1-4 кл - Subject programme

АНГЛИЙСКИЙ ЯЗЫК
Учебная программа
(в рамках обновления содержания среднего образования)
Начальная школа (1-4 классы)
Июнь 2016
Английский язык. Учебная программа для начальной школы (1-4 классы) в рамках
обновления содержания среднего образования – Астана, 2016.
Данная учебная программа разработана

АОО «Назарбаев Интеллектуальные школы» совместно с Национальной Академией
образования имени И.Алтынсарина, учеными высших учебных заведений и учителями
общеобразовательных школ
Content
1 The aim and objectives of the English language programme 7

2 Pedagogic approaches for the English language programme 10
3 Assessment in the English language programme 13
4 Description of the organisational requirements for the English language 14
programme
4.1 Distribution of annual number of teaching hours 14
4.2 The English language programme content 16
4.3 The English language learning objectives system 18
4.4 Long-term plans 31
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Explanatory note
The subject programme is an educational normative document determining the content

and the scope of knowledge and skills in each academic subject/discipline in accordance with the
age-specific needs and cognitive abilities of learners.
The subject programme focuses the teaching and learning process on the use of the
methodological potential of each subject to ensure the conscious acquisition of knowledge and
skills by the learners in each subject area, development of learner independence through
learning, project work, research work, social and cultural environment awareness.
The subject programme harmoniously combines the traditional functions an educational
normative document and innovative trends in the organization of the educational process in the
modern school. The novelty relates to the approaches used as the main reference points to build a
fundamentally new structure and content of an academic subject. Value-oriented, activity-based,
learner-centred, and communicative approaches as classical foundations of education – are used
to strengthen the priority of the system of learning objectives and outcomes of the educational
process, which is reflected in the new structure of the subject programme.
The subject programme suggests expected outcomes stated in the system of learning
objectives, which form the basis for determining the content of a subject. The system of learning
objectives is based on the following core values: Kazakhstani patriotism and civil responsibility;
respect; cooperation; work and creativity; transparency; lifelong learning. These values are
designed to become constant personal reference points for each learner, motivating his/her
behaviour and daily activities. At the same time, these values underpin the development of a
wide range of the following skills: functional and creative application of knowledge, critical
thinking, research, use of information and communication technologies, application of different
methods of communication, ability to work in a group and individually, problem solving and
decision making.
In terms of the content, the subject programmes describe the contribution of a particular
academic subject to educating a learner as a subject of his/her own learning and a subject of
interpersonal communication. Thus, the subject programmes ensure the implementation of the
principle of unity of education and training, based on the interconnectedness and
interdependence of the education values and learning outcomes and the system of learning
objectives of a particular subject.
The distinctive feature of the subject programmes is that they are focused on forming not
only subject knowledge, but also a wide range of skills. A wide range of skills is a key to a
learners’ success in school educational experience, as well as in the future, after graduating from
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school. The modern economic innovations and changes in the labour market imply the necessity
to possess skills, which, in combination, would enable learners to analyse and evaluate
situations, ideas, and information in order to solve complex problems or develop new ways of
solving them, creatively use the acquired knowledge and experience in synthesising new ideas
and information. Such personal qualities as persistence, initiative, curiosity, willingness to
change, interpersonal skills are becoming relevant. Personal qualities combined with a wide
range of skills enable learners not only to work as a team in their everyday educational practice,
but also to apply social, cultural literacy and leadership skills throughout their whole lives.
One of the main tools used to develop a wide range of skills based on the values is the
content of the subjects. The content of the educational process in a particular subject builds on
the learning objectives and focuses on achieving the expected outcomes stated in the subject
programme. Each subject programme provides opportunities for possible integration of a number
of subject contents into STEM modules on the basis of interdisciplinary and cross-curricular
links. These modules in the form of a research project should be focused on understanding and
solving real-life problems, and on predicting the consequences of integrating different science
domains. All this creates the willingness of learners to apply creatively the acquired knowledge
and skills in any educational and real-life situation, develops commitment to success, and
encourages lifelong learning.
One of the main requirements for the learning process at the present stage is to organise
active work of a learner in independent “acquisition” of knowledge. This approach contributes
not only to the acquisition of subject knowledge, social and communication skills, but also to the
development of personal qualities, which will help them to recognize their own interests,
perspectives and make constructive decisions. The active cognitive activity of a learner becomes
more sustainable in terms of co-creation and support of the teacher as a partner and consultant.
Such strengthening of the learner-centred education is possible with the use of interactive
teaching methods, various combinations of which provide the basis for the cooperation of all
participants of the educational process, avoiding authoritarianism in the relationships. The use of
interactive and reflective technologies is combined with the organization of the project and
research activities of learners. All the innovative approaches to the organization of the
educational process transform the learning into a model of learners’ communication in a real-life
creative process, which involves active exchange of knowledge, ideas, and methods of work. The
programme of a particular subject allows developing the learner’s cognitive and social activity
through organisation of learning project work focused on the use of regional materials (objects,
enterprises, information sources). Educational project work, carried out within the framework of
the learning objectives of this particular subject, can be organized in cooperation with parents
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and representatives of the local community.
Each subject programme provides for the implementation of trilingual education, which
involves not only learning three languages, but also studying individual subjects, as well as the
organization of extracurricular activities in the three languages (Kazakh, Russian, and English).
The collective contribution of each subject to the creation of a multilingual learning environment
ensures the implementation of the trilingual education policy. Communicative approach, being
the basis of language learning, is seen as a leading principle in the development of learners’
speaking skills by means of each academic subject – exchange of knowledge and skills in a
variety of educational contexts, proper use of the system of language and speech norms.
Another requirement of the subject programme is the necessity to use information and
communication technologies in the learning process of each subject. In the process of acquisition
of the subject content and achievement of the learning objectives, it is necessary to create
conditions/environment for the development of learners’ skills of ICT use, including searching,
processing, retrieving, creating, and presenting necessary information, cooperation to exchange
information and ideas, evaluation and improvement of their work through the use of a wide
range of equipment and applications.
The conceptual provisions and ideas used as a basis for the development of the subject
programmes are presented visually and consistently in the following image (appendix 1). In the
centre, there are values as the main reference points for determining the content and procedures
of education in schools, and then there is a wide range of skills as the outcomes of school
education. The next circle represents educational domains indicating functional
comprehensiveness of the education content. And the outer circle contains all the innovations
introduced to the educational process. Appendix 1. Visual representation of conceptual ideas on
updating the content of secondary education.
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1. The aim and objectives of the English language programme
The study of English offers attitudinal, cultural, social and educational advantages for the
individual and for society. Learning English can help learners to develop positive attitudes to
other cultures as well as increase awareness of their own culture.
Learning English through modern, communicative methods provides opportunities for
learners to develop interactive skills and to learn through interaction with others thus becoming
good communicators. The learners who emerge proficient in English and with good
communication skills will contribute positively to Kazakhstani society.
An ability to communicate in English is crucial in the modern world of mass global
communication. Young people should be able to read, write and communicate in English as well
as understand their teachers and peers at the high level. English is the language frequently used
in communication, science, business, entertainment, travel and sport. A good knowledge of
English provides young people with access to these areas and enables them to continue their
educational, economic, social and cultural development.
English is the international language of business and one of the main languages of the
OSCE and UN, so as Kazakhstan becomes more connected with the Western world, English
becomes increasingly important. As routes become more travelled, Kazakhstan’s historical and
natural sites will attract more visitors and more foreign investment and, as the tourist industry
grows in Kazakhstan, English will be the medium through which Kazakhstanis will
communicate with visitors from overseas in both formal and informal settings. Kazakhstanis are
also travelling more and as they travel around the world, they will be able to acquaint English
speakers with Kazakhstan and its culture. As members of this more international global
community it is vital that Kazakhstanis and Kazakhstani learners are able to communicate
proficiently in English.
A knowledge of English can:
• increase learners’ confidence in communicating in different situations
• give learners access to higher education in Kazakhstan and abroad
• enable learners to progress professionally and to access advanced training
• broaden learners’ access to news and information currently distributed in English
• allow learners to access English language literary works in their original form
• help learners to contribute to Kazakhstan’s continuing development
• enable learners to represent Kazakhstan in both Kazakhstan and overseas
• encourage learners to learn about different cultures and so foster international relations
• become lifelong learners, building on skills, learning strategies and knowledge learned in
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school.
Learning English in primary school awakens children’s interest in the world. Children are
able to acquire language in a variety of ways such as active games, songs, poems, project works
etc. English teachers at primary level can help children in their early years to develop an
awareness of language and encourage an enjoyment for language learning. This will also
increase children’s confidence and lay the foundation for continued development in later years.
The English curriculum aims to develop learners who gain the A 1 level of language skills
through the following:
• varied tasks which foster analysis, evaluation and creative thinking
• exposure to a wide variety of spoken and written sources
• stimulating and challenging subject matter.
The English curriculum aims to provide opportunities for learners to communicate
effectively with different audiences. It will achieve this aim through frequent opportunities in the
school environment for interaction with peers, teachers and visitors, and through interactive tasks
which involve informal and formal spoken and written presentations. There will also be a focus
on out-of-school interaction with learners communicating online and face-to face with speakers
of English from other cultures.
Learners should become innovative, critical and creative thinkers by actively participating
in a learning environment which encourages objective analysis of subject matter and language
content to support arguments with evidence and examples, to use language imaginatively, and to
develop strong ‘learning to learn’ skills. The study of English using the methods described in the
English subject programme should enable learners to articulate their ideas with confidence and
clarity to different audiences and enable them to reflect on how they can make a positive
contribution to Kazakhstani society.
In the primary school years, the content of the programme is aimed at developing learners’
ability to use English in daily exchanges and providing a sound basis for further study. The
primary English language programme aims to develop learners’ English language skills, develop
learners’ interest and self-confidence, and instil a positive attitude towards learning English.
Through the study of English learners will understand:
• instructions enabling them to play games in English
• common daily expressions in short dialogues
• simple spoken English or recorded English
• simple stories
• simple English cartoons, films or programmes
Learners will be able to:
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• tell simple stories and short texts
• write sentences based on given models
• perform stories, short plays, songs, rhymes
• use common daily expressions in short dialogues
Learners will have a vocabulary based on topics such as numbers, colours, time, weather,
food, clothes, animals, plants, parts of the body, personal information, family, school, friends,
entertainment, sport, holidays, traditions and customs, time, buildings, art , music, explorers and
inventors, myths and legends, treasure and heritage, health, space, machines.
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2. Pedagogic approaches for English language programme
Educational Organisations (schools, lyceums, gymnasiums, etc.) in the Republic of

Kazakhstan are committed to the principle that learners need to learn how to learn as part of the
process of education and become independent, self-motivated, engaged, confident, responsible
and reflective learners.
Teachers are expected to nurture and develop these qualities through using a wide variety
of teaching and learning strategies that include:
• listening to the voice of the individual learner and recognising that it is essential to engage
with their prior knowledge and understanding in order to develop it;
• challenging and extending learners through carefully scaffolding assignments and activities;
• challenging and extending learners by providing meaningful contexts, tasks and activities;
• modelling and exemplifying problem solving strategies in a way that is understandable to
the learner;
• supporting learning through assessment for learning;
• encouraging active enquiry based learning and learner research;
• developing learners’ critical thinking skills;
• employing a mixture of whole class, individual and collaborative activities;
• facilitating research projects where learners can apply a variety of skills which will help
them not only in their English language lessons but also in other subjects studied at primary
school.
Teachers at State Schools will use a variety of approaches to create a safe and comfortable
learning environment for all of the learners in the classroom. The different approaches and
strategies employed are both inductive and deductive approaches. Traditional teaching
approaches such as the Audio-Lingual Method and PPP (Presentation, Practice, Production) can
be used to deliver lessons alongside more modern communicative approaches such as Task-
Based Learning, Test-Teach-Test and the Lexical Approach. Teachers also use methods which
are particularly suitable for young learners such as TPR (Total Physical Response) and Natural
Approach. Using a variety of approaches in a principled way, by considering the aim of the
activity or lesson, learners’ ages, previous knowledge and learning style, as well as considering
practicalities such as available supplementary or course book material, time and class size, is
preferable to adopting any one approach dogmatically.
In English, examples of these teaching and learning strategies are:
• carrying out surveys as part of a topic or project
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• practising and reviewing lexics on a regular basis and encouraging the use of language
journals to record new vocabulary
• using conversational posters
• making presentations to the class
• using sets of reading books for guided reading, graded according to challenge and difficulty
• oral and written comprehension exercises
• acting out dialogues
• encouraging a process of drafting and redrafting, including the use of ICT
• providing opportunities for individual and collaborative writing
• regular teaching of spelling strategies
• patterns and sight vocabulary
• encouraging dictionary/thesaurus use
• predicting exercises or activities
Developing respect for diversity of culture and opinion in English language programme
Being citizens of a multinational Kazakhstan state learners respect diversity of cultures and
opinion which requires personal, interpersonal and intercultural competences. Developing
positive attitude to multicultural diversity will lead learners to effective and constructive
participation in social and working life in various societies worldwide.
In the English programme this will include:
• learning, comparing and sharing prior knowledge about Kazakhstani, the traditional English-
speaking countries’ and other cultural contexts worldwide. This is important as English is
used globally as a lingua franca by hundreds of millions of people in increasingly diverse
settings
• maintaining, respecting and supporting national and Kazakh cultural identity
• ideas of patriotism, respect and tolerance of the representatives of diverse nations and
cultures and traditions
• drawing concepts and conclusions from a range of spoken and written genres which reflect
the Kazakh culture and the cultures of the English speaking world
• developing the ability and language to summarise different points of view on emotive topics
without being biased or intolerant
• developing language skills in Kazakh, Russian and English
Developing communication skills in English language programme

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The Programme aims to enable Kazakhstani citizens to communicate effectively with
different audiences. Developing the skills which are needed to achieve this should be
accompanied by the fostering and promoting an environment in which communication in a range
of forms is encouraged and valued and where learners feel confident in expressing themselves.
Throughout the curriculum, learners will be encouraged to communicate with their fellow
learners, teachers and wider audiences, using a range of media in oral and written form.
Examples of listening activities in the English programme:
• listening to a description and labelling a picture
• following classroom instructions
• drawing objects in a picture in the appropriate position by listening to a description of where
they are
• Examples of speaking activities in the English programme:
• making statements giving personal information about a member of family or favourite
character in course book
• describing a picture in order to spot the difference between two similar pictures when
working in pairs
• expressing likes and dislikes in order to take part in a class survey
• Examples of reading activities in the English programme:
• remembering sound and letter patterns
• predicting activities using a picture accompanying a short text and then checking the texts in
order to confirm predictions
• using a simple dictionary
• Examples of writing activities in the English programme:
• forming higher and lower case letters
• labelling a diagram/picture with familiar words
• ordering jumbled up words in a sentence
• Examples of use of English in English:
• using basic nouns, modals, adjectives, connectors, adverbs, pronouns, determiners,
prepositions and conjunctions
• using present simple forms to describe a character’s daily routines
• using verbs followed by –ing to talk about likes and dislikes
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3. Assessment in the English language programme
Assessment of the results of studying English is carried out with the use of Criteria-based
assessment system.
Criteria-based assessment is based on the principle that teaching, learning and assessment
are interrelated. Criteria-based assessment results are used to plan and organize the learning
process effectively.
Criteria-based assessment includes formative assessment and summative assessment.
Formative assessment is carried out in an ongoing way, it provides feedback between
students and teacher, and allows timely adjustments to the learning process.
Summative assessment is carried out on the completion of the educational information unit
study in a certain learning period; it is used to provide feedback to students, and to award termly
and yearly grades on the subject.
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4. Description of the organisational requirements for English language programme
4.1. Distribution of annual number of teaching hours per grades:
Grades Sessions/min Weeks Hours per week Hours per year

1 35 33 2 66
2 45 34 3 102
3 45 34 3 102
4 45 34 3 102
Total hours 372
Facilities and resources required for the subject programme for English:
• visual aids and realia – story/conversational/memory posters, grammar charts, games, songs,
phonics cards, word flashcards, toys and Cuisenaire rods;
• reference resources - picture dictionaries, mono and multilingual dictionaries;
• sets of textbooks which include a cultural and historical background of Kazakhstan;
• additional English practice books on grammar, vocabulary, listening, speaking, reading and
writing skills, authentic reading material - books, magazines, newspapers, the Internet;
• mobile/flexible furniture - individual desks for each student which can be moved and
reorganised. This can allow learners to more easily participate in a wider range of activities such
as role plays, board games, debates, surveys, presentations and other pair and group work. It can
also help to facilitate classroom management;
• traditional display facilities to display learners’ work - corkboards, wall space, flip charts,
exhibition boards;
• computers with the Internet access, ICT displays* - smart/interactive white boards or
screens, projectors;
• teacher’s forum www.moodle.nis.edu.kz (all the demo online lessons are available)
*With regard to health and safety, the use of ICT should be kept under careful control by the
teacher, who should manage the time allocated to its use.
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Competence in the use of digital technologies in English language programme
Competence in the use of digital technologies involves confident and critical use of
technology for work, leisure and communication. It is underpinned by basic skills in ICT
(Information and Communication Technology).
Learners develop their ICT skills across the curriculum by finding, creating and
manipulating information, collaborating and communicating information and ideas, evaluating
and then refining their work, and by using a wide range of equipment and applications.
In the English programme, this will include:
• developing research skills, such as finding, classifying, selecting, analysing, designing,
referencing, presenting, assessing and/or evaluating information from digital and online sources,
making judgments about accuracy and reliability
• developing competence in collaborating, communicating and sharing information which
includes participating in online projects, conferencing, e-mailing with the teacher and pen pals
and learners from Kazakhstani and foreign countries’ schools, creating and exploring web-sites,
blogging and using social networks
• creating, manipulating and processing information using technology to capture and
organise data including using different applications such as text, graphic, video and online
survey software
• evaluating, refining and improving work, making full use of the nature and pliability of
digital information to explore opinions and improve outcomes
• using presentation graphics software to allow learners to critique, evaluate, refine and
present their work to their peers
• using interactive whiteboards to support active learning approaches
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4.2. The English language programme content
This is the substantive knowledge of the programme and comprises what we know in the
subject and how we gain that knowledge. Knowledge in the subject is organised into strands of
learning. Strands are further broken down into sub-strands, which will be at the level of a skill or
topic, knowledge or understanding. Sub-strands, when expressed as grade-related expectations,
form the learning objectives for a subject. The learning objectives demonstrate the progression
within each sub-strand allowing teachers to plan and assess, sharing with learners the next steps
they should take.
Strand 1: Listening
A learner understands the main ideas of a short talk on familiar topics; recognizes familiar words
and phrases; understands short questions about colours and numbers; uses contextual clues to
predict the content and meaning of a short talk on familiar topics; understands the general
meaning of short stories pronounced slowly and clearly.
Strand 2: Speaking
A learner formulates basic utterances about themselves; formulates questions; responds to
questions; pronounces basic words and phrases describing things and events demonstrating
correct intonation and stress; expresses what he/she likes and dislikes.
Strand 3: Reading
A learner uses an illustrated dictionary; reads and understands short fiction and non-fiction texts
about social and everyday-life matters; determines the main idea of short texts; identifies specific
information and details in short texts; identifies universal human values in works of Kazakh and
world literature.
Strand 4: Writing
A learner writes frequently used words correctly demonstrating their knowledge of the
differences between their spelling and pronunciation; writes short dictated sentences; uses end-
of-sentence punctuation marks correctly.
Strand 5: Use of English
A learner expresses themselves using basic modals and common present and past simple and
continuous forms to describe events and give personal information.
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Primary: List of Topics
The table below lists common topics in an English language primary curriculum. As is
expected, all are revisited at later grades in more depth.
Grade 1 Grade 2 Grade 3 Grade 4
All about me All about me Animals Kazakhstan
in the
World of Sport
My school My family and friends Light & Dark Human Values in
Myths and
Legends
My family and My school Time Treasure and
friends Heritage
The world around us The world around us Buildings Professions and Ways
of Communication
Travel Health and body Art & Music Hot and Cold
Traditions and Traditions and Explorers & Healthy World

folklore customs Inventors
Food and drink The natural Water, water Journey

environment everywhere into Space
Health and body Travel Having fun Machines
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4.3 The English language learning objectives system
Strand 1: Listening
Learners should be able to

working towards A1 Low A1 Mid A1 High A1
1.L1 recognise short basic 2.L1 understand a range of short 3.L1 understand short supported 4.L1 understand an increasing
range of classroom instructions
instructions for a limited range of basic supported classroom classroom instructions in an
classroom routines spoken slowly instructions increasing range of classroom
and distinctly routines
1.L2 recognise with support a 2.L2 recognise with considerable 3.L2 understand a limited range of 4.L2 understand an increasing
limited range of basic common support an increasing range of short supported questions which ask range of supported questions
personal questions spoken slowly common personal questions for personal information which ask for personal
and distinctly information
1.L3 recognise with support 2.L3 understand the main points 3.L3 understand the main points of 4.L3 understand the main points
common names and names of of short, slow and carefully short, slow, carefully articulated talk of short supported talk on an
places; recognise the spoken form articulated talk on routine and on a limited range of general and increasing range of general and
of a limited range of everyday and familiar topics features such as some curricular topics some curricular topics
classroom words colour and number
1.L4 recognise with support short 2.L4 recognise with support short 3.L4 understand a limited range of 4.L4 understand an increasing
basic questions about what basic questions relating to features short supported questions on general range of short supported
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something is such as colour and number and some curricular topics questions on general and some
curricular topics
1.L5 recognise the sounds of 2.L5 identify missing phonemes 3.L5 distinguish between 4.L5 identify initial, middle and
phonemes and phoneme blends in incomplete words phonemically distinct words final phonemes and blends
2.L6 understand some specific 3.L6 understand some specific 4.L6 understand some specific
information in short, slow, information and detail of short, information and detail of short,
carefully articulated talk on routine supported information or talk on a supported talk on an increasing
and familiar topics limited range of general and some range of general and some
curricular topics curricular topics
2.L7 use contextual clues to 3.L7 use contextual clues to predict 4.L7 use contextual clues to
predict content in short, supported content in short, supported talk on a predict content and meaning in
talk on routine and familiar topics limited range of general and some short supported talk on an
curricular topics increasing range of general and
some curricular topics
2.L8 understand short narratives 3.L8 understand short, narratives on 4.L8 understand short, supported
spoken slowly and distinctly on a limited range of general and some narratives on an increasing range
routine and familiar topics curricular topics of general and some curricular
topics
1.L9 recognise the names of 2.L9 recognise the spoken form of 3.L9 recognise short basic words 4.L9 recognise words that are
letters of the alphabet familiar words and expressions that are spelt out spelt out from a limited range of
general and curriculum topics
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4.L10 recognise words similar to
words in student native language
Strand 2: Speaking
1.S1 make basic personal 2.S1 make basic statements 3.S1 make basic statements which 4.S1 make basic statements
statements about people, objects related to personal information, provide personal information on a which provide information on an
and classroom routines people and objects on familiar limited range of general topics increasing range of general and
topics and classroom routines some curricular topics
1.S2 ask questions in basic 2.S2 ask questions in order to 3.S2 ask questions to find out about 4.S2 ask questions to find out
exchanges about people, objects satisfy basic needs and find present experiences on a limited about present and possibly past
and classroom routines information on familiar topics and range of general and some curricular experiences on an increasing
classroom routines topics range of general and some
curricular topics
1.S3 pronounce familiar words 2.S3 use a limited range of basic 3.S3 give short, basic description of 4.S3 give short, basic
and expressions intelligibly words, phrases and short people and objects on a limited range description of people and objects
sentences to describe objects, of general and some curricular topics on a limited range of general and
activities and classroom routines some curricular topics; begin to
describe past experiences on an
increasing range of general and
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1.S4 respond to basic supported 2.S4 respond to basic supported 3.S4 respond to questions on a 4.S4 respond to questions on an
questions about people, objects and questions giving personal and limited range of general and some increasing range of general and
classroom routines factual information curricular topics some curricular topics
1.S5 use words in short exchanges 2.S5 begin to articulate clearly 3.S5 pronounce familiar words and 4.S5 pronounce an increasing
the difference between various short phrases intelligibly when range of words, short phrases
sounds reading aloud and simple sentences intelligibly
1.S6 make introductions and 2.S6 use short answers 3.S6 take turns when speaking with 4.S6 take turns when speaking
requests in basic interactions with appropriately in short, basic others in a limited range of short, with others in a growing range
others exchanges and take turns when basic exchanges of short, basic exchanges
speaking with others in a limited
range of short, basic exchanges
2.S7 place stress correctly on 3.S7 contribute a limited range of 4.S7 contribute a growing range
familiar polysyllabic words suitable words, phrases, and of suitable words, phrases, and
sentences including giving opinions sentences during short pair,
during short pair, group and whole group and whole class
class exchanges exchanges
2.S8 give simple instructions for 3.S8 recount very short, basic stories 4.S8 express basic likes and
others to follow and events on a limited range of dislikes;
general and some curricular topics recount short, basic stories and
events on a limited range of
general and some curricular
topics
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Strand 3: Reading
Learners should be able to…

1.R1 recognise sound and name 2.R1 read and spell out words for 3.R1 recognise, identify and sound 4.R1 recognise, identify and
the letters of the alphabet others with support a limited range of sound with support a growing
familiar words in simple sentences range of language at text level
1.R2 recognise initial letters in 2.R2 identify, remember and 3.R2 read and follow with limited 4.R2 read and understand with
names and places sound out high-frequency sound support familiar instructions for some support short simple
and letter patterns classroom activities fiction and non-fiction texts
1.R3 recognise and identify some 2.R3 read and follow with 3.R3 begin to read with rereading 4.R3 recognise basic opinions in
familiar sight words from local considerable support simple, and usual support very short simple short, simple texts on an
environment words, phrases and sentences on fiction and non-fiction texts on a increasing range of general
familiar and general topics and limited range of general and range of general and some
familiar instructions for classroom curricular topics curricular topics
activities
1.R4 use the alphabet to place the 2.R4 begin to use with support a 3.R4 use with some support a simple 4.R4 find with support books,
first letters of word in alphabetical simple picture dictionary picture dictionary worksheets and other print
order materials in a class or school
library according to
classification
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2.R5 understand the main points 3.R5 understand the main points of 4.R5 understand the main points
of simple sentences on familiar short simple texts on a limited range of short simple texts on a
topics by using contextual clues of familiar general and some growing range general and some
curricular topics by using contextual curricular topics by using
clues contextual clues
2.R6 understand with 3.R6 understand with considerable 4.R6 understand with some
considerable and particularly support, some specific information support some specific
visual support, some specific and detail in short, simple texts on a information and detail in short,
information in short, simple texts limited range of general and some simple texts on a growing range
on familiar topics curricular topics of general and some curricular
topics
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Strand 4: Writing

2.W1 write with support short 3.W1 plan, write and check short 4.W1 plan, write and check
responses at phrase level to sentences with considerable support sentences with support on a
questions and other prompts on a limited range of personal, range of basic personal, general
general and some curricular topics and some curricular topics
2.W2 write letters and familiar 3.W2 write words and phrases of 4.W2 begin to use joined-up
high frequency words when read regular size and shape handwriting in a limited range of
aloud or spelt written work
2.W3 write short phrases to 3.W3 write short phrases to identify 4.W3 write with support short
identify people, places and objects people, places and objects sentences which describe people,
places and objects
3.W4 write with support short basic 4.W4 write with support a
sentences with appropriate spaces sequence of short sentences in a
between words paragraph to give basic personal
information
2.W5 write letters and familiar 3.W5 link with support words or 4.W5 link with some support
high frequency words when read phrases using basic coordinating sentences using basic
aloud or spelt out for learners connectors coordinating connectors
24
2.W6 use with support upper and 3.W6 use upper and lower case 4.W6 use upper and lower case
lower case letters accurately when letters accurately when writing letters accurately when writing
writing names and address names, places and short sentences names, places and short
during guided writing activities sentences when writing
independently
2.W7 spell some familiar high- 3.W7 spell a growing number of 4.W7 spell most familiar high-
frequency words accurately familiar high-frequency words frequency words accurately
during guided writing activities accurately during guided writing when writing independently
activities
2.W8 include a full stop when 3.W8 include appropriate use of a 4.W8 to include appropriate use
writing very high-frequency short full stop during guided writing of of full stops and question marks,
sentences in guided writing short, familiar sentences at sentence level with some
activity accuracy when writing
independently
Strand 5: Use of English

1.UE1 use singular nouns, plural 2.UE1 use singular nouns, plural 3.UE1 use singular nouns, plural 4.7UE1 use singular nouns, plural
nouns – to talk about people and nouns – including some common nouns – including some common nouns – including some common
places irregular plural forms in giving irregular plural forms irregular plural – and uncountable
25
simple descriptions use possessive forms ‘s/s’ with nouns, possessive ‘s/s’ to name,
proper names and nouns to talk describe and label things
about ownership
1.UE2 use cardinal numbers 1 - 50 2.UE2 use cardinal numbers 1 - 3.UE2 use cardinal numbers 1 -100 4. UE2 use cardinal numbers 1 –
to count 50 to count to count and ordinal numbers 1 - 10 1000 and ordinal numbers 1 - 100.
1.UE3 use basic adjectives to 2.UE3 use common adjectives in 3.UE3 use adjectives, including 4.UE3 use adjectives, including
describe people and things descriptions and to talk about possessive adjectives, on a limited possessive adjectives, on a
simple feelings range of general and some growing range of general and
curricular topics to describe things some curricular topics to describe
use simple one-syllable and some things
two-syllable adjectives use simple one-syllable and some
[comparative form] to make two-syllable adjectives
comparisons [comparative and superlative] to
make comparisons
1.UE4 use determiners a, an, 2.UE4 use determiners a, an, the, 3.UE4 use determiners a, an, the, 4.UE4 use determiners a, an, the,
some, the, this, these to indicate some, any, this, these, that, those some, any, this, these, that, those to zero article, some, any, this, these,
what /where something is to identify things refer to things on a limited range that, those to refer to things on a
general and some curricular topics growing range of general and
1.UE5 use interrogative pronouns 2.UE5 use interrogative pronouns 3.UE5 use interrogative pronouns 4.UE5 use interrogative pronouns
which, what, where, how to ask including which, what, where, including: which, what, where, who, what and where, how many,
basic questions whose to ask who people are and whose, how many, what kind of … how much, how often, how big,
26
what they are doing on a limited range of familiar topics what kind of to ask questions on
growing range of familiar topics
1.UE6 use demonstrative pronouns 2.UE6 use demonstrative 3.UE6 use demonstrative pronouns 4.UE6 use demonstrative
this, these that, those to indicate pronouns this, these, that, those to this, these, that, those in open and pronouns this, these, that, those
things make and respond to requests for closed questions and object pronouns in short
information statements, questions and
responses
1.UE7 use personal subject and 2.UE7 use personal subject and 3.UE7 use personal object 4.UE7 use personal subject and
object pronouns to give basic object pronouns to describe pronouns [indirect] in conjunction object pronouns, including
personal information people and things with direct object nouns to describe indirect object pronouns and use
actions and events possessive pronouns mine, yours
to give personal information and
describe actions and events
1.UE8 use simple imperative 2.UE8 use simple imperative 3.UE8 use imperative forms 4.UE8 use imperative forms
forms [positive] for basic forms [positive and negative] for [positive and negative] to give short [positive and negative] to give
commands or instructions basic commands and instructions instructions on limited range of short instructions on a growing
familiar topics range of familiar topics
1.UE9 use common present simple 2.UE9 use common present 3.UE9 use common present simple 4.UE9 use common simple
forms [positive, negative and simple forms [positive, negative, forms [positive, negative, question] present forms, including short
question] to give basic personal question] and contractions to talk and contractions to talk about what answer forms and contractions, to
information about what you want and like and you want and like ,habits and facts, give personal information and talk
habits and facts simple future timetabled events about habitual actions, facts and
27
future timetabled events continue
to use common past simple forms
[regular and irregular] to describe
actions and feelings and narrate
simple events including short
answer forms and contractions
2.UE10 use common present 3.UE10 use common present 4.UE10 use common present
continuous forms [positive, continuous forms, including short continuous forms, including short
negative, question] answers and contractions, to talk answers and contractions, to talk
about what is happening now about what is happening now and
future arrangements on a limited
range of personal and familiar
topics; use –ing forms swimming,
spelling as nouns to describe
familiar and classroom activities
1.UE11 use there is / there are to 2.UE11 use have got + noun to 3.UE11 use has got / have got 4.UE11 use has got/ have got
make short statements and ask describe and ask about there is / are statement and there is/ are statement, negative,
questions possessions question forms including short question forms including short
use how many are there? question answers and contractions and full answers and contractions
form
2.UE12 use basic adverbs of 3.UE12 use adverbs of time and 4.UE12 use adverbs of time and
place here / there to say where frequency: sometimes, often, frequency: sometimes, often,
28
things are always, never to indicate when and always, never to indicate when
how often and how often; begin to use
begin to use simple adverbs of simple adverbs of manner e.g.
manner e.g. well, badly well, badly; use common –ly
manner adverbs to describe
actions e.g. slowly, quickly
1.UE13 use can / can’t to describe 2.UE13 use can to talk about 3.UE13 use can to make requests 4.UE13 use can to make requests
ability ability and to make requests and and ask permission and ask permission
offers; use can / can’t to talk use must / mustn’t / have to to talk use must / mustn’t / have to to talk
about permission about obligation about obligation; use have +
object + infinitive to talk about
obligations
1.UE14 use basic prepositions of 2.UE14 use basic prepositions of 3.UE14 use prepositions of 4.UE14 use prepositions of
location and position e.g. in, at, location and position: at, behind, location and position: at, behind, location, position and direction:
next to, near, on, to describe where between, in, in front of, near, next between, in, in front of, near, next at, in, on, behind, between, in
people and things are; use basic to, on, to to, on, under, above to describe front of, near, next to, opposite,
prepositions of time: on to talk to describe where people and where people and things are above, up, down, on the right, on
about days things are; use prepositions of use prepositions of time: on, in, at the left; use prepositions of time :
time: on, in, at to talk about days to talk about days and times and no in, on, at, before, after
and times preposition next / last week etc. use with / without to indicate;
accompaniment with for
instrument and for to indicate
29
recipient
2.UE15 use would you like + 3.UE15 use would you like to to 4.UE15 use would you like to to
noun, to enquire; use like + verb invite and use appropriate invite and use appropriate
+ing to express likes and dislikes responses yes please, no thanks; use responses yes please, no thanks;
let’s + verb use let’s + verb; verbs go enjoy
verbs go enjoy like + verb + ing like + verb + ing; begin use
infinitive of purpose to describe
simple actions and verbs want,
start + infinitive; use declarative
what [a/an] + adjective + noun to
show feelings
1.UE16 use conjunctions and, or 2.UE16 use conjunctions and, or, 3.UE16 use conjunctions and, or, 4.UE16 use conjunctions and, or,
to link words and phrases but to link words and phrases but to link words and phrases but, because to link words and
phrases
2.UE17 use me, too to give short 3.UE17 use me, too and I don’t to 4.UE17 use me, too and I don’t to
answers give short answers give short answers; use when
clauses to describe simple present
and past actions on personal and
familiar topics
30
4.4 Long-term plans
Grade 1
Cross curricular Topics Learning objectives
units
Term 1
All about me Greetings 1.L3 recognise with support common names and names of
and names 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.S6 make introductions and requests in basic interactions
with others
1.UE6 use demonstrative pronouns this, these that, those to
indicate things
Colours 1.L3 recognise with support common names and names of
places; recognise the spoken form of a limited range of
1.L9 recognise the names of letters of the alphabet
classroom routines
1.UE3 use basic adjectives to describe people and things
indicate things
1 - 20 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
1.UE2 use cardinal numbers 1 - 20 to count
My school Classroom 1.L1 recognise short basic instructions for a limited range of
objects classroom routines spoken slowly and distinctly
31
classroom routines
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
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
Classroom 1.L1 recognise short basic instructions for a limited range of
routines classroom routines spoken slowly and distinctly
1.UE8 use simple imperative forms [positive] for basic
commands or instructions
1.UE13 use can / can’t to describe ability
Describing 1.S1 make basic personal statements about people, objects and
things classroom routines
Term 2
My family and Family and 1.L3 recognise with support common names and names of
friends friends places recognise the spoken form of a limited range of
32
classroom routines
1.S5 use words in short exchanges
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
In my 1.L3 recognise with support common names and names of
house places recognise the spoken form of a limited range of
classroom routines
1.UE11 use there is / there are to make short statements and
ask questions
use basic prepositions of time: on to talk about days
Days of the 1.L3 recognise with support common names and names of
week places recognise the spoken form of a limited range of
classroom routines
1.R1 recognise sound and name the letters of the alphabet
1.R2 recognise initial letters in names and places
33
The world Animals 1.L1 recognise short basic instructions for a limited range of
around us classroom routines spoken slowly and distinctly
places recognise the spoken form of a limited range of
Hot and 1.L3 recognise with support common names and names of
cold places recognise the spoken form of a limited range of
In 1.L4 recognise with support short basic questions about what
Kazakhstan something is
classroom routines
1.R2 recognise initial letters in names and places
1.R4 use the alphabet to place the first letters of word in
alphabetical order
ask questions
Term 3
Travel Getting to 1.L1 recognise short basic instructions for a limited range of
34
school 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
classroom routines
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
This is the 1.L2 recognise with support a limited range of basic common
way... personal questions spoken slowly and distinctly
alphabetical order
Where is it? 1.L1 recognise short basic instructions for a limited range of
ask basic questions
35
The big red 1.L1 recognise short basic instructions for a limited range of
bus classroom routines spoken slowly and distinctly
something is
1.L5 recognise the sounds of phonemes and phoneme blends
Traditions and Happy 1.L1 recognise short basic instructions for a limited range of
folklore Birthday classroom routines spoken slowly and distinctly
classroom routines
with others
1.R3 recognise and identify some familiar sight words from
local environment
1.UE2 use cardinal numbers 1 - 20 to count
ask basic questions
Springtime 1.L1 recognise short basic instructions for a limited range of
in classroom routines spoken slowly and distinctly
Kazakhstan 1.L3 recognise with support common names and names of
Hats and 1.L1 recognise short basic instructions for a limited range of
masks classroom routines spoken slowly and distinctly
classroom routines
36
with others
ask questions
Story time 1.L3 recognise with support common names and names of
1.S4 respond to basic supported questions about people,
objects and classroom routines
Term 4
Food and drink Things I 1.L4 recognise with support short basic questions about what
like something is
classroom routines
1.S2 ask questions in basic exchanges about people, objects
and classroom routines
alphabetical order
Hot or cold 1.L3 recognise with support common names and names of
classroom routines
37
Animals 1.L3 recognise with support common names and names of
like places recognise the spoken form of a limited range of
classroom routines
Nice or 1.L2 recognise with support a limited range of basic common
nasty personal questions spoken slowly and distinctly
classroom routines
ask basic questions
Health and body Hands and 1.L1 recognise short basic instructions for a limited range of
Head classroom routines spoken slowly and distinctly
classroom routines
and places
38
Let’s move 1.L1 recognise short basic instructions for a limited range of
classroom routines
Making a 1.L3 recognise with support common names and names of
puppet places recognise the spoken form of a limited range of
1.L5 recognise the sounds of phonemes and phoneme blends
A special 1.L1 recognise short basic instructions for a limited range of
dance classroom routines spoken slowly and distinctly
something is
Grade 2
39
units
Term 1
All about me Hello again 2.L2 recognise with considerable support an increasing range
of common personal questions
2.L3 understand the main points of short, slow and carefully
articulated talk on routine and familiar topics features such as
colour and number
2.S6 use short answers appropriately in short, basic exchanges
and take turns when speaking with others in a limited range of
short, basic exchanges
2.R2 identify, remember and sound out high-frequency sound
and letter patterns
2.R3 read and follow with considerable support simple,
words, phrases and sentences on familiar and general topics
and familiar instructions for classroom activities
2.W5 write letters and familiar high frequency words when
read aloud or spelt out for learners
2.W6 use with support upper and lower case letters accurately
when writing names and address
I can... 2.L1 understand a range of short basic supported classroom
instructions
2.L2 recognise with considerable support an increasing range
2.S2 ask questions in order to satisfy basic needs and find
information on familiar topics and classroom routines
2.S4 respond to basic supported questions giving personal and
factual information
2.S8 give simple instructions for others to follow
2.UE13 use can to talk about ability and to make requests and
offers; use can / can’t to talk about permission
My clothes 2.L1 understand a range of short basic supported classroom
and things instructions
2.S1 make basic statements related to personal information,
40
people and objects on familiar topics and classroom routines
2.UE1 use singular nouns, plural nouns – including some
common irregular plural forms in giving simple descriptions
2.UE3 use common adjectives in descriptions and to talk
about simple feelings
My family and Friends’ 2.L3 understand the main points of short, slow and carefully
friends names articulated talk on routine and familiar topics features such as
colour and number
2.R1 read and spell out words for others
read aloud or spelt
Helping 2.L1 understand a range of short basic supported classroom
hands instructions
2.S3 use a limited range of basic words, phrases and short
sentences to describe objects, activities and classroom
routines
2.S5 begin to articulate clearly the difference between various
sounds
2.S6 use short answers appropriately in short, basic exchanges
and take turns when speaking with others in a limited range of
short, basic exchanges
2.W1 write with support short responses at phrase level to
questions and other prompts
2.UE6 use demonstrative pronouns this, these, that, those to
make and respond to requests for information
People I 2.L3 understand the main points of short, slow and carefully
know articulated talk on routine and familiar topics features such as
colour and number
41
routines
Term 2
My school Counting 2.L1 understand a range of short basic supported classroom

and instructions
Measuring 2.L3 understand the main points of short, slow and carefully
colour and number
2.L5 identify missing phonemes in incomplete words
factual information
2.R4 begin to use with support a simple picture dictionary
2.UE2 use cardinal numbers 1 -50 to count
2.UE11 use have got + noun to describe and ask about
possessions use how many are there? question form
Around 2.L1 understand a range of short basic supported classroom
school instructions
colour and number
2.L4 recognise with support short basic questions relating to
features such as colour and number
routines
2.W3 write short phrases to identify people, places and objects
42
2.UE14 use basic prepositions of location and position: at,
behind, between, in, in front of, near, next to, on, to
to describe where people and things are; use prepositions of
time: on, in, at to talk about days and times
School days 2.L2 recognise with considerable support an increasing range
colour and number
routines
and letter patterns
2.W7 spell some familiar high-frequency words accurately
during guided writing activities
Class 2.L3 understand the main points of short, slow and carefully
Photos articulated talk on routine and familiar topics features such as
colour and number
routines
factual information
and letter patterns
2.UE7 use personal subject and object pronouns to describe
people and things
2UE10 use common present continuous forms [positive,
negative, question]
The world Different 2.L3 understand the main points of short, slow and carefully
around us Places articulated talk on routine and familiar topics features such as
43
colour and number
routines
factual information
2.UE5 use interrogative pronouns including which, what,
where, whose to ask who people are and what they are doing
2.UE12 use basic adverbs of place here / there to say where
things are
Reading 2.S1 make basic statements related to personal information,
Signs people and objects on familiar topics and classroom routines
routines
2.UE8 use simple imperative forms [positive and negative] for
basic commands and instructions
Where’s it 2.L3 understand the main points of short, slow and carefully
from? articulated talk on routine and familiar topics features such as
colour and number
routines
44
Days Out 2.L3 understand the main points of short, slow and carefully
colour and number
routines
2.UE4 use determiners a, an, the, some, any, this, these, that,
those to identify things
Term 3
Health and body Our body 2.L1 understand a range of short basic supported classroom
instructions
routines
2.UE6 use demonstrative pronouns this, these, that, those to
make and respond to requests for information
Let’s 2.L1 understand a range of short basic supported classroom
measure instructions
2.L4 recognise with support short basic questions relating to
features such as colour and number
2.UE2 use cardinal numbers 1 -50 to count
Hats and 2.L4 recognise with support short basic questions relating to
45
Bats features such as colour and number
2.S8 give simple instructions for others to follow
2.R4 begin to use with support a simple picture dictionary
Altogether 2.L3 understand the main points of short, slow and carefully
Now articulated talk on routine and familiar topics features such as
colour and number
factual information
Traditions and Special 2.L1 understand a range of short basic supported classroom
customs Days instructions
routines
factual information
2.UE8 use simple imperative forms [positive and negative] for
basic commands and instructions
2.UE9 use common present simple forms [positive, negative,
question] and contractions to talk about what you want and
like and habits and facts
Home 2.L9 recognise the spoken form of familiar words and
cooking expressions
routines
46
factual information
What’s it 2.L3 understand the main points of short, slow and carefully
for? articulated talk on routine and familiar topics features such as
colour and number
factual information
2.W7 spell some familiar high-frequency words accurately
during guided writing activities
Term 4
The natural The weather 2.L1 understand a range of short basic supported classroom
environment instructions
colour and number
routines
Changing 2.L4 recognise with support short basic questions relating to
seasons features such as colour and number
routines
What can 2.L4 recognise with support short basic questions relating to
animals do? features such as colour and number
2.UE10 use common present continuous forms [positive,
47
negative, question]
2.UE17 use me, too to give short answers
Sea 2.L1 understand a range of short basic supported classroom
Adventures instructions
colour and number
routines
read aloud or spelt out for learners
Travel A to B 2.S1 make basic statements related to personal information,
routines
2.UE14 use basic prepositions of location and position: at,
behind, between, in, in front of, near, next to, on, to to
describe where people and things are; use prepositions of
time: on, in, at to talk about days and times
Types of 2.L1 understand a range of short basic supported classroom
vehicle instructions
factual information
48
Numbers 2.L1 understand a range of short basic supported classroom
and shapes instructions
routines
My plane 2.L1 understand a range of short basic supported classroom
instructions
routines
2.UE11 use have got + noun to describe and ask about
possessions
use how many are there? question form
Bike Story 2.L3 understand the main points of short, slow and carefully
colour and number
2.UE10 use common present continuous forms [positive,
negative, question]
Grade 3

units
49
Term 1
Animals Animal 3.L5 distinguish between phonemically distinct words
types 3.S1 make basic statements which provide personal
information on a limited range of general topics
3.UE5 use interrogative pronouns including: which, what,
where, whose, how many, what kind of … on a limited range
of familiar topics
like ,habits and facts, simple future timetabled events
3.UE14 use prepositions of location and position: at, behind,
between, in, in front of, near, next to, on, under, above to
describe where people and things are use prepositions of time:
on, in, at to talk about days and times and no preposition next
/ last week etc.
Body parts 3.L6 understand some specific information and detail of short,
supported information or talk on a limited range of general
and some curricular topics
3.S1 make basic statements which provide personal
3.S3 give short, basic description of people and objects on a
limited range of general and some curricular topics
3.R1 recognise, identify and sound with support a limited
range of familiar words in simple sentences
3.R5 understand the main points of short simple texts on a
limited range of familiar general and some curricular topics by
using contextual clues
Animal 3.L2 understand a limited range of short supported questions
Song and which ask for personal information
Dance 3.L9 recognise short basic words that are spelt out
3. W1 plan, write and check short sentences with considerable
support on a limited range of personal, general and some
curricular topics
50
those to refer to things on a limited range general and some
curricular topics
3.UE10 use common present continuous forms, including
short answers and contractions, to talk about what is
happening now
Craft 3.L1 understand short supported classroom instructions in an
project increasing range of classroom routines
3.L4 understand a limited range of short supported questions
on general and some curricular
3.S2 ask questions to find out about present experiences on a
limited range of general and some
3.S6 take turns when speaking with others in a limited range
of short, basic exchanges
3.S8 express basic likes and dislikes
3.R3 begin to read with rereading and usual support very short
simple fiction and non-fiction texts on a limited range of
general and curricular topics
3.UE8 use imperative forms [positive and negative] to give
short instructions on limited range of familiar topics
Light & Dark Day & 3.L1 understand short supported classroom instructions in an
Night increasing range of classroom routines
which ask for personal information
3.L3 understand the main points of short, slow, carefully
articulated talk on a limited range of general and some
curricular topics
3.L5 distinguish between phonemically distinct words
3.L6 understand some specific information and detail of short,
3.L7 use contextual clues to predict content in short,
supported talk on a limited range of general and some
51
curricular topics
3.S4 respond to questions on a limited range of general and
like, habits and facts, simple future timetabled events
Sources of 3.L6 understand some specific information and detail of short,
light supported information or talk on a limited range of general
3.W7 spell a growing number of familiar high-frequency
words accurately during guided writing activities
3.UE3 use adjectives, including possessive adjectives, on a
limited range of general and some curricular topics to describe
things; use simple one-syllable and some two-syllable
adjectives [comparative form] to make comparisons
3.UE13 use can to make requests and ask permission use
must / mustn’t / have to to talk about obligation
Out at night 3.L5 distinguish between phonemically distinct words
curricular topics
3.L8 understand short, narratives on a limited range of general
52
Term 2
Time Times of 3.L8 understand short, narratives on a limited range of general
my day and some curricular topics
3.W1 plan, write and check short sentences with considerable
curricular topics
3.UE2 use cardinal numbers 1 -100 to count and ordinal
numbers 1 - 10
describe where people and things are
use prepositions of time: on, in, at to talk about days and times
and no preposition next / last week etc.
Days of the 3.L7 use contextual clues to predict content in short,
week supported talk on a limited range of general and some
curricular topics
3.W6 use upper and lower case letters accurately when
writing names, places and short sentences during guided
writing activities
53
numbers 1 - 10
3.UE17 use me, too and I don’t to give short answers
At the right 3.L5 distinguish between phonemically distinct words
time 3.L7 use contextual clues to predict content in short,
curricular topics
3.L9 recognise short basic words that are spelt out
3.R6 understand with considerable support, some specific
information and detail in short, simple texts on a limited range
of general and some curricular topics
numbers 1 - 10
/ last week etc.
54
Buildings Four walls 3.L1 understand short supported classroom instructions in an
increasing range of classroom routines
3.R4 use with some support a simple picture dictionary
3.UE11 use has got / have got there is / are statement and
question forms including short answers and contractions
Our town 3.S1 make basic statements which provide personal
common irregular plural forms
use possessive forms ‘s/s’ with proper names and nouns to
talk about ownership
things
use simple one-syllable and some two-syllable adjectives
[comparative form] to make comparisons
55
/ last week etc.
Around the 3.L1 understand short supported classroom instructions in an
house increasing range of classroom routines
curricular topics
those to refer to things on a limited range general and some
curricular topics
Term 3
Art & Music Musical 3.L8 understand short, narratives on a limited range of general
instruments and some curricular topics
3.S5 pronounce familiar words and short phrases intelligibly
when reading aloud
56
3.R2 read and follow with limited support familiar
instructions for classroom activities
Drawing 3.L1 understand short supported classroom instructions in an
chairs increasing range of classroom routines
3.L3 understand the main points of short, slow, carefully
articulated talk on a limited range of general and some
curricular topics
My music 3.L5 distinguish between phonemically distinct words
Shadow 3.L1 understand short supported classroom instructions in an
puppet increasing range of classroom routines
show 3.L8 understand short, narratives on a limited range of general
curricular topics
writing activities
57
3.W8 include appropriate use of a full stop during guided
writing of short, familiar sentences
Explorers & Exploring 3.L2 understand a limited range of short supported questions
Inventors space which ask for personal information
curricular topics
3.W2 write words and phrases of regular size and shape
Marco Polo 3.L6 understand some specific information and detail of short,
when reading aloud
3.W2 write words and phrases of regular size and shape
58
writing activities
Nice ideas 3.L9 recognise short basic words that are spelt out
things
3.UE6 use demonstrative pronouns this, these, that, those in
open and closed questions
3.UE7 use personal object pronouns [indirect] in conjunction
with direct object nouns to describe actions and events
Inventions 3.L6 understand some specific information and detail of short,
in supported information or talk on a limited range of general
Kazakhstan and some curricular topics
curricular topics
Term 4
Water, water Rain, rain 3.S3 give short, basic description of people and objects on a
everywhere limited range of general and some curricular topics
when reading aloud
By the sea 3.L4 understand a limited range of short supported questions
59
3.L5 distinguish between phonemically distinct words
happening now
A beach 3.L1 understand short supported classroom instructions in an
story increasing range of classroom routines
3.W8 include appropriate use of a full stop during guided
writing of short, familiar sentences3.UE14 use prepositions
of location and position: at, behind, between, in, in front of,
near, next to, on, under, above to describe where people and
things are use prepositions of time: on, in, at to talk about
days and times and no preposition next / last week etc.
Having fun Fun places 3.L6 understand some specific information and detail of short,
curricular topics
60
Number 3.L1 understand short supported classroom instructions in an
games increasing range of classroom routines
numbers 1 - 10
Flying kites 3.L1 understand short supported classroom instructions in an
increasing range of classroom routines
61
curricular topics
things
happening now
3.UE16 use conjunctions and, or, but to link words and
phrases
Grade 4

units
Term 1
Kazakhstan Children’s 4.L2 understand an increasing range of supported questions
in the games 1 which ask for personal information
World of Sport 4.S4 respond to questions on an increasing range of general
4.W4 write with support a sequence of short sentences in a
paragraph to give basic personal information
4.UE12 use adverbs of time and frequency: sometimes,
62
often, always, never to indicate when and how often;
begin to use simple adverbs of manner e.g. well, badly; use
common –ly manner adverbs to describe actions e.g. slowly,
quickly
4.UE14 use prepositions of location, position and direction:
at, in, on, behind, between, in front of, near, next to,
opposite, above, up, down, on the right, on the left; use
prepositions of time : in, on, at, before, after
use with / without to indicate; accompaniment with for
instrument and for to indicate recipient
4.UE17 use me, too and I don’t to give short answers; use
when clauses to describe simple present and past actions on
personal and familiar topics
Children’s 4.S4 respond to questions on an increasing range of general
games 2 and some curricular topics
4.R2 ask questions to find out about present and possibly
past experiences on an increasing range of general and some
curricular topics
4.UE5 use interrogative pronouns who, what and where,
how many, how much, how often, how big, what kind of to
ask questions on growing range of familiar topics
short instructions on a growing range of familiar topics
Olympic 4.L4 understand an increasing range of short supported
Games questions on general and some curricular topics
4.S4 respond to questions on an increasing range of general
4.W1 plan, write and check sentences with support on a
range of basic personal, general and some curricular topics
63
Aesop’s 4.L8 understand short, supported narratives on an increasing
Fables 1 range of general and some curricular topics
4.S5 pronounce an increasing range of words, short phrases
and simple sentences intelligibly
4.R3 recognise basic opinions in short, simple texts on an
increasing range of general range of general and some
curricular topics
often, always, never to indicate when and how often; begin to
use simple adverbs of manner e.g. well, badly; use common
–ly manner adverbs to describe actions e.g. slowly, quickly
Aesop’s 4.L3 understand the main points of short supported talk on
Fables 2 an increasing range of general and some curricular topics
4.L8 understand short, supported narratives on an increasing
range of general and some curricular topics
4.S8 express basic likes and dislikes; recount short, basic
stories and events on a limited range of general and some
curricular topics
growing range of general and some curricular topics to
describe things; use simple one-syllable and some two-
syllable adjectives [comparative and superlative] to make
comparisons
often, always, never to indicate when and how often; begin
to use simple adverbs of manner e.g. well, badly; use
quickly
Values in Traditional 4.L4 understand an increasing range of short supported
Myths and stories 1 questions on general and some curricular topics
64
Legends 4.L8 understand short, supported narratives on an increasing
4.S2 ask questions to find out about present and possibly
curricular topics
4.W7 spell most familiar high-frequency words accurately
when writing independently
4.UE15 use would you like to to invite and use appropriate
responses yes please, no thanks; use let’s + verb; verbs go
enjoy like + verb + ing; begin use infinitive of purpose to
describe simple actions and verbs want, start + infinitive;
use declarative what [a/an] + adjective + noun to show
feelings
Traditional 4.L8 understand short, supported narratives on an increasing
stories 2 range of general and some curricular topics
limited range of general and some curricular topics; begin to
describe past experiences on an increasing range of general
comparisons
4.UE7 use personal subject and object pronouns, including
indirect object pronouns and use possessive pronouns mine,
yours to give personal information and describe actions and
events
65
feelings
People and 4.L5 identify initial, middle and final phonemes and blends
places 4.L8 understand short, supported narratives on an increasing
growing range general and some curricular topics by using
contextual clues
4.W2 begin to use joined-up handwriting in a limited range
of written work
comparisons
Dragons and 4.S4 respond to questions on an increasing range of general
creatures 1 and some curricular topics
common irregular plural – and uncountable nouns,
possessive ‘s/s’ to name, describe and label things
feelings
4.UE16 use conjunctions and, or, but, because to link words
and phrases
Dragons and 4.S4 respond to questions on an increasing range of general
creatures 2 and some curricular topics
66
4.S6 take turns when speaking with others in a growing
curricular topics
often, always, never to indicate when and how often
quickly
feelings
Term 2
Treasure and Treasure 4.S3 give short, basic description of people and objects on a
Heritage maps1 limited range of general and some curricular topics; begin to
4.R4 find with support books, worksheets and other print
materials in a class or school library according to
classification
4.UE4 use determiners a, an, the, zero article, some, any,
this, these, that, those to refer to things on a growing range
67
Treasure 4.L3 understand the main points of short supported talk on
map2 an increasing range of general and some curricular topics
4.UE11 use has got/ have got there is/ are statement,
negative, question forms including short and full answers
and contractions
prepositions of time : in, on, at, before, after
use with / without to indicate; accompaniment with for
instrument and for to indicate recipient
Treasure and 3.S4 respond to questions on an increasing range of general
numbers1 and some curricular topics
curricular topics
4.UE2 use cardinal numbers 1 – 1000 and ordinal numbers 1
- 100.
Treasure and 4.L4 understand an increasing range of short supported
numbers 2 questions on general and some curricular topics
4.S5 pronounce an increasing range of words, short phrases
and simple sentences intelligibly
68
curricular topics
of written work
4.UE5 use interrogative pronouns who, what and where, how
many, how much, how often, how big, what kind of to ask
questions on growing range of familiar topics
Our planet’s 4.L3 understand the main points of short supported talk on
treasure 1 an increasing range of general and some curricular topics
curricular topics
Our planet’s 4.L8 understand short, supported narratives on an increasing
treasure 2 range of general and some curricular topics
curricular topics
contextual clues
Professions Body 4.L1 understand an increasing range of classroom
and ways of language instructions
Communication 4.S1 make basic statements which provide information on an
increasing range of general and some curricular topics
4.R1 recognise, identify and sound with support a growing
69
range of language at text level
of written work
4.UE6 use demonstrative pronouns this, these, that, those
and object pronouns in short statements, questions and
responses
Communicati 4.L1 understand an increasing range of classroom
ng around the instructions
world 4.L3 understand the main points of short supported talk on
an increasing range of general and some curricular topics
4.S1 make basic statements which provide information on an
writing names, places and short sentences when writing
independently
Technology 4.L2 understand an increasing range of supported questions
which ask for personal information
describe things
[comparative and superlative] to make comparisons
70
and contractions
Term 3
Hot and Cold Weather 1 4.L9 recognise words that are spelt out from a limited range
of general and curriculum topics
contextual clues
4.W5 link with some support sentences using basic
coordinating connectors
happening now and future arrangements on a limited range
of personal and familiar topics; use –ing forms swimming,
spelling as nouns to describe familiar and classroom
activities
and phrases
Weather 2 4.L4 understand an increasing range of short supported
questions on general and some curricular topics
4.S2 ask questions to find out about present and possibly
curricular topics
4.S7 contribute a growing range of suitable words, phrases,
and sentences including giving opinions during short pair,
group and whole class exchanges
4.R6 understand with some support some specific
information and detail in short, simple texts on a growing
71
4.W8 to include appropriate use of full stops and question
marks, at sentence level with some accuracy when writing
independently
Volcanoes 4.L3 understand the main points of short supported talk on
an increasing range of general and some curricular topics
4.L6 understand some specific information and detail of
short, supported talk on an increasing range of general and
4.L7 use contextual clues to predict content and meaning in
short supported talk on an increasing range of general and
curricular topics
contextual clues
of written work
Snow and ice 4.R6 understand with some support some specific
4.UE13 use can to make requests and ask permission, use
must / mustn’t / have to to talk about obligation; use have +
object + infinitive to talk about obligations
72
prepositions of time : in, on, at, before, after; use with /
without to indicate; accompaniment with for instrument and
for to indicate recipient
and phrases
Healthy World Healthy 4.S5 pronounce an increasing range of words, short phrases
bodies 1 and simple sentences intelligibly
4.UE9 use common simple present forms, including short
answer forms and contractions, to give personal information
and talk about habitual actions, facts and future timetabled
events continue to use common past simple forms [regular
and irregular] to describe actions and feelings and narrate
simple events including short answer forms and contractions
quickly
Healthy 4.S6 take turns when speaking with others in a growing
bodies 2 range of short, basic exchanges
of written work
comparisons
73
happening now and future arrangements on a limited range
of personal and familiar topics; use –ing forms swimming,
spelling as nouns to describe familiar and classroom
activities
Save our 3.S7 contribute a growing range of suitable words, phrases,
animals 1 and sentences including giving opinions during short pair,
of written work
Save our 4.L3 understand the main points of short supported talk on
animals 2 an increasing range of general and some curricular topics
4.R2 read and understand with some support short simple
fiction and non-fiction texts
Help the 4.L3 understand the main points of short supported talk on
planet 1 an increasing range of general and some curricular topics
4.L4 understand an increasing range of short supported
74
often, always, never to indicate when and how often; begin
to use simple adverbs of manner e.g. well, badly; use
quickly
Help the 4.L5 identify initial, middle and final phonemes and blends
planet 2 4.S4 respond to questions on an increasing range of general
curricular topics
contextual clues
Term 4
Journey Into Space 1 4.L5 identify initial, middle and final phonemes and blends
into Space 4.R3 recognise basic opinions in short, simple texts on an
curricular topics
describe things
4.UE13 use can to make requests and ask permission use
75
Into Space 2 4.S3 give short, basic description of people and objects on a
Planets 1 4.L6 understand an increasing range of short supported
classification
4. UE2 use cardinal numbers 1 – 1000 and ordinal numbers
1 - 100.
4.UE17 use me, too and I don’t to give short answers; use
when clauses to describe simple present and past actions on
personal and familiar topics
Planets 2 4.L4 understand an increasing range of short supported
contextual clues
76
of written work
4. UE2 use cardinal numbers 1 – 1000 and ordinal numbers
1 - 100.
comparisons
Aliens 1 4.L5 identify initial, middle and final phonemes and blends
4.L8 understand short, supported narratives on an increasing
describe things;
and phrases
Aliens 2 4.R5 understand the main points of short simple texts on a
contextual clues
77
4.UE9 use common simple present forms, including short
answer forms and contractions, to give personal information
and talk about habitual actions, facts and future timetabled
events continue to use common past simple forms [regular
and irregular] to describe actions and feelings and narrate
simple events including short answer forms and contractions
Machines Slow 4.L6 understand some specific information and detail of
machines 1 short, supported talk on an increasing range of general and
curricular topics
quickly
Slow 4.L6 understand some specific information and detail of
machines 2 short, supported talk on an increasing range of general and
78
4.UE6 use demonstrative pronouns this, these, that, those
and object pronouns in short statements, questions and
responses
Fast 4.L5 identify initial, middle and final phonemes and blends
machines 1 4.S4 respond to questions on an increasing range of general
4.S7 contribute a growing range of suitable words, phrases,
and sentences including giving opinions during short pair,
of written work
comparisons
79
Fast 4.S4 respond to questions on an increasing range of general
machines 2 and some curricular topics
describe things;
4.UE13 use can to make requests and ask permission; use
and phrases
Robots 1 4.L8 understand short, supported narratives on an increasing
curricular topics
4.W8 to include appropriate use of full stops and question
marks, at sentence level with some accuracy when writing
independently
and contractions
80
Robots 2 4.L8 understand short, supported narratives on an increasing
classification
4.UE13 use can to make requests and ask permission;
use must / mustn’t / have to to talk about obligation; use
have + object + infinitive to talk about obligations
enjoy like + verb + ing;
begin use infinitive of purpose to describe simple actions
and verbs want, start + infinitive;
feelings
81
Appendix 1. Visual representation of conceptual ideas on updating the content of
secondary education.
82

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АНГЛИЙСКИЙ ЯЗЫК

Данная учебная программа разработана

1 The aim and objectives of the English language programme 7

The subject programme is an educational normative document determining the content

Educational Organisations (schools, lyceums, gymnasiums, etc.) in the Republic of

Developing communication skills in English language programme

Grades Sessions/min Weeks Hours per week Hours per year

Traditions and Traditions and Explorers & Healthy World

Food and drink The natural Water, water Journey

Health and body Travel Having fun Machines

Learners should be able to

Learners should be able to…

Learners should be able to…

Learners should be able to…

My school Counting 2.L1 understand a range of short basic supported classroom

Cross curricular Topics Learning objectives

Cross curricular Topics Learning objectives

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