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| 1 сыныптарға арналған күнтізбелік-тақырыптық жоспар Календарно-тематическое планирование для 1 класса в рамках обновления содержания среднего образования Calendar Thematic Plan for the 1st grade within the framework of updating the secondary education content 2018-2019 оқу жылы/учебный год/academic year
Пәні/Предмет/ Subject: Ағылшын тілі/ Английский язык/ English language Сынып/Класс/Grade: 1 68 hours/часов
Smiles 1 for Kazakhstan, Pupil’s Book, Activity Book, Teacher’s Book, by Jenny Dooley, Virginia Evans Translations by N.Mukhamedjanova, 2016, Express Publishing. Мұғалім/Учитель/Teacher: Вильценс Л.В.
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| Cross curricular units | Topics | Structure and vocabulary | Learning objectives | Date |
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| 1st term 16 hours |
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| Unit 1: All about me (8 hours) | Greetings and names | -
| Greetings and names /diagnostic assessment p.4-5 | Hello. Good morning, good afternoon, good night. Goodbye! How are you? I am fine. | 1.1.3.1 recognize with support common names and names of places, recognize the spoken form of a limited range of everyday and classroom words;
1.2.1.1 make basic personal statements about people, objects and classroom routines |
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| About myself p.6-7 | —What is your name? —My name is Maria. And yours? —My name is Diana. |
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| Colours | -
| Colours Road safety. p. 9 PB P.79 , 98 AB
| What colour is it? Red! Stop!Yellow! Get ready! Green! Go! “Go”, “stop”, “wait”, “look’, “listen”. What do we do when the traffic lights are red? What do we do when the traffic lights are yellow? What do we do when the traffic lights are green? You must wear your seat belt. | 1.1.3.1 recognize with support common names and names of places, recognize the spoken form of a limited range of everyday and classroom words;
1.1.9.1 recognize the names of letters of the alphabet;
1.2.3.1 pronounce familiar words and expressions intelligibly;
1.5.3.1 use basic adjectives to describe people and things;
1.5.6.1 use demonstrative pronouns this, these that, those to indicate things |
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| Colours and shapes. P.91 (Picture) | Black, brown. Circle, triangle, rectangle, square. Welcome to Baikonur Cosmodrome |
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| Time for CLIL (Art) My favourite colour” p.11-13
| My favourite colour is blue. Mixing colours. Is it purple? No, it is orange. |
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| Numbers 1-20 | -
| Numbers 1-10 p.18 | One, two, three, four, five, six, seven, eight, nine, ten. I can count to ten. How old are you? I’m 6. | 1.1.1.1 recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly;
1.2.3.1 pronounce familiar words and expressions intelligibly;
1.5.2.1 use cardinal numbers 1 – 20 to count |
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| Numbers 11-20 p.23-24 | How many pens? Ten blue pens —I am seven years old. How many books? Eleven pink books. |
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| Unit revision. |
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| Unit 2: My school ( 8 hours) | Classroom objects | -
| School objects p.20-24, 31 | Desk, blackboard, chair, table, classroom This is classroom. There are desks, chairs, pupils in the classroom. | 1.1.1.1 recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly;
1.1.3.1 recognize with support common names and names of places, recognize the spoken form of a limited range of everyday and classroom words;
1.1.9.1 recognize the names of letters of the alphabet;
1.2.3.1 pronounce familiar words and expressions intelligibly;
1.5.1.1 use singular nouns, plural nouns – to talk about people and places;
1.5.4.1 use determiners a, an, some, the, this, these to indicate what/where something is;
1.5.6.1 use demonstrative pronouns this, these that, those to indicate things;
1.5.14.1 use basic prepositions of location and position example given in, at, next to, near, on, to describe where people and things are, use basic prepositions of time, on to talk about days |
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| School things p. 25 | Schoolbag, book, pen, pencil, rubber, ruler. - I have a/an … - This is my schoolbag. There is book and pencil in the schoolbag. |
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| Picture “My school” p. 26 (project time) | I'm Masha. I'm in the first grade. This is my big school, I love going to school. |
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| Classroom routines | -
| Commands p. 37 | (listen, read, write, sing, say, look)
Stand up. Sit down. Open your book. Take your pen. Close your book. Take your pencil. Stop talking, please! Be quiet! | 1.1.1.1 recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly;
1.1.3.1 recognize with support common names and names of places, recognize the spoken form of a limited range of everyday and classroom words;
1.2.3.1 pronounce familiar words and expressions intelligibly;
1.5.8.1 use simple imperative forms [positive] for basic commands or instructions;
1.5.13.1 use can/can’t to describe ability |
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| Respect and Politeness | please, thank you, excuse me tactful, calm and cool, friendly, kind, pleasant Thank you so much for the book. Sorry, what’s time now? Excuse me, can you show me the way to the nearest shop? I’m sorry, tell me please where I can buy a book. Excuse me, where can I have a snack? |
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| Describing things | -
| Describing things: School objects p.20-24, 31 | - This is Alihan. He has a big schoolbag. What color is his schoolbag? - It’s a blue schoolbag. | 1.2.1.1 make basic personal statements about people, objects and classroom routines;
1.2.2.1 ask questions in basic exchanges about people, objects and classroom routines;
1.2.6.1 make introductions and requests in basic interactions with others;
1.5.3.1 use basic adjectives to describe people and things |
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| Describing animals: Colours and size p.48-53 | White, pink. Big, small. It’s a big black dog. Where is the rabbit? Is it big? Yes /no |
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| Unit revision. |
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| 2nd term 16 hours |
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| Unit 3: My family and friends (7 hours) | Family and friends | -
| My family p. 5-7 | This is my mother/ father, sister, brother. He is tall. This is my sister. She is nice. | 1.1.3.1 recognize with support common names and names of places, recognize the spoken form of a limited range of everyday and classroom words;
1.2.2.1 ask questions in basic exchanges about people, objects and classroom routines;
1.2.4.1 respond to basic supported questions about people, objects and classroom routines;
1.5.1.1 use singular nouns, plural nouns – to talk about people and places;
1.5.4.1 use determiners a, an, some, the, this, these to indicate what/where something is;
1.5.7.1 use personal subject and object pronouns to give basic personal information |
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| My friend’s family p.90 | This is my friend, Danna. She is beautiful. Diana has big family. His name is … / Her name is... I like play with my friend. |
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| In my house | -
| House. p.32-44 | House, flat, window, door, wall. This is my big nice flat. There is kitchen, bedroom, bathroom, living room in my house. | 1.1.9.1 recognize the names of letters of the alphabet;
1.5.3.1 use basic adjectives to describe people and things;
1.5.11.1 use there is/there are to make short statements and ask questions;
1.5.14.1 use basic prepositions of location and position example given in, at, next to, near, on, to describe where people and things are, use basic prepositions of time: on to talk about days |
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| Furniture p.32,44 | Bed, chair, TV, table, desk, bath, sofa. This is my bed. It’s blue. |
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| Toys p.34, 39, 92 | Doll, kite, bike, car, plane, train I have a kite. It is blue. Look at the bed.
— Katia, do you have a bear? — Yes, I have brown and polar bears. — And do you have a cat? — No, I do not have a cat. |
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| Days of the week | -
| Days of the week (M, T,W)
| Monday, Tuesday, Wednesday – days of the week I go to school on Monday. It eats plums on Wednesday. | 1.1.3.1 recognize with support common names and names of places, recognize the spoken form of a limited range of everyday and classroom words;
1.2.1.1 make basic personal statements about people, objects and classroom routines;
1.2.3.1 pronounce familiar words and expressions intelligibly;
1.3.2.1 recognize initial letters in names and places |
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| Days of the week (TH,F, S, S) | Thursday, Friday, Saturday, Sunday- days of the week We rest on Sunday. |
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| Story time “Very hangry Caterpillar” | Caterpillar, apple, plums, orange. The red apple. Three plums. One leaf. |
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| Unit revision. |
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| Unit 4: The world around us (9 hours) | Animals | -
| Domestic animals 1 p.46-48 | —Do you have a pet? —Yes, I have a rat. His name is Bonny. Do you have a pet? —I have two dogs and a fish.
Rabbit, fish, cat, dog, mouse This is my pet. It’s a cat. What is its name? Let me see! | 1.1.1.1 recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly;
1.1.3.1 recognize with support common names and names of places, recognize the spoken form of a limited range of everyday and classroom words;
1.2.3.1 pronounce familiar words and expressions intelligibly;
1.2.5.1 use words in short exchanges;
1.3.1.1 recognize sound and name the letters of the alphabet;
1.5.2.1 use cardinal numbers 1 – 20 to count;
1.5.13.1 use can/can’t to describe ability |
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| Domestic animals 2 p.51-59 | Tortoise, parrot, spider Oh, look at all the pets! There’s a parrot on the TV and tortoise on the table! I have a spider in my pet shop. |
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| Time for CLIL (science) Present a picture of an animal. P.54-55 | Elephant, zebra, lion, panda, mouse, dog, rabbit, parrot, fish. Fish can swim. Rabbit can jump. Panda cannot fly. I’m Jenny. My favourite animal is the kangaroo. |
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| Hot and cold | -
| Hot and cold | Mum doesnt like hot/cold I dont like hot/cold . hot, cold, sun, snow, fire, ice, desert. The sun is hot. A snow is cold. I wear warm clothes in winter. | 1.1.3.1 recognize with support common names and names of places, recognize the spoken form of a limited range of everyday and classroom words;
1.2.5.1 use words in short exchanges;
1.5.3.1 use basic adjectives to describe people and things;
1.5.7.1 use personal subject and object pronouns to give basic personal information |
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| In Kazakhstan | -
| Welcome to my Kazakhstan! p.88-89 p 68 AB
| Country, flag, capital city, president This is my country. This is my flag. I’m from Astana. Our country is very big. The capital of Kazakhstan is Astana. Independence Day | 1.1.4.1 recognize with support short basic questions about what something is;
1.2.1.1 make basic personal statements about people, objects and classroom routines;
1.2.3.1 pronounce familiar words and expressions intelligibly;
1.3.1.1 recognize sound and name the letters of the alphabet;
1.3.2.1 recognize initial letters in names and places;
1.3.4.1 use the alphabet to place the first letters of word in alphabetical order;
1.5.11.1 use there is/there are to make short statements and ask questions;
1.5.14.1 use basic prepositions of location and position example given in, at, next to, near, on, to describe where people and things are, use basic prepositions of time: on to talk about days |
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| Let’s go to the Almaty zoo. p.93
| a zebra, a monkey, a camel, a bear.
this/these, big/little. This is the zoo. These are monkeys. They are little. This is a bear. It is big. |
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| Unit revision. |
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| 3d term 18 hours |
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| Unit 5: Travel (9 hours) | Getting to school | -
| Getting to school: Transport p.19, 34. 41, 97 PB | How do you get to school? I go to school by bus, by car, on foot.
| 1.1.2.1 recognize with support a limited range of basic common personal questions spoken slowly and distinctly;
1.1.4.1 recognize with support short basic questions about what something is;
1.2.5.1 use words in short exchanges;
1.5.5.1 use interrogative pronouns which, what, where, how to ask basic questions;
1.5.9.1 use common present simple forms [positive, negative and question] to give basic personal information |
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| Getting to school: How do you get to school?
| By car/ by bus/by plane/ by bike/ on foot
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| Getting to school: correction work | interrogative pronouns which, what, where |
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| This is the way... | -
| This is the way… Everyday routines.
| I wake up. I wash my face. I brush my teeth. I eat breakfast. I go to school.
| 1.1.2.1 recognize with support a limited range of basic common personal questions spoken slowly and distinctly;
1.5.9.1 use common present simple forms [positive, negative and question] to give basic personal information; 1.2.5.1 use words in short exchanges;
1.3.4.1 use the alphabet to place the first letters of word in alphabetical order |
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| Where is it? | -
| Where is it? Prepositions of place. p.92, 51 | Prepositions- on, in, under, next to, in front of, behind, near which, what, where- basic questions | 1.1.3.1 recognize with support common names and names of places, recognize the spoken form of a limited range of everyday and classroom words;
1.2.3.1 pronounce familiar words and expressions intelligibly;
1.5.5.1 use interrogative pronouns which, what, where, how to ask basic questions;
1.5.8.1 use simple imperative forms [positive] for basic commands or instructions;
1.5.14.1 use basic prepositions of location and position example given in, at, next to, near, on, to describe where people and things are, use basic prepositions of time: on to talk about days |
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| Vocabulary practice. SА for the Cross curricular unit “Travel” |
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| The big red bus | -
| The big red bus. Time for CLIL (geography) p.40-41 | Transport in the UK Picture of a bus… double-decker bus This is a bus from the UK. tell about transport others countries. http://learnenglishkids.britishcouncil.org/en/songs/the-wheels-the-bus | 1.1.1.1 recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly;
1.1.5.1 recognize the sounds of phonemes and phoneme blends;
1.2.5.1 use words in short exchanges;
1.5.6.1 use demonstrative pronouns this, these that, those to indicate things |
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| Let’s travel! My favorite places in Kazakhstan. p.88,89,98 p.40, 97 PB P. 75 AB | Kazakhstan is my Homeland! —Where are you from? My name is Viktor. I’m from Kazakhstan. |
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| Unit revision. |
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| Unit 6: Traditions and folklore (9 hours) | Happy Birthday | -
| Happy Birthday p.76-78, 83 | -Do you like your birthday? -Can you make a cake? -Can your mother/grandmother make a cake? -Can your farther make a cake? to inflate a balloon, to eat a cake, to open a present, to blow out a candle Sing, skip, dance, jump I can dance and sing | 1.1.1.1 recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly;
1.2.6.1 make introductions and requests in basic interactions with others;
1.3.3.1 recognize and identify some familiar sight words from local environment;
1.5.2.1 use cardinal numbers 1 – 20 to count;
1.5.5.1 use interrogative pronouns which, what, where, how to ask basic questions |
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| Springtime in Kazakhstan | -
| Springtime in Kazakhstan p.88,89,98 | Bird, Flower, Bee, Rabbit, Leaf, Tree. Spring is here! | 1.1.3.1 recognize with support common names and names of places, recognize the spoken form of a limited range of everyday and classroom words;
1.2.3.1 pronounce familiar words and expressions intelligibly |
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| It’s Nauryz today. Let’s make baursaks. We love Nauryz! We like spring. It’s warm in spring. |
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| Hats and masks | -
| Hats and masks. Р. 78,80
| About masks of different cultures. verbs for making craft items: cut fold stick draw open colour. the structure “there is / there are” describing the hat e.g.: On my hat there is a star, there are two flowers etc | 1.1.1.1 recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly;
1.2.6.1 make introductions and requests in basic interactions with others;
1.5.11.1 use there is/there are to make short statements and ask questions |
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| Vocabulary practice. SА for the Cross curricular unit “Traditions and Folklore” |
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| Correction work |
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| Summative Assessment for term 3 |
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| Story time | -
| Story time «Aldar Kosse’s coat» p.94 | Coat, old, I’m very hot!, buy, gold My coat is old! What’s the matter? I‘m very hot. | 1.1.3.1 recognize with support common names and names of places, recognize the spoken form of a limited range of everyday and classroom words;
1.2.5.1 use words in short exchanges;
1.2.4.1 respond to basic supported questions about people, objects and classroom routines |
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| Unit revision.
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| 4th term 16 hours |
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| Unit 7: Food and drink (8 hours) | Things I like | -
| Things I like p.69-73 | What's this? Milk, cheese, bananas, juice, eggs, chicken Do you like milk/ bread/chocolate, etc.? -What food do you like? -What food don’t you like? apples, carrots, pears, onions, tomatoes What’s in your basket? Apples! | 1.1.4.1 recognize with support short basic questions about what something is;
1.2.1.1 make basic personal statements about people, objects and classroom routines;
1.2.2.1 ask questions in basic exchanges about people, objects and classroom routines;
1.2.5.1 use words in short exchanges;
1.3.4.1 use the alphabet to place the first letters of word in alphabetical order |
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| My favorite food. Project time- Picture p.67 | Burgers, beshbarmak, Borek My favourite food in Kazakhstan!! Yummy! |
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| Hot or cold | -
| Hot and cold: food, drinks |
Does Ben like cold soup? Does Lulu like hot milk? Yes he does. / No he doesn't. | 1.2.5.1 use words in short exchanges;
1.5.7.1 use personal subject and object pronouns to give basic personal information;
1.5.9.1 use common present simple forms [positive, negative and question] to give basic personal information |
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| Animals like | -
| Animals like | Do cats like milk? Yes, they do Do cats like bananas? No, they don`t basic food chain diagram outline with animal / food images. Bugs like leaves / birds eat bugs and cats like birds
| 1.1.3.1 recognize with support common names and names of places, recognize the spoken form of a limited range of everyday and classroom words;
1.2.5.1 use words in short exchanges ;
1.5.9.1 use common present simple forms [positive, negative and question] to give basic personal information |
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| Nice or nasty | -
| Nice or nasty (Like or dislike) p.67-68 | Say what you like and don’t like I like…I’m happy. /I don’t like....I’m sad. Controlled Practice saying "I like ~" and "I don't like ~" I’m hungry. / I’m thirsty. Can I have some…? Give me some …, please. | 1.1.2.1 recognize with support a limited range of basic common personal questions spoken slowly and distinctly;
1.2.3.1 pronounce familiar words and expressions intelligibly;
1.5.5.1 use interrogative pronouns which, what, where, how to ask basic questions |
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| Vocabulary practice. SA for the Cross curricular unit “Food and drink” |
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| Unit 8: Health and body (8 hours) | Hands and Head | -
| Hands and Head. p. 79,86 | brush my teeth, have a shower, wash my hands, wash my face, get dressed.
Do you wash your face and hands every day? -Do you brush your teeth every day? -Do you have a shower every day? | 1.2.1.1 make basic personal statements about people, objects and classroom routines;
1.5.1.1 use singular nouns, plural nouns – to talk about people and places;
1.5.9.1 use common present simple forms [positive, negative and question] to give basic personal information |
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| My health. p. 96 | Head, arm, tummy, leg, foot What’s the matter? My arm hurts! let me see! |
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| Let’s move | -
| Let’s move, I can p.76 | I want to be healthy! Let’s swim. Let’s bend. Let’s run. Let’s jump. dance Clap your hands! Stamp your feet! I can jump! I cannot fly. “I/he /she/we can …”. | 1.1.1.1 recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly;
1.2.4.1 respond to basic supported questions about people, objects and classroom routines;
1.3.3.1 recognize and identify some familiar sight words from local environment;
1.5.8.1 use simple imperative forms [positive] for basic commands or instructions;
1.5.14.1 use basic prepositions of location and position example given in, at, next to, near, on, to describe where people and things are, use basic prepositions of time: on to talk about days |
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| Healthy habits |
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| Vocabulary practice. SA for the Cross curricular unit “Health and body” |
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| Correction work |
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| Summative Assessment for term 4 |
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| A special dance | -
| A special dance “Kara jorga” Time for CLIL (choreography) | Shoulders, hands, wrist, circular motion, body movement, floating movement. useful for health, national, famous dance | 1.1.4.1 recognize with support short basic questions about what something is;
1.2.5.1 use words in short exchanges;
1.5.6.1 use demonstrative pronouns this, these that, those to indicate things |
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| Making a puppet | -
| Making a puppet :Bitsy Spider Finger Puppet for Fine Motor Play | climbed up the water spout, Down came the rain, Out came the sun, dried up all the rain https://lalymom.com/itsy-bitsy-spider-finger-puppet/
| 1.1.5.1 recognize the sounds of phonemes and phoneme blends;
1.2.2.1 ask questions in basic exchanges about people, objects and classroom routines;
1.5.4.1 use determiners a, an, some, the, this, these to indicate what/where something is;
1.5.8.1 use simple imperative forms [positive] for basic commands or instructions |
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| Unit revision. |
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