Шет тілі бойынша ұзақ мерзімді жоспар, 5-сынып

Long term plan

Subject: English Grade: 1

Term 1 Unit Step Listening: Speaking Reading: Use of English: Ho ur

Date

1 All about me

Greetings and names

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

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

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. 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

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

Colours

1 to 20

2 My school

Classroom objects

Initial letters

Classroom routines

Describing things

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

objectives: 1.S1, 1.S3 and 1.S6.

consonant sound pictures [1.R1].

Unit Step Listening:

Term 2

Reading: Use of English: Ho ur

Date Speaking

3 My family and friends

Family and friends

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

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,

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 common international words also feature

Reading learning objective focus in

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

In my house Days of the week

4 The world around us

Animals

Hot and cold

In Kazakhsta n

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wide-ranging with contexts outside the immediate classroom environment and linking to cross curricular themes of kinship, the geography of Kazakhstan and cultural identity.

alongside objectives 1.S1 and 1.S3.

Term 2 is on 1.R1 and 1.R3

Term 3

5 Travel

Getting to school

This is the way...

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,

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

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 that learners regularly see and recognise in their environment and are an important early foundation for later ‘sight-

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’].

Where is it?

The big red bus 6 Traditi ons and folklore

Happy Birthday

Springtim e in Kazakhsta n

Hats and

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