2019-2020 оқу жылы/учебный год/academic year
| № | Theme | Lesson objectives | Vocabulary | Structure, letters and numbers | Hours | Date | |||
| Hello | To recognise English sounds and spoken words To greet and say goodbye in English To recognise and say the sounds [ᴂ] and [b] | Alan, Baurzhan, Jig, Pat, Tomiris | I’m… Hello, Bye, How are you? I’m fine thank you. Point to, Letters: Aa, Bb | ||||||
| Sit down,Jig | To identify, trace and use numbers1,2 To develop listening skills in english | Stand up, Sit down, Clap, Count, Numbers: 1, 2 | |||||||
| My classroom | To identify common classroom objects To recognise and say the sounds [k] and [d] | Bin, board, chair clock, cupboard, door, floor, picture, table, window | What’s this? It’s a… Letters Cc, Dd | ||||||
| What’s this? | To identify, trace and use numbers 3,4 To follow the left to right sequence of English | Bin, chair, door, dog | Numbers 3,4 | ||||||
| My toys. | To identify toys To recognise English sounds and spoken words To recognise and say the sounds [e] and [f] | Ball, ballon, bicycle, boat, car, doll, puzzle, robot, teddy bear, train | This is my/This is your… Here you are. Let’s share. Letters: Ee, Ff | ||||||
| Jig and the ballon. | To identify, trace and use numbers 5, 6 | ballon, car, sit down | Hello, goodbye, This is my… Numbers: 5,6 | ||||||
| My things | To identify school things To recognise parts of the whole To ask and answer about age To recognise and say the sounds [g] and [h] | Book, crayon, lunchbox, note book, pen, pencil, pencil box, rubber, water bottle, girl, gloves, hand, horse | How many…? How old are you? Take care of your… Letters: Gg, Hh | ||||||
| Project work | To make a number collage To use English to talk about mathematical concepts To identify, trace and use numbers 7, 8 | Look, button, bean, paperclip, glue stick | How many…? Numbers: 7,8 | ||||||
| Shapes and colours | To identify basic shapes and colours To recognise shapes and colours To recognize and say the sounds [i], [dᴣ] and [k] To understand everyday language related to being neat and tidy | Circle, diamond, heart, rectangle, square, star, triangle, blue, brown, green, orange, red, pink, yellow | It’s + colour. It’s a (pink) (triangle) Clean up. Let’s work together Letters: Ii, Jj,Kk | ||||||
| It’s a red hat! | To identify, trace and use numbers 9, 10 To develop listening skills To revise and consolidate language introduced in the unit | Fly away, hat, | Numbers:9,10 | ||||||
| My farm | To identify farm animals To identify things found outdoors To ask and answer yes/no questions To recognize and say the sounds [l], [m] and[n] To understand everyday language related to respecting nature | Bee, cow, chicken, donkey, duck, flower, goat, goose, horse, sun, lemon, mango, nut | Is it a…? Yes, it is/No it isn’t. Be careful. Don’t touch. Letters: Ll,Mm,Nn | ||||||
| My clothers | To identify clothing To recognise English sounds and spoken words To develop fine motor control To make polite requests To recognize and say the sounds [o], [p] and[kw] | Dress, hat, jumper, pyjamas, shirt, shoes, shorts, skirt, socks, trousers, please, give, octopus, ostrich, pear, queen, quilt | What colour is it? It is…. What colour are they? They are… Please pick up… Please fold…. Sure,.. Letters: Oo, Pp, Qq | ||||||
| What colour | To revise numbers To follow the left to right sequence of English | Please give me…, thank you, sorry | |||||||
| My body | To identify parts of the body To talk about one’s body To recognize and say the sounds [r], [s] and[t] To consider the importance of playing quietly and respectfully To understand everyday language used to play quietly | Arms, ears, eyes, fingers, hair, head, knees, legs, nose, toes, rabbit, radio, seesaw, star, tent, towel | I’ve got… Not so loud, please. Sorry,… Letters: Rr,Ss,Tt | ||||||
| My family | To identify family members To recognize family relationships To write simple words To recognize and say the sounds [ᴧ], [v] and[w] To consider the importance of respecting your elders | Aunt, baby, brother, cousin, dad, grandma, grandpa, mum, sister, uncle, umbrella, up, van, volcano, watch, water | He/She is …, They are… After you. Letters: Uu, Vv, Ww | ||||||
| My party | To identify food To recognize shapes To express like and dislike To recognize and say the sounds [ks], [j] and[z] To consider the importance of waiting your turn | Banana, biscuit, cake, ice cream, juice, orange, pizza, sandwich, spaghetti, sweet everything, fox, yogurt, yo-yo, zebra,zero | I like…. I don’t like… Is it my turn? Just a minute, please. Letters: Xx, Yy, Zz | ||||||
| My week | To recognize and say the days of the week in order To practice capital letters | Monday. Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, week, school, home | What day is it? It’s (Monday) | ||||||
| Our school | To identify people, place and things at school To associate written words and there pictures To revise letters of the alphabet and there sounds | Classroom, friend, guitar, music room, piano, playground, sandbox, school bus, seesaw, swing, teacher, boy, | What’s this? It’s … Who’s this? He’s/She’s… I love (our school). Yes it’s great! | ||||||
| My feelings | To identify feelings To associate written words and pictures To say, recognise and trace the digraph sh | Cold, happy, hot, hungry, sad, scared, shy, sleepy, thirsty, tried | Are you (cold)? Yes, I am/ No I’m not Digraph: sh | ||||||
| Music | To begin to understand the relationship between text and meaning To use English to learn about music concepts To identify and trace and use numbers 5,6 | Music, dombra, drum, violin | |||||||
| I’m hungry | To follow the left to right sequence of English To develop listening and reading skills | ||||||||
| I can jump. | To identify actions To talk about one’s abilities to recognise and and say the sound [Ɵ] To develop fine motor control | Catch, climb, draw, jump, kick, read, run, sing, throw, write, count, hide | I can(run). I can’t (sing). Digraph: th | ||||||
| Project work | To make a numbers insect To use English to express science concepts To review language introduced in the unit | Insect, climb, crawl, count | |||||||
| My home | To identify rooms and objects in the home To associate written words and there pictures To say, recognise and trace the digraph ch | Bathroom, bedroom, cooker, dining room, fridge, kitchen, lamp, living room, plant, sofa, TV | There is a (kitchen). There are (five rooms). Digraph: ch | ||||||
| My home | To follow the left to right sequence of English To understand and enjoy a story | Home | This is my home | ||||||
| My room | To identify things in the bedroom To describe location with in, on, under, behind to recognise and and say the sounds [k], [h], [m] | Bed, blanket, pillow, rug, shelf, wardrobe, behind, next to, on, under | Where is it? It’s in /under/next to | ||||||
| On holiday | To identify things at the beach To ask and answer the questions about quantity | Beach, bucket, crab, sand, sandcastle, sea, shell, spade, towel, umbrella, sun, shining, hide, purple, black, white | How many (shells) are here? There (three shells) | ||||||
| Plants and flowers | To begin to understand the relationship between text and meaning | Plant, flower, tree, adj: colour, size | |||||||
| Let’s eat | To identify foods To associate written words and there pictures To talk about what others have got | Bread, butter, cheese, chicken, fish, milk, potato, rice, salad, soup, love, Yummy! | She \He has got… | ||||||
| In the wild | To identify wild animals To recognise English sound and spoken words To talk about ability | Crocodile, elephant, giraffe, hippo, lion, monkey, parrot, snake, tiger, zebra, meet, chase | He\she\it can… | ||||||
| Jobs | To identify occupations to ask and answer yes\no questions to read words for jobs | Builder, doctor, farmer, firefighter, nurse, pilot, police officer, singer, taxi driver, teacher | She/He is a (doctor)? Yes, she/he is. No, she/he isn’t. | ||||||
| Revision | |||||||||
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