions Where, Why, What, Who and When He asked him where he was. Reported speech: commands and requests told/asked He told us to turn off our mobile phones. He asked them to leave quietly.	Reading: A poem: Dreaming in a spaceship (Cross curricular link) Listening: Identifying missing words in a poem Speaking: Asking and answering questions about space	Writing focus: Writing a poem and using similes Writing outcome: Writing a poem using similes (Workbook)
12. Holiday time!	Holiday adjectives Working with words: Silent letters: w and h Words in context: My year around the world	Wish I wish I was taller. I wash I could fly. I wish it wasn’t the last day of our holiday. Question tags There are lots of robots, aren’t there? There will be lots of robots, won’t there? You like ice cream, don’t you?	Reading: A travel blog: My year around the world (Cross curricular link) Listening: Listening for detail in an interview Speaking: Asking and answering questions about travelling	Writing focus: Structuring an essay Writing outcome: Writing an essay (Workbook)
Extensive reading: Extensive reading:	non-fiction   fiction	British English and American English The Diary of An Astronaut