Ағылшын тілі пәніне арналған күнтізбелік-тақырыптық жоспарға

Түсінік хат
2024-2025 оқу жылына арналған
Сынып: 3
Сағат саны Барлығы: 68 Аптасына: 2
БЖБ:8
ТЖБ:4
ОқужоспарындағыағылшынтілінмеңгерудеңгейіA1.
Ағылшын тілі пәні бойынша 3-сыныпта тақырыптар 8 тараудан тұрады:

Term 1 Term 2 Term 3 Term 4

Hello, English People I Love My Free time Buildings

My School Weather Health My Holidays

Жоспарлау мына бұйрықтарға негізделеді:

1.Қазақстан Республикасы Білім және Ғылым Министрлігінің 2012 жылғы 8 Қарашадағы № 500 бұйрығымен бекітілген Үлгілік оқу жоспарлары
жүзеге асырылады.
2.Қазақстан Республикасы Оқу-Ағарту Министрлігінің 2023 жылғы 26 Қазандағы №323 және 2024 жылғы 8 Ақпандағы №27 бұйрығымененгізілген
өзгерістерімен Үлгілік оқу жоспарларына сәйкес жүзеге асырылады.

Қолданылған оқу-әдістемелік кешен:

1.«English Languagefor Kazakhstan grade 3». Мұғалімге арналған әдістемелік құрал. 3 сынып. Дженни Дули, Боб Оби, Н. Мұхамеджанова. 2024 Express
Publishing баспасы.
2. .«English Languagefor Kazakhstan grade 3».Оқушыға арналған кітап. 3 сынып. Дженни Дули, Боб Оби, Н. Мұхамеджанова. 2024 Express Publishing
баспасы.
3. .«English Languagefor Kazakhstan grade 3».Оқушы дәптері. 3 сынып. Дженни Дули, Боб Оби, Н. Мұхамеджанова. 2024 Express Publishing баспасы.
 3 сыныптарға арналған күнтізбелік – тақырыптық жоспар
Календарно - тематический план для 3 классов
Calendar Thematic Plan for grade 3
2024-2025 оқу жылы/учебный год/academic year
Итого: 68 часов, внеделю: 2 часа
1 – Listening 2 – Speaking 3 – Reading 4 – Writing 5 – Use of English

1st term 16 hours

№ Units/ Theme Learning objectives Hours Use of English / Vocabulary Home task Date
Changing Language in Use
lessons
1 Module 1 Greetings and 3.1.1.1 recognise the sounds of phonemes and phoneme 1 Use of English: Target Activity 02.09
Hello Names blends in words; Personal subject Vocabulary: book page #3
English! p.7 3.1.2.1 recognise familiar words with visual support; pronouns. Introductions and
(8 hours) Language in greetings
3.1.3.1 understand a range of short classroom instructions;
use:Hello/Hi, I’m … .
3.1.4.1 understand basic personal questions.
What’s your name? My
name’s ... . This is …
2 Colours 3.2.1.1 pronounce various sounds of phonemes and 1 Target Activity 04.09
pp.8 phoneme blends using appropriate stress, rhythm, and Language in use: Vocabulary: book page #4
intonation; What’s your favourite Colours (black,
colour? blue, green, orange,
3.2.2.1 use isolated words and basic expressions to provide
My favourite colour is purple, red, white,
personal information; … yellow)
3.2.3.1 respond to basic questions with single words or
short responses.
3 I can talk 3.2.1.1 pronounce various sounds of phonemes and 1 Use of English: Extra Vocabulary: Activity 09.09
about myself phoneme blends using appropriate stress, rhythm, and The verb ‘to be’ Come in, game, book page
and my friend. intonation; (singular) garden, play, rain, #5,6
pp.9-11 Language in use: robot
3.2.2.1 use isolated words and basic expressions to provide
Let’s play in the
personal information; garden! How many
3.2.3.1 respond to basic questions with single words or colours are there?
short responses. I am (ROLO), He is
(Cody), She is (Elsa).
Is it green? Yes, it
is./No, it isn’t. I’m
(Nurlybek) and this is
(Saule)
4 About me 3.2.1.1 pronounce various sounds of phonemes and 1 Target Activity 11.09
Numbers 1 to phoneme blends using appropriate stress, rhythm, and Language in use: Vocabulary: book page #7
10 intonation; How old are you? Numbers 1-10
p.12 I’m ...
3.2.2.1 use isolated words and basic expressions to provide
 personal information;
3.2.3.1 respond to basic questions with single words or
short responses.
5 I can talk 3.3.1.1 recognise sounds and name the letters of the 1 Use of English:the Activity 16.09
about my alphabet; verb ‘to be’ (plural) book page #8
friends. 3.3.2.1 identify some familiar words and signs on
p.13 Language in use:
illustrations /pictures in common everyday situations;
Are you ten? Yes, we
3.3.2.2 deduce the meaning of a word in a picture or icon are./No, we aren’t. Are
on a limited range of topics; they dolls? Yes, they
3.3.3.1 understand short, simple instructions used in are./No, they
familiar everyday contexts. aren’t.
6 Project: All 3.2.1.1 pronounce various sounds of phonemes and 1 Revision: colours, Activity 18.09
about me phoneme blends using appropriate stress, rhythm, and numbers 1-10 book page #9
p.14 intonation;
Extra Vocabulary:
3.2.2.1 use isolated words and basic expressions to provide
best friend, grade
personal information;
3.2.3.1 respond to basic questions with single words or
short responses.
7 CLIL: Art. 3.4.1.1 spell accurately a few high-frequency words; 1 Language in use: Target Activity 23.09
Sounds and 3.4.2.2 use words and short simple phrases to complete a Red and yellow make Vocabulary: book page
words written text at a sentence level. orange primary, secondary #10
Summative 3.5.1.8 use personal subject and object pronouns in a ant, bed, cap, dog,
limited range of familiar topics. Name and produce the egg, fox, goat, hen
Assessment
sounds
tasks for the of the letters a-h
unit «Hello
English!»
p.15
8 Check point. 3.5.1.2 use the verb to be for presenting personal 1 Activity 25.09
Correction information and describe people and things book page
work 3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21 – 100; #11
pp.16-17 3.5.1.8 use personal subject and object pronouns in a
limited range of familiar topics.
9 Module 2 My schoolbag 3.1.1.1 recognise the sounds of phonemes and phoneme 1 Language in use: Target Activity 30.09
My school p.19 blends in words; What’s this? It’s a Vocabulary: book, book page
(8 hours) 3.1.2.1 recognise familiar words with visual support; rubber. desk, notebook, #15
pen,
3.1.4.1 understand basic personal questions;
pencil, pencil case,
3.1.4.2 understand simple descriptions of people, actions, rubber, ruler,
and objects with visual support. schoolbag,
sharpener
10 Numbers 11- 3.5.1.2 use the verb to be for presenting personal 1 Target Activity 02.10
 20 information and describe people and things Vocabulary: book page
p.20 3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21 – 100; numbers 11-20 #16
3.5.1.8 use personal subject and object pronouns in a Extra: plus
limited range of familiar topics.
11 Use of 3.4.1.1 spell accurately a few high-frequency words; 1 Use of Revision: Activity 07.10
English: 3.4.2.1. follow word order rules in short statements; English:this/that, school items book page
plurals 3.4.2.2 use words and short simple phrases to complete a these/those, plurals (-s) Numbers 1-20 #17,18
School again Language in use:
written text at a sentence level;
This is a pen. These are
pp.21-23
rubbers. That is a book.
Those are rulers. This
desk is blue. Those
rubbers are yellow.

Good morning! First

day back at school! Are
you all ready? Bye!
12 I can describe 3.4.1.1 spell accurately a few high-frequency words; 1 Use of Target Activity 09.10
my school 3.4.2.2 use words and short simple phrases to complete a English:prepositions of Vocabulary: big, book page #
things. written text at a sentence level. place, there is/are long, new, old, 19,20
pp.24-25 short, small Extra
3.1.1.1 recognise the sounds of phonemes and phoneme
Language in use: I’ve Vocabulary: draw,
blends in words; got a schoolbag. What of course
colour is it? It’s blue. Is
it big or small? It’s big.

There is a pen in the

book.
There are two pens on
the book.
13 Project: A 3.1.2.1 recognise familiar words with visual support; 1 Revision: colours, Activity 14.10
schoolbag full 3.1.3.1 understand a range of short classroom instructions; school items book page #
of colors 3.1.4.1 understand basic personal questions 21
Summative
Assessment
tasks for the
unit «My
school»
p.26
14 CLIL: PE. 3.2.4.1 provide simple descriptions of people, and objects. 1 Use of English:the Target Activity 16.10
Sounds and 3.5.1.9 use imperative forms to give short instructions on a imperative Vocabulary: be book page #
words limited range of familiar topics; quiet, close your 22
Correction 3.5.1.11 use has got/ have got; there is/are in a limited Language in use: book, open your
 work range of familiar topics; Stand up! schoolbag, point to
pp.27-28 3.5.1.14 use basic prepositions of place. the door, put your
Name and produce the hand up, sit down,
sounds stand up, take out
of the letters i-q your book
igloo, jam, kite,
lemon, milk, nest,
orange, pan, quiz
15 Summative The teacher chooses SAT’s Learning Objectives for 1 21.10
Assessment Listening, Reading and Writing that were used during the
tasks for the term. Speaking should be controlled separately.
1st term
The teacher plans the Learning Objectives responding to
the learners' needs.
16 Check point 3.1.1.1 recognise the sounds of phonemes and phoneme 1 Activity 23.10
p. 29 blends in words; book page #
3.2.4.1 provide simple descriptions of people, and objects. 22
3.3.2.1 identify some familiar words and signs on
illustrations /pictures in common everyday situations;
3.4.3.1 create a poster or write a postcard, using words and
simple phrases.
3.5.1.9 use imperative forms to give short instructions on a
limited range of familiar topics;
2nd term 16 hours
17 Module 3 My family 3.1.2.1 recognise familiar words with visual support; 1 Use of Target Activity 04.11
People I p.31 3.2.2.1 use isolated words and basic expressions to provide English:possessive Vocabulary: book page #
love personal information; adjectives brother, dad, 27
(8 hours) 3.2.3.1 respond to basic questions with single words or grandma,
short responses; Language in use: grandpa, mum,
3.2.3.3 make introductions and requests in basic Who’s this? My dad. Is sister
interaction with others; this Extra Vocabulary:
3.3.3.1 understand short, simple instructions used in your sister? What’s her people, love,
familiar everyday contexts. name? family, always,
3.5.1.2 use the verb to be for presenting personal together
information and describe people and things on a limited
range of familiar topics;
18 My friends 3.1.2.1 recognise familiar words with visual support; 1 Target Activity 06.11
pp.32 3.1.3.1 understand a range of short classroom instructions; Language in use: Vocabulary: book page #
3.1.4.1 understand basic personal questions; What’s your friend clever, friendly, 28
3.1.4.2 understand simple descriptions of people with like? He’s clever and funny, kind,
visual support. kind. naughty, shy
3.2.3.1 respond to basic questions with single words or I have got a sister.
short responses;
 3.5.1.2 use the verb to be for presenting personal
information and describe people and things on a limited
range of familiar topics;
3.5.1.4 use common adjectives in descriptions of people;
3.5.1.8 use personal subject pronouns on a limited range of
familiar topics;
19 Use of English: 3.4.2.1 follow word order rules in short statements; 1 Use of English:the Revision: family Activity 11.11
have got/has got 3.4.2.2 use words and short simple phrases to complete a verb ‘have got’ members book page #
Pull, everyone! written text at a sentence level. 29, 30
pp.33-35 3.5.1.8 use personal subject and object pronouns on a Language in use: Extra Vocabulary:
limited range of familiar topics; I have got a sister. babies, come back,
3.5.1.11 use has got/ have got in a limited range of familiar help, pull
topics. Come back, baby cat!
Pull, everyone!
20 Appearance 3.1.3.1 understand a range of short classroom instructions; 1 Use of English:the Target Activity 13.11
p.36 3.2.3.1 respond to basic questions with single words or verb ‘have got’ Vocabulary: beard, book page #
short responses; brown eyes, curly 31
3.3.3.1 understand short, simple instructions used in Language in use: hair, dark hair, fair
familiar everyday contexts. Linda has got a hair, glasses,
3.3.5.1 read short, illustrated fiction and non-fiction stories ponytail. Rick has got a moustache, ponytail
written in very simple language using a dictionary. beard and a moustache.

21 People’s 3.1.2.1 recognise familiar words with visual support; 1 Use of English:the Activity 18.11
appearance and 3.3.2.2 deduce the meaning of a word in a picture or icon verb ‘have got’ book page #
character. on a limited range of topics; 32
p.37 3.3.3.1 understand short, simple instructions used in Language in use:
familiar everyday contexts. What does your mum
3.4.1.1 spell accurately a few high-frequency words; look
3.1.4.2 understand simple descriptions of people with like? She’s got dark
visual support. hair and brown eyes.
What
is she like? She’s kind
and friendly.
22 Project: My 3.1.3.1 understand a range of short classroom instructions; 1 Revision: family Activity 20.11
family Tree. 3.1.4.1 understand basic personal questions; members, book page #
p.38 3.2.3.1 respond to basic questions with single words or adjectives to 33
short responses; describe
3.3.3.1 understand short, simple instructions used in appearance and
familiar everyday contexts. character
3.5.1.2 use the verb to be for presenting personal
information and describe people and things on a limited
range of familiar topics;
3.5.1.10 use common present simple forms and
contractions on a limited range of familiar topics;
 3.5.1.11 use has got/ have got in a limited range of familiar
topics.
23 CLIL: Social 3.1.2.1 recognise familiar words with visual support ; 1 Language in use: I’m Target Activity 25.11
Science 3.1.3.1 understand a range of short classroom instructions; happy! This is my Vocabulary: angry, book page #
Sounds and 3.3.1.3 identify and read separate sounds (phonemes) happy face happy, sad, tired 34
words within words, which may be represented by more than one rat, sun, tap, up,
Summative letter; Name and produce the van, win, box, yo-
Assessment 3.2.2.1 use isolated words and basic expressions to provide sounds yo, zip
tasks for the personal information ; of the letters r-z
unit «People I 3.3.3.1 understand short, simple instructions used in
love» familiar everyday contexts.
p.39-40
24 Check Point. 3.1.1.1 recognise the sounds of phonemes and phoneme 1 Activity 27.11
Correction blends in words; book page #
work 3.2.1.1 pronounce various sounds of phonemes and 35
p. 41 phoneme blends using appropriate stress, rhythm, and
intonation;
3.3.2.1 identify some familiar words and signs on
illustrations /pictures in common everyday situations;
3.3.1.1 recognise sounds and name the letters of the
alphabet;
3.3.3.1 understand short, simple instructions used in
familiar everyday contexts.
3.4.2.1 follow word order rules in short statements;
25 Module 4 Seasons and 3.1.2.1 recognise familiar words with visual support; 1 Use of Target Activity 02.12
Weather Weather 3.1.4.1 understand basic personal questions; English:preposition of Vocabulary: book page #
(8 hours) p.43 3.2.3.1 respond to basic questions with single words or time (in) autumn, spring, 39
short responses; summer, winter
3.3.1 understand short, simple instructions used in familiar Language in use:
everyday contexts. When’s your birthday?
3.5.1.15 use basic prepositions of time. In spring.
26 What’s the 3.1.2.1 recognise familiar words with visual support; 1 Target Activity 04.12
weather like 3.3.3.1 understand short, simple instructions used in Language in use: Vocabulary: It’s book page #
today? familiar everyday contexts; What’s the weather like cold. It’s hot. It’s 40
today? It’s sunny. rainy. It’s snowy.
pp.44
It’s sunny. It’s
windy.
27 Use of 3.2.3.3 make introductions and requests in basic 1 Use of English:present Revision: weather Activity 09.12
English:present interaction with others; simple (singular), Extra Vocabulary: book page #
simple 3.3.2.1 identify some familiar words and signs on preposition of time (on) get ready, helmet, 41, 42
(singular), illustrations /pictures in common everyday situations; high, idea.
preposition of 3.3.3.1 understand short, simple instructions used in Language in use: Drink hot
time (on) familiar everyday contexts; What do you do on a chocolate, eat an ice
Flying kites! 3.4.1.1 spell accurately a few high-frequency words; hot day? cream, fly my kite,
3.4.2.2 use words and short simple phrases to complete a I go swimming! go skiing, go
 pp.45-47 written text at a sentence level; swimming, make a
3.5.1.4 use common adjectives in descriptions of people Let’s fly our kites! Put sandcastle, make a
and things and simple feelings with support; your helmets on, snowman, read a
3.5.1.10 use common present simple forms and everyone! Your kite is book
contractions on a limited range of familiar topics; flying high! I’ve got an
3.5.1.15 use basic prepositions of time. idea!
28 Clothes I wear. 3.1.1.1 recognise the sounds of phonemes and phoneme 1 Use of English:present Target Activity 11.12
pp.48-49 blends in words ; simple (plural) Vocabulary: boots, book page #
3.1.2.1 recognise familiar words with visual support; dress, gloves, hat, 43,44
3.3.1.2 identify and read separate sounds (phonemes) Language in use: His jacket, jeans, shoes,
within words, which may be represented by more than one hat is yellow. shorts, skirt, T-shirt
letter ; What do you do in
3.3.3.1 understand short, simple instructions used in summer? Revision: seasons,
familiar everyday contexts; We make a sandcastle. weather
3.3.5.1 read short, illustrated fiction and non-fiction stories
written in very simple language using a dictionary.
29 Project: My 3.1.1.1 recognise the sounds of phonemes and phoneme 1 Revision: seasons, Activity 18.12
favourite blends in words; weather and related book page #
season. 3.1.2.1 recognise familiar words with visual support; activities 45
Summative 3.1.4.2 understand simple descriptions of people, actions,
Assessment and objects with visual support.
tasks for the 3.2.1.1 pronounce various sounds of phonemes and
unit «Weather» phoneme blends using appropriate stress, rhythm, and
p.50 intonation;
3.3.1.2 identify and read separate sounds (phonemes)
within words, which may be represented by more than one
letter;
3.4.2.1. follow word order rules in short statements.
30 CLIL: Science 3.3.2.1 identify some familiar words and signs on 1 Language in use: The Revision: weather, Activity 18.12
Sounds and illustrations /pictures in common everyday situations; bears wake up! The seasons book page #
words 3.3.3.1 understand short, simple instructions used in bears sleep Extra Vocabulary: 46
Correction familiar everyday contexts; bear, cave, sleep,
work 3.4.2.1. follow word order rules in short statements; Recognise the letters e, wake up,
pp.51-52 3.4.2.2 use words and short simple phrases to complete a r, d, p and n and the warm
written text at a sentence level; sounds they make Target
3.5.1.4 use common adjectives in descriptions of people Vocabulary: pen,
and things and simple feelings with support; red
3.5.1.5 use with considerable support basic determiners a, Sight Words: a,
an, the to identify things; and, is, isn’t, it
3.5.1.8 use personal subject and object pronouns in a
limited range of familiar topics;
3.5.1.10 use common present simple forms and
contractions on a limited range of familiar topics;
31 Summative The teacher chooses SAT’s Learning Objectives for 1 23.12
 Assessments Listening, Reading and Writing that were used during the
tasks for the term. Speaking should be controlled separately.
2nd term
The teacher plans the Learning Objectives responding to
the learners' needs.
32 Checkpoint. 3.2.3.1 respond to basic questions with single words or 1 Activity 25.12
p.53 short responses; book page #
3.3.3.1 understand short, simple instructions used in 47
familiar everyday contexts;
3.3.2.2 deduce the meaning of a word in a picture or icon
on a limited range of topics;
3.3.3.1 understand short, simple instructions used in
familiar everyday contexts;
3.4.1.1 spell accurately a few high-frequency words;
3.4.2.2 use words and short simple phrases to complete a
written text at a sentence level;
3rd term 30 hours
33 Module 5 I can do this! 3.1.2.1 recognise familiar words with visual support; 1 Use of Target Activity 13.01
My free p.57 3.2.2.1 use isolated words and basic expressions to provide English:can/can’t Vocabulary: climb, book page
time! personal information (ability) cook, dance, draw, #51
(10 hours) jump, run, sing,
3.2.3.1 respond to basic questions with single words or
Language in use: skateboard
short responses; Aidar can draw. He can
3.5.1.16 use let’s + verb, verbs go/like + verb + ing cook and dance, too!
34 My Toys and 3.1.2.1 recognise familiar words with visual support; 1 Target Activity 15.01
Sport. I like ... 3.1.4.2 understand simple descriptions of people, actions, Vocabulary: ball, book page
p.58 and objects with visual support; car, jigsaw puzzle, #52
robot, scooter,
3.2.3.1 respond to basic questions with single words or
teddy bear, toy
short responses; bricks, train
Extra Vocabulary:
hard, metal, plastic,
soft, wheels
35 Imperative 3.1.4.1 understand basic personal questions; 1 Use of Activity 20.01
forms 3.5.1.9 use imperative forms to give short instructions on a English:imperative book page
(commands/ limited range of familiar topics; #53
Language in use:
suggestions). 3.5.1.16 use let’s + verb, verbs go/like + verb + ing
Don’t ride your
p.59
scooter! Let’s ride our
bikes! Oh, yes! Great
idea!/Sorry, no! I can’t
36 Toys 3.1.2.1 recognise familiar words with visual support; 1 Language in use: It’s Revision: toys Activity 22.01
Everywhere! 3.3.3.1 understand short, simple instructions used in a soft toy. It’s blue. It’s book page
p.60-61 familiar everyday contexts; a toy with wheels #54
 3.3.4.1 find specific information in different types of texts
(postcards, posters, flyers, messages, and notices: places,
time, and prices)
3.4.1.1 spell accurately a few high-frequency words
3.3.5.1 read short, illustrated fiction and non-fiction stories
written in very simple language using a dictionary.
37 Free-time 3.1.2.1 recognise familiar words with visual support; 1 Use of English:like + Target Activity 27.01
Activities 3.1.4.2 understand simple descriptions of people, actions, verb + ing Vocabulary: go to book page
p.62 and objects with visual support; the park, play #55
Language in use: I football,
3.5.1.5 use with considerable support basic determiners a,
like playing the guitar. play tennis, play the
an, the to identify things; Who guitar, play
3.5.1.5 use with considerable support basic determiners a, am I? You’re Ulan volleyball, ride
an, the to identify things a bike
3.5.1.10 use common present simple forms and
contractions on a limited range of familiar topics
3.5.1.16 use let’s + verb, verbs go/like + verb + ing
38 Use of English: 3.1.4.1 understand basic personal questions; 1 Use of English:present Activity 29.01
I like playing 3.2.2.1 use isolated words and basic expressions to provide simple, like + verb + book page
p.63 personal information; ing, punctuation #56
3.2.3.1 respond to basic questions with single words or
short responses; Language in use:
3.3.3.1 follow short, simple instructions used in familiar What do I like doing?
everyday contexts; Do you
3.3.3.2 find out the main points in short simple like playing the guitar?
descriptions with visual support; Yes, I do./No, I don’t
3.5.1.10 use common present simple forms and
contractions on a limited range of familiar topics;
3.5.1.16 use let’s + verb, verbs go/like + verb + ing.
39 Project: My Toy 3.2.4.1 provide simple descriptions of people, and objects; 1 Language in use: Revision: hard, Activity 03.02
design by 3.3.4.1 find specific information in different types of texts What toy is your metal, plastic, soft, book page
Sanzhar (postcards, posters, flyers, messages, and notices: places, design? Is toys, wheels #57
p.64 time, and prices); it metal or plastic?
3.4.3.1 create a poster or a postcard, using words and What colour is it? Is it
simple phrases; big or
small?
40 CLIL: 3.3.3.2 find out the main points in short simple 1 Language in use: Target Activity 05.02
Geography descriptions with visual support; Safety in the Vocabulary: safe, book page
p.65 Playground! not safe #58
41 Sounds and 3.3.1.2 identify and read separate sounds (phonemes) 1 Recognise the letters a, Target Activity 10.02
words within words, which may be represented by more than one h, t, m and u and Vocabulary: dad, book page
Summative letter; the sounds they make hat, mum #59
Assessment 3.1.4.2 understand simple descriptions of people, actions, Sight Words: and,
 tasks for the and objects with visual support; are, can’t, I, my,
unit «My free 3.2.4.1 provide simple descriptions of people, objects. you
time!»
p. 66
42 Check point 3.3.3.1 follow short, simple instructions used in familiar 1 Activity 12.02
Correction everyday contexts; book page #
work 3.4.1.1 spell accurately a few high-frequency words; 60-61
p. 67 3.4.2.2 use words and short simple phrases to complete a
written text at a sentence level;
3.4.2.2 use words and short simple phrases to complete a
written text at a sentence level;
3.5.1.13 use can/ can’t to describe ability;
43 Module 6 Body parts 3.1.2.1 recognise familiar words with visual support; 1 Use of English: plurals Target Activity 17.02
Health p.69 3.1.4.2 understand simple descriptions of people, actions, Vocabulary: Bend book page #
(10 hours) and objects with visual support. Language in use: your knees! Clap 63
Bend your knees! It’s your
3.3.3.1 understand short, simple instructions used in
got two hands! Hop on one
familiar everyday contexts; heads leg! Stamp your
3.3.3.2 find out the main points in short simple feet! Stretch
descriptions with visual support; your arms! Touch
3.5.1.1 use singular and plural nouns, including some your head!
common irregular plural forms and high-frequency Revision:
uncountable nouns ear, eye, foot, hand,
3.5.1.11 use has got/ have got; there is/are in a limited head, leg, mouth,
nose
range of familiar topics
44 Healthy food 3.1.2.1 recognise familiar words with visual support; 1 Language in use: It’s Target Activity 19.02
p.70 3.2.4.1 provide simple descriptions of people, objects; a fruit. I like bananas. Vocabulary: apple, book page #
3.3.3.1 follow short, simple instructions used in familiar banana, broccoli, 64
carrot, fruit, juice,
everyday contexts;
onion, orange, pear,
3.5.1.1 use singular and plural nouns, including some potato, vegetables
common irregular plural forms and high-frequency
uncountable nouns;
3.5.1.11 use has got/ have got; there is/are in a limited
range of familiar topics;
45 Food 3.1.2.1 recognise familiar words with visual support; 1 Use of English:the Activity 24.02
preferences. 3.1.4.1 understand basic personal questions; verb ‘like’ book page #
Use of English: 3.3.3.1 understand short, simple instructions used in 65
object pronoun Language in use: I
familiar everyday contexts;
p.71 like apples and
3.4.4.1 link ideas with and, but; oranges, but I don’t
3.5.1.8 use personal subject and object pronouns in a like onions
limited range of familiar topics;
3.5.1.10 use common present simple forms and
 contractions on a limited range of familiar topics;
46 A smoothie 3.1.4.1 understand basic personal questions; 1 Language in use: I Revision: fruit and Activity 26.02
shower 3.3.3.1 understand short, simple instructions used in like carrots! Here you vegetables book page #
p.72-73 familiar everyday contexts; are! 66
3.3.4.1 find specific information in different types of texts
(postcards, posters, flyers, messages, and notices: places,
time, and prices)
3.3.5.1 read short, illustrated fiction and non-fiction stories
written in very simple language using a dictionary.
47 Food and drink 3.1.2.1 recognise familiar words with visual support; 1 Language in use: Revision: fruit and Activity 03.03
p.74 3.3.3.1 understand short, simple instructions used in Here’s some chocolate vegetables book page #
familiar everyday contexts; and Target 67
some cheese for you! Vocabulary:
3.3.3.2 find out the main points in short simple
cheese, chicken,
descriptions with visual support; chocolate,
ice cream, juice,
popcorn, rice, water
48 I can talk about 3.3.3.1 understand short, simple instructions used in 1 Use of English:a/an, Revision: food and Activity 05.03
food. familiar everyday contexts; some/any, there is/are drink items book page #
Use of English: 3.4.2.2 use words and short simple phrases to complete a 68
a, an, some any Language in use:
written text at a sentence level
p.75 There is some ice
3.5.1.1 use singular and plural nouns, including some cream. Is
common irregular plural forms and high-frequency there any ice cream?
uncountable nouns; Yes, there is./No, there
3.5.1.11 use has got/ have got; there is/are in a limited isn’t
range of familiar topics;
49 Project: My 5. 3.2.3.1 respond to basic questions with single words or 1 Revision: fruit, Activity 12.03
A Day poster by short responses; vegetables book page #
Zhaniya 3.3.3.1 understand short, simple instructions used in 69
Summative
familiar everyday contexts;
Assessment
tasks for the 3.3.4.1 find specific information in different types of texts
unit «Health» (postcards, posters, flyers, messages, and notices: places,
p.76 time, and prices)
3.4.3.1 create a poster or write a postcard using words and
simple phrases
3.4.5.1 apply basic rules of punctuation (use capital letters,
full stops, and question marks)
50 CLIL. Science 3.1.2.1 recognise familiar words with visual support; 1 Recognise the letters i, Revision: food Activity 17.03
Sounds and 3.3.1.2 identify and read separate sounds (phonemes) b, s, g and x and the items book page #
words within words, which may be represented by more than one sounds they make Target 70
Correction Vocabulary:
 work letter ; apples, cake,
pp.77-78 3.3.3.1 understand short, simple instructions used in carrots, chocolate,
familiar everyday contexts; cola, eggs, ice
cream, jam, milk,
sweets, big, six
Sight Words: a,
and, is, it, small,
there
Extra Vocabulary:
brush, happy, round
and round, teeth, up
and down
51 The teacher chooses SAT’s Learning Objectives for 1 19.03
Summative Listening, Reading and Writing that were used during the
Assessment term. Speaking should be controlled separately.
tasks for the
3rd term The teacher plans the Learning Objectives responding to
the learners' needs.
52 Check point 3.3.3.1 understand short, simple instructions used in 1 Activity 19.03
pp.79 familiar everyday contexts; book page #
3.4.1.1 spell accurately a few high-frequency words; 71
3.5.1.7 use demonstrative pronouns this, these, that, and
those to indicate things in closed questions with support
4th term 16 hours
53 Module 7 My home, 3.1.2.1 recognize familiar words with visual support; 1 Target Activity 02.04
Buildings! rooms and 3.1.4.1 understand basic personal questions; Language in use: Vocabulary: book page #
(8 hours) objects 3.1.4.2 understand simple descriptions of people, actions, There’s a bed in the bathroom, 75
p.81 and objects with visual support; bedroom. Where is bedroom, garden,
3.2.2.1 use isolated words and basic expressions to provide Cody? He’s in the hall, kitchen, living
personal information; kitchen room
3.2.3.1 respond to basic questions with single words or Extra Vocabulary:
short responses bath, bed,
bookcase, cooker,
mirror
54 Things in a 3.1.2.1 recognize familiar words with visual support; 1 Target Activity 07.04
room 3.1.5.1.use contextual clues to predict content in short, Language in use: Vocabulary: book page #
pp.82 supported talk on a limited range of familiar topics. What’s this? It’s a armchair, chair, 76
yellow cupboard. What clock, cupboard,
3.5.1.1 use singular and plural nouns, including some
are these? They’re blue lamp, mat, sofa,
common irregular plural forms and high-frequency clocks. table, TV, wardrobe
uncountable nouns;
3.5.1.12 use basic adverbs of place here/there to say where
things are
55 Use of English: 3.1.5.1.use contextual clues to predict content in short, 1 Use of English:plurals Extra Vocabulary: Activity 09.04
 plurals. supported talk on a limited range of familiar topics; (-s, -es, -ies), in, on, caravan, cute, trip book page #
The cool 3.3.3.2 find out the main points in short simple under messy 77, 78
caravan! descriptions with visual support; Language in use:
pp.83-85 3.3.5.1 read short, illustrated fiction and non-fiction stories Where are my shoes?
written in very simple language using a Pictionary; They’re
3.5.1.1 use singular and plural nouns. over there. Where? On
the bed!
This is my new house.
There
are four rooms.
Where’s the bedroom?
Let’s go
on a trip!
56 Use of English: 3.3.4.1 find specific information in different types of texts 1 Use of English:a, an, Target Activity 14.04
a, an, the, there (postcards, posters, flyers, messages, and notices: places, the, there is/are Vocabulary: book page #
is/are time, and prices); chimney, door, 79
Parts of a house 3.2.3.1 respond to basic questions with single words or Language in use: How floor, roof,
p. 86 short responses; many windows are wall, window
3.5.1.11 use there is/are in a limited range of familiar there?
topics There are eight
windows
57 I can identify 3.1.2.1 recognise familiar words with visual support; 1 Use of English: Revision: things Activity 16.04
where things 3.3.3.2 find out the main points in short simple behind, in front of, next inside a house book page #
are. descriptions with visual support; to 80
Prepositions of 3.3.4.1 find specific information in different types of texts
place (postcards, posters, flyers, messages, and notices: places, Language in use:
p. 87 time, and prices); There’s a lamp in the
3.4.2.2 use words and short simple phrases to complete a bookcase.
written text at a sentence level; No, there isn’t. There’s
3.5.1.14 use basic prepositions of place. a lamp on the
bookcase.
58 Project: 3.3.4.1 find specific information in different types of texts 1 Extra Vocabulary: Activity 21.04
Buildings in our (postcards, posters, flyers, messages, and notices: places, bookshop, café, pet book page #
town time, and prices); shop, 81
p. 88 3.2.3.1 respond to basic questions with single words or post office,
short responses; supermarket, toy
3.4.3.1 create a poster or write a postcard, using words and shop
simple phrases;
59 CLIL: Math! 3.2.1.1 pronounce various sounds of phonemes and 1 Target Activity 23.04
Summative phoneme blends using appropriate stress, rhythm, and Vocabulary: book page #
Assessment intonation; numbers 30-100, 82
tasks for the 3.4.2.2 use words and short simple phrases to complete a even, odd.
unit written text at a sentence level;
«Buildings!» 3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21 – 100;
 pp. 89-90
60 Checkpoint. 3.2.1.1 pronounce various sounds of phonemes and 1 Recognise the letters j, Sight Words: any, Activity 28.04
Sounds and phoneme blends using appropriate stress, rhythm, and l, v and y and do, here, some, we, book page #
words intonation; the sounds they make what 83
Correction 3.3.3.2 find out the main points in short simple Target
work descriptions with visual support; Vocabulary:
p. 91 3.5.1.1 use singular and plural nouns, including some Jam, leg, van, yo-yo
common irregular plural forms and high-frequency
uncountable nouns;
3.5.1.11 use has got/ have got; there is/are in a limited
range of familiar topics;
61 Module 8 Family Holidays 3.1.2.1 recognise familiar words with visual support; 1 Use of English: can Target Activity 30.04
My p.93 3.2.3.2 make basic requests related to immediate personal (permission), Vocabulary: book page #
Holidays needs; here/there sandals, suitcase, 87
(8 hours) 3.3.3.1 understand short, simple instructions used in Language in use: Can sunbathe,
familiar everyday contexts; I use your towel? Yes, suncream,
of sunglasses,
course. It’s over there, swimming trunks,
on the towel swimsuit, towel
62 Means of 3.1.2.1 recognise familiar words with visual support; 1 Language in use: How Target Activity 05.05
transport 3.2.3.1 respond to basic questions with single words or do you like travelling Vocabulary: boat, book page #
pp. 94-95 short responses; around the country? I bus, car, helicopter, 88,89
3.5.1.6 use interrogative pronouns who, what, where, how, like travelling by plane. lorry, motorbike,
and when to ask basic questions; plane, train
3.4.2.1. follow word order rules in short statements; Extra Vocabulary:
3.4.5.1 apply basic rules of punctuation (use capital letters, air, ground, water
full stops, and question marks).
63 Happy 3.1.4.2 understand simple descriptions of people, actions, 1 Target Activity 12.05
Holidays! and objects with visual support; Vocabulary: book page #
At the Seaside! 3.3.3.2 find out the main points in short simple collect, matches, 90
pp. 96-97 descriptions with visual support; save, seaside,
3.3.5.1 read short, illustrated fiction and non-fiction stories starfish
written in very simple language using a dictionary;
3.4.3.1 create a poster or write a postcard, using words and
simple phrases;
64 Places in a 3.1.4.2 understand simple descriptions of people, actions, 1 Use of English: Target Activity 14.05
town. and objects with visual support; interrogative pronouns Vocabulary: book page #
Use of English: 3.1.5.1.use contextual clues to predict content in short, (how old, what, cinema, funfair, 91,92
can/can’t supported talk on a limited range of familiar topics; when, where, why, park, sweet
pp. 98-99 3.3.4.1 find specific information in different types of texts who) shop, swimming
(postcards, posters, flyers, messages, and notices: places, Can (permission), pool, zoo
time, and prices); here/there
3.4.2.1. follow word order rules in short statements;
3.5.1.12 use basic adverbs of place here/there to say where Language in use:
things are; Who’s this? What’s his
 3.5.1.13 use can/ can’t to describe the ability; name?
3.5.1.6 use interrogative pronouns who, what, where, how, Where is he from?
and when to ask basic questions; How old is he? Why
are you
happy? When is
Berik’s birthday?
What can we do today?
We
can go to the park. OK.
Let’s go!
65 Project: Keep 3.4.1.1 spell accurately a few high-frequency words; 1 Target Activity 19.05
safe, everyone! 3.4.3.1 create a poster or write a postcard, using words and Vocabulary: drink, book page #
Summative simple phrases; eat, put on, swim 93
Assessment 3.5.1.13 use can/ can’t to describe the ability; Extra Vocabulary:
tasks for the far from, look up,
unit « My wear
Holidays»
p.100
66 CLIL: Science 3.3.3.1 understand short, simple instructions used in 1 Language in use: It Target Activity 19.05
Sounds and familiar everyday contexts; doesn’t need water Vocabulary: koala, book page #
words 3.4.3.1 create a poster or write a postcard, using words and quilt, zip 94
Correction simple phrases; Recognise the letters k,
work q and z and the sounds Sight Words:
p. 101 they make come, find, go,
help, who, with
67 Summative The teacher chooses SAT’s Learning Objectives for 1 21.05
Assessment Listening, Reading and Writing that were used during the
tasks for the term. Speaking should be controlled separately.
4th term
The teacher plans the Learning Objectives responding to
the learners' needs.
68 Checkpoint. p. 3.2.1.1 pronounce various sounds of phonemes and 1 Activity 21.05
102 phoneme blends using appropriate stress, rhythm, and book page #
intonation; 95
3.3.1.2 identify and read separate sounds (phonemes)
within words, which may be represented by more than one
letter;
3.4.2.2 use words and short simple phrases to complete a
written text at a sentence level;
3.5.1.6 use interrogative pronouns who, what, where, how,
and when to ask basic questions;