№
р/с
|
Ауыспалы
тақырыптар/бөлім
|
Сабақтардың тақырыбы
|
Оқудың мақсаттары
|
Сағат саны
|
Мерзімі
|
Ескерту
|
«А»
|
«Ә»
|
І тоқсан
|
|
1
|
Unit 1: All about me
|
Greetings and names
|
1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words
1.S1 make basic personal statements about people, objects and classroom routines
1.UE6 use demonstrative pronouns this, these that, those to indicate things
|
1
|
|
|
|
2
|
|
Greeting and names: His name is … / Her name is...
|
1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words
1.S1 make basic personal statements about people, objects and classroom routines
1.UE6 use demonstrative pronouns this, these that, those to indicate things
|
1
|
|
|
|
3
|
|
Colours
|
1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words
1.UE3 use basic adjectives to describe people and things
1.UE6 use demonstrative pronouns this, these that, those to indicate things
|
1
|
|
|
|
4
|
|
Colours: This is …/These are…
|
1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words
1.UE3 use basic adjectives to describe people and things
1.UE6 use demonstrative pronouns this, these that, those to indicate things
|
1
|
|
|
|
5
|
|
1 to 20
|
1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words
1.S3 pronounce familiar words and expressions intelligibly
1.UE2 use cardinal numbers 1 - 20 to count
|
1
|
|
|
|
6
|
|
1 to 20 (11-20)
|
1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words
1.S3 pronounce familiar words and expressions intelligibly
1.UE2 use cardinal numbers 1 - 20 to count
|
1
|
|
|
|
7
|
|
Unit revision
|
|
1
|
|
|
|
8
|
|
Control work
|
|
1
|
|
|
|
9
|
Unit 2 Myschool
|
Classroom objects
|
1.L9 recognise the names of letters of the alphabet
1.S1 make basic personal statements about people, objects and classroom routines
1.S3 pronounce familiar words and expressions intelligibly1.UE1 use singular nouns, plural nouns – to talk about people and places
|
1
|
|
|
|
10
|
|
Classroom objects
|
1.L9 recognise the names of letters of the alphabet
1.S1 make basic personal statements about people, objects and classroom routines
1.S3 pronounce familiar words and expressions intelligibly1.UE1 use singular nouns, plural nouns – to talk about people and places
|
1
|
|
|
|
11
|
|
Initial letters
|
1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is
1.UE6 use demonstrative pronouns this, these that, those to indicate things
1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on, in to talk about days and time; use with to indicate accompaniment
|
1
|
|
|
|
12
|
|
Over writing (lower case letters)
|
1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is
1.UE6 use demonstrative pronouns this, these that, those to indicate things
1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on, in to talk about days and time; use with to indicate accompaniment
|
1
|
|
|
|
13
|
|
Classroom routines (listen, read, write, sing, say, look)
|
1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly
1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words
1.S3 pronounce familiar words and expressions intelligibly
|
1
|
|
|
|
14
|
|
Classroom routines (“Go fish” game)
|
1.UE3 use basic adjectives to describe people and things
1.UE8 use simple imperative forms [positive] for basic commands or instructions
1.UE13 use can / can’t to describe ability
|
1
|
|
|
|
15
|
|
Describing things: Adjectives (big, small, long, short)
|
1.S1 make basic personal statements about people, objects and classroom routines
1.UE3 use basic adjectives to describe people and things
|
1
|
|
|
|
16
|
|
Describing things: Adjectives (big, small, long, short)
|
1.S1 make basic personal statements about people, objects and classroom routines
1.UE3 use basic adjectives to describe people and things
|
1
|
|
|
|
17
|
|
Describing things: Adjectives (big, small, long, short)
|
1.S1 make basic personal statements about people, objects and classroom routines
1.UE3 use basic adjectives to describe people and things
|
1
|
|
|
|
18
|
|
Control work
|
|
1
|
|
|
|
19
|
|
Unit revision
|
|
1
|
|
|
|
II-тоқсан
|
20
|
Unit 3: My family and friends
|
Family and friends: She is…/ He is …/You are…/I’m…
|
1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words
1.S1 make basic personal statements about people, objects and classroom routines
|
1
|
|
|
|
21
|
|
Making a family silhouette picture
|
1.UE1 use singular nouns, plural nouns – to talk about people and places
1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is
1.UE7 use personal subject and object pronouns to give basic personal information
|
1
|
|
|
|
22
|
|
In my house: There is/There are
Is there/Are there…? Yes/No
|
1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words
1.L9 recognise the names of letters of the alphabet
1.S1 make basic personal statements about people, objects and classroom routines
|
1
|
|
|
|
23
|
|
Days of the week (M, T,W)
|
1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words
1.S1 make basic personal statements about people, objects and classroom routines
1.S3 pronounce familiar words and expressions intelligibly
1.R1 recognise sound and name the letters of the alphabet
1.R2 recognise initial letters in names and places
1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days
|
1
|
|
|
|
24
|
Unit 4 The world around us
|
Animals
|
1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly
1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words
1.S3 pronounce familiar words and expressions intelligibly
|
1
|
|
|
|
25
|
|
Making an animal mobile
|
1.S5 use words in short exchanges
1.R1 recognise sound and name the letters of the alphabet
1.UE13 use can / can’t to describe ability
|
1
|
|
|
|
26
|
|
Hot and cold
|
1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words
1.S3 pronounce familiar words and expressions intelligibly
1.S5 use words in short exchanges
|
1
|
|
|
|
27
|
|
A memory game of “Go Fish”
|
1.UE3 use basic adjectives to describe people and things
1.UE7 use personal subject and object pronouns to give basic personal information
|
1
|
|
|
|
28
|
|
In Kazakhstan
|
1.L4 recognise with support short basic questions about what something is
1.S1 make basic personal statements about people, objects and classroom routines
1.S3 pronounce familiar words and expressions intelligibly
|
1
|
|
|
|
29
|
|
In the forest or on the plain?
|
1.R1 recognise sound and name the letters of the alphabet
1.R2 recognise initial letters in names and places
1.R4 use the alphabet to place the first letters of word in alphabetical order
|
1
|
|
|
|
30
|
|
English around us: Initial sounds
|
1.UE11 use there is / there are to make short statements and ask questions
1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days
|
1
|
|
|
|
31
|
|
Over writing initial sounds
|
|
1
|
|
|
|
32
|
|
Unit revision
|
|
1
|
|
|
|
III-тоқсан
|
33
|
Unit 5: Travel
|
Getting to school: Transport
|
1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly
1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly
1.L4 recognise with support short basic questions about what something is
1.S1 make basic personal statements about people, objects and classroom routines
1.S3 pronounce familiar words and expressions intelligibly
1.S5 use words in short exchanges
1.UE5 use interrogative pronouns which, what, where, how to ask basic questions
|
1
|
|
|
|
34
|
|
Getting to school: How do you get to school?
|
1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly
1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly
1.L4 recognise with support short basic questions about what something is
1.S1 make basic personal statements about people, objects and classroom routines
1.S3 pronounce familiar words and expressions intelligibly
1.S5 use words in short exchanges
1.UE5 use interrogative pronouns which, what, where, how to ask basic questions
1.UE9 use common present simple forms [positive, negative and question] to give basic personal information
|
1
|
|
|
|
35
|
|
This is the way...
|
1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly
1.S3 pronounce familiar words and expressions intelligibly
1.S5 use words in short exchanges
1.UE9 use common present simple forms [positive, negative and question] to give basic personal information
1.UE13 use can / can’t to describe ability
1.R4 use the alphabet to place the first letters of word in alphabetical order
|
1
|
|
|
|
36
|
|
Every day routines
|
1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly
1.S3 pronounce familiar words and expressions intelligibly
1.S5 use words in short exchanges
1.UE9 use common present simple forms [positive, negative and question] to give basic personal information
1.UE13 use can / can’t to describe ability
1.R4 use the alphabet to place the first letters of word in alphabetical order
|
1
|
|
|
|
37
|
|
Where is it? (prepositions- on, in, under, next to, in front of, behind )
|
1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly
1.UE8 use simple imperative forms [positive] for basic commands or instructions
1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are;
|
1
|
|
|
|
38
|
|
It’sunder the table
|
1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly
1.UE8 use simple imperative forms [positive] for basic commands or instructions
1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are;
|
1
|
|
|
|
39
|
|
The big red bus
|
1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly
1.S5 use words in short exchanges
|
1
|
|
|
|
40
|
|
Unit revision SA for unit
|
|
1
|
|
|
|
41
|
|
Practice lesson
|
|
1
|
|
|
|
42
|
Unit 6: Traditions and folklore
|
Happy Birthday
|
1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly
1.S1 make basic personal statements about people, objects and classroom routines
1.R3 recognise and identify some familiar sight words from local environment
1.UE2 use cardinal numbers 1 - 20 to count
1.UE5 use interrogative pronouns which, what, where, how to ask basic questions
|
1
|
|
|
|
43
|
|
Vocabulary practice
|
1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly
1.S1 make basic personal statements about people, objects and classroom routines
1.R3 recognise and identify some familiar sight words from local environment
1.UE2 use cardinal numbers 1 - 20 to count
1.UE5 use interrogative pronouns which, what, where, how to ask basic questions
|
1
|
|
|
|
44
|
|
Spring time inKazakhstan
|
1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly
1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words
1.S3 pronounce familiar words and expressions intelligibly
|
1
|
|
|
|
45
|
|
Draw and colour
|
1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly
1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words
1.S3 pronounce familiar words and expressions intelligibly
|
1
|
|
|
|
46
|
|
Hats and masks
|
1.L1recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly
1.S1 make basic personal statements about people, objects and classroom routines
1.UE11 use there is / there are to make short statements and ask questions
|
1
|
|
|
|
47
|
|
Story time
|
1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words
1.S5 use words in short exchanges
1.S4 respond to basic supported questions about people, objects and classroom routines
|
1
|
|
|
|
48
|
|
Unit revision SA for unit
|
|
1
|
|
|
|
49
|
|
SA for term 3
|
|
1
|
|
|
|
50
|
|
Vocabulary practice
|
|
1
|
|
|
|
ІV тоқсан
|
51
|
Unit 7: Food and drink
|
Things I like: ‘I like’ ‘I do not like’
|
1.L4 recognise with support short basic questions about what something is
1.S1 make basic personal statements about people, objects and classroom routines
1.R1 recognise sound and name the letters of the alphabet
1.UE9 use common present simple forms [positive, negative and question] to give basic personal information
|
1
|
|
|
|
52
|
|
Things I like: What colour questions
|
1.L4 recognise with support short basic questions about what something is
1.S1 make basic personal statements about people, objects and classroom routines
1.R1 recognise sound and name the letters of the alphabet
1.UE9 use common present simple forms [positive, negative and question] to give basic personal information
|
1
|
|
|
|
53
|
|
Hot or cold
|
1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words
1.S1 make basic personal statements about people, objects and classroom routines
1.S5 use words in short exchanges
1.UE7 use personal subject and object pronouns to give basic personal information
1.UE9 use common present simple forms [positive, negative and question] to give basic personal information
|
1
|
|
|
|
54
|
|
Hot or cold: Yes, he does / No, he doesn’t
|
1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words
1.S1 make basic personal statements about people, objects and classroom routines
1.S5 use words in short exchanges
1.UE7 use personal subject and object pronouns to give basic personal information
1.UE9 use common present simple forms [positive, negative and question] to give basic personal information
|
1
|
|
|
|
55
|
|
Animals like …
|
1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words
1.S1 make basic personal statements about people, objects and classroom routines
1.UE9 use common present simple forms [positive, negative and question] to give basic personal information
|
1
|
|
|
|
56
|
|
Animals like: Making animal shadow shapes
|
1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words
1.S1 make basic personal statements about people, objects and classroom routines
1.UE9 use common present simple forms [positive, negative and question] to give basic personal information
|
1
|
|
|
|
57
|
|
Nice or nasty
|
1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly
1.S4 respond to basic supported questions about people, objects and classroom routines
1.UE5 use interrogative pronouns which, what, where, how to ask basic questions
|
1
|
|
|
|
58
|
|
Unit revision SA for unit
|
|
1
|
|
|
|
59
|
|
Correction work
|
|
1
|
|
|
|
60
|
Unit 8: Health and body
|
Hands and head
|
1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly
1.S1 make basic personal statements about people, objects and classroom routines
1.UE1 use singular nouns, plural nouns – to talk about people and places
|
1
|
|
|
|
61
|
|
Let’s move
|
1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly
1.S1 make basic personal statements about people, objects and classroom routines
1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days
|
1
|
|
|
|
62
|
|
Making a puppet
|
1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words
1.L5 recognise the sounds of phonemes and phoneme blends
1.S2 ask questions in basic exchanges about people, objects and classroom routines
1.UE8 use simple imperative forms [positive] for basic commands or instructions
|
1
|
|
|
|
63
|
|
Practice lesson
|
1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words
1.L5 recognise the sounds of phonemes and phoneme blends
1.S2 ask questions in basic exchanges about people, objects and classroom routines
1.UE8 use simple imperative forms [positive] for basic commands or instructions
|
1
|
|
|
|
64
|
|
A special dance SA for unit
|
|
1
|
|
|
|
65
|
|
SA forterm 4
|
|
1
|
|
|
|
66
|
|
Correctionwork
|
1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly
1.L4 recognise with support short basic questions about what something is
1.S5 use words in short exchanges
|
1
|
|
|
|
