Бірінші сыныпқа арналған ағылшын тілі курсы жоспары

Course Plan for English

(within the framework of updating the secondary education content)

Primary School

Grade 1

May 2016

Contents

Long term plan 3

Medium term plans 6

Unit 1: All about me 6

Unit 2: My school 14

Unit 3: My family and friends

Unit 4: The world around us 29

Unit 5: Travel 35

Unit 6: Traditions and folklore 41

Unit 7: Food and drink 47

Unit 8: Health and body 53

Suggested Vocabulary list for Grade 1

60Short term plan (Lesson plan) 62

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Long term plan

Subject: English Grade: 1

Term 1 Term 2 Term 3 Term 4

1 All about me 3 My family and friends 5 Travel 7 Food and drink

Greetings and names Colours 1 to 20

Family and friends In my house Days of the week

Getting to school This is the way... Where is it? The big red bus

Things I like Hot or cold Animals like Nice or nasty

2 My school 4 The world around us 6 Traditions and folklore 8 Health and body

Classroom objects Initial letters Classroom routines Describing things

Animals Hot and cold In Kazakhstan

Happy Birthday Springtime in Kazakhstan Hats and masks Story time

Hands and Head Let’s move Making a puppet A special dance

Listening:

Listening activities are the primary focus of class work in Term 1 as learners listen to Teacher model names, short greeting phrases, basic colours, numbers 1 to 20 and words relating to the classroom environment and routines. Learners listen and repeat, follow simple Teacher instructions, perform total physical response routines and listen to simple songs.  The listening learning objective focus in Term 1 is very much on objectives 1.L1 and 1.L3.  The themes for Term 1 work relate to basic greetings and introductions and those that are already familiar to learners from

Listening continues to be a primary driver of the work done in Term 2 As well as listening to songs, Teacher instructions and Teacher modelling words and phrases, in Term 2 students are involved in listening to and participating in simple question and answer exchanges and exchanges in which learners confirm or correct in response to what others say.  As well as learning objectives 1.L1 1.L3, objectives 1.L2 and 1.L4 form an important focus of listening work in Term 2.  The themes are more wide- ranging with contexts outside the immediate classroom

All Listening objectives: 1.L1, 1.L2, 1.L3 1.L4 and 1.L5 feature in Term 3 work as learners are engaged with listening in tasks involving slightly more complex instructional sequences, songs, more varied question tasks and listening to stories in English for the first time. Teacher continues to be the main source of input in all listening activity except song. What may seem quite challenging themes for learners of this age are made accessible by approaching them through craft, song, sense, movement and simple narrative activities.

All Listening objectives feature in Term 4 work and Teacher input continues to be primary source of listening input except for song. There is a much greater emphasis on understanding questions and active listening in question exchanges 1.L2,1.L4. Learners also listen to recorded short exchanges for the first time exercising a new dimension of understanding in English and other activities require learners to listen and give an emotive response. The themes rework the language of colours, verbs of

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Term 1 Term 2 Term 3 Term 4

their school context: counting, colouring, following songs and simple classroom routines.

environment and linking to cross curricular themes of kinship, the geography of Kazakhstan and cultural identity.

movement, animals, and also introduce new areas of vocabulary [food and parts of the face/body]. This final term of the year has elements [dance, song, shadow puppet narrative] that could be built into an end of year performance.

Speaking

Simple speaking activities complement the primary focus on Listening in Term 1. Learners are involved in activities such as listen and say, introducing themselves and others and saying words, names and numbers in response to prompts and in a variety of types of game.

 The Speaking learning objective focus in Term 1 is primarily on objectives: 1.S1, 1.S3 and 1.S6.

Speaking continues to feature with listening in Term 2 as the primary means of exploring new English words and structures. The fact that learning contexts relate more to the outside world than the immediate classroom context means learning objective 1.S5 [Learners responding to aural and visual prompts] features a lot more in Term 2, alongside objectives 1.S1 and 1.S3.

All speaking learning objectives 1.S1, 1.S2, 1.S3, 1.S4, 1.S5 and 1.S6 are covered in the work of Term 3 but 1.S3 relating to pronouncing words intelligibly features prominently as learners meet a lot of new lexis. Learners are also involved in asking questions, giving short answers to questions and responding to prompts relating to narratives for the first time.

There are extensive speaking focuses in Term 4 work as learners learn language to make different kinds of statements/questions about likes and dislikes 1.S1, 1.S2. Work on questions and short answers is extended but learners also engage with new types of speaking activity: using emotive words to show approval or dislike, giving longer descriptions, participating in a short narrative performance and sounding words to movement in a dance routine.

Reading:

There is only one focus on Reading in Term 1 as the primary thrust of work is that learners become familiar with English sounds through listening and speaking before moving on to looking at how the sounds of English are represented in print.

Reading features slightly more in Term 2 than it did in Term 1 as activities extend work on recognition of initial consonant sound pictures to animal names and international words students are likely to see In their environment. Activities involving the recognition of whole

In Term 3 there is a limited but important focus on recognising and remembering the written form of ‘whole’ words 1.R3. Display of things that learners make such as cards and badges which include words and iconic phrases e.g. Happy Birthday will add to the store of English words

As in Term 1, there is important focus on initial letter consonants.

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Term 1 Term 2 Term 3 Term 4

It is important for learners however to develop a keen early interest in English words that they may see around them in their environment so there is one focus here on initial letter consonant sound pictures [1.R1].

common international words also feature

 Reading learning objective focus in Term 2 is on 1.R1 and 1.R3

that learners regularly see and recognise in their environment and are an important early foundation for later ‘sight-word’ work in literacy focuses.

Use of English:

The Use of English work in Term 1 is all embedded in listening and speaking focuses. Learners learn to use certain personal pronouns, demonstratives, possessive adjectives, colour adjectives, articles a/an and cardinal numbers 1 – 20 as part of wider speaking and listening activities. Teacher engages learners with such language through drilling items as part of phrases rather than stopping to isolate and explain differences.  The Use of English learning objectives touched upon in Term 1 are: 1.UE1 1.UE2 1.UE3 1.UE4 1.UE6 1.UE8

The Use of English focus in Term 2 provides learners with more opportunities to experience pattern/structure differences as they relate to singular/plural forms, verb to be/pronoun agreement and the structure there is/there are.There is still no overt teaching of rule or pattern but such structural differences, together with the use of interrogative pronouns in question tasks, feature more often as the central focus of activities.  Key learning objectives in Term 2 are: 1.UE1 I.UE3 1.UE7 1.UE11:

As well as revisiting areas of Use of English from previous units, learners experience new areas of structure in Term 3: new interrogative forms 1.UE5, prepositions of movement and place 1.UE14 and present simple forms 1.UE9. Learners are involved in simple exchanges using short forms, forming questions in a class survey activity and responding to different types of questions [where, how interrogatives, do auxiliary questions and questions with verb ‘to be’].

There is a more limited range of Use of English focuses in Term 4 as learners work to consolidate key areas looked at in previous terms. Work is also extended in the area plural forms 1.UE1 where learners practice s plural forms and learn a few more irregular forms. As in previous terms, the language focus is largely embedded in ongoing language activity where the primary focus is on using structures in the making of meaning rather than an overt focus on form.

Notes: A unit is a body of lessons which covers a defined topic. W = whole class G = group work P = pair work I = individual work E = learner experiment D = teacher demonstration f = supports formative assessment

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