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ӘБ отырысында Директордың Директор:
на заседании МО орынбасары _________________
Хаттама № 1 Зам. директора
Протокол №1 ________________ 3.09.2020
31.08.20 31. 08.2020

2020-2021 оқу жылына арналған


күнтізбелік-тақырыптық жоспарлама
Календарно-тематическое планирование
на 2020-2021 учебный год
Пән / Предмет: Английский язык
Сынып / Класс: 4
Мұғалім / Учитель: Искакова А.М.
Барлығы / Всего: 64
Аптасына / В неделю: 2
Жоспарлану негізінде:
Планирование составлено на основании:
 Государственным общеобязательным стандартом основного среднего
образования (ГОСО РК-2018), утвержденного постановлением Правительства
РК от 31 октября 2018 года №604
 Типовых учебных планов основного среднего и общего среднего образования,
утвержденных приказом Министра образования и науки Республики
Казахстан от 8 ноября 2012 №500 (с внесенными изменениями и
дополнениями на 4 сентября 2018 года №441);
 «Об особенностях организации учебно-воспитательного процесса в
организациях среднего образования республики казахстан в 2019-2020
учебном году» инструктивно- методическое письмо, 2019 г.

Оқулық / Учебник: Smiles 4( Jenny Dooley- Virginia Evans 2016)


Қосымша әдебиет:
Дополнительная литература:
Пояснительная записка
Данная программа относится к культурологическому направлению, имеет страноведческий характер и способствует
интеллектуальному развитию детей младшего школьного возраста через приобщение их к культуре и традициям Англии
через активизацию игровой познавательной деятельности. Программа призвана помочь ребенку стать ответственным и
знающим гражданином, способным использовать свои знания и умения в общении со своими сверстниками,
дальнейшего углубленного изучения английского языка по завершению изучения программы.
Актуальность изучения английского языка в начальной школе продиктована потребностями современного мира.
Иностранный язык сегодня становится в большей мере средством жизнеобеспечения общества. Роль иностранного
языка возрастает в связи с развитием экономических связей. Изучение иностранного языка и иноязычная грамотность
наших граждан способствует формированию достойного образа казахстанца за рубежом, дают возможность нести и
распространять свою культуру и осваивать другую. Основное назначение иностранного языка состоит в формировании
коммуникативной компетенции, то есть способности и готовности осуществлять иноязычное межличностное и
межкультурное общение с носителями языка. Происходящие сегодня изменения в общественных отношениях требуют
повышения коммуникативной компетенции школьников.
Программа направлена на раннее изучение английского языка, развитие речевых навыков детей, расширение их
лексического запаса, получение страноведческой информации. Программа основывается на принципе погружения
учащихся в языковую среду. В основу этой программы положен принцип к овладению всеми аспектами иноязычной
культуры и коммуникативный подход: познавательный и развивающий все виды речевой деятельности.
Новизна данной программы заключается в том, что она способствует реализации принципов обучения
иностранному языку в рамках компетентностного подхода к лингвистическому образованию. Данная программа
способствует осознанию того, что для знакомства с другими странами, их обычаями и традициями им нужно хорошо
говорить и понимать на английском языке.
Этапы занятий представляют собой те виды активности, которыми ребенок сталкивается в своей повседневной
жизни (игры, чтение, пение, просмотр телепередач, мультфильмов, фильмов, рисование). Иными словами ведение
занятия становится ориентированным на воссоздание привычной для ребенка атмосферы на иноязычной почве. В связи
с этим в обучение включены элементы закономерностей языкового строя. Обучение речевой деятельности в рамках
занятий предполагает развитие слухо-произносительных и ритмико-интонационных навыков, совершенствование
лексических и грамматических навыков, развитие техники чтения.
Целями данной программы являются:
развитие коммуникативных способностей учащихся начальных классов, формирование положительной мотивации для
дальнейшего изучения английского языка и расширения страноведческих знаний учащихся.
Для достижения целей необходимо решить следующие задачи:
Обучающие:
- приобщать ребенка к самостоятельному решению коммуникативных задач на английском языке в рамках изученной
тематики;
- формировать у учащихся речевой, языковой, социокультурной компетенции;
- обучать диалогической и монологической речи;
- обучать основам грамматики и практической отработке применения этих правил в устной разговорной речи;
- выработать у учащихся навыки правильного произношения английских звуков и правильного интонирования
высказывания.
Развивающие:
- создать условия для полноценного и своевременного психологического развития ребенка;
- развить речь, мышление, память, воображение;
- расширить кругозор учащихся;
- формировать мотивацию к познанию и творчеству;
- ознакомить с культурой, традициями и обычаями страны изучаемого языка;
Воспитывающие:
- воспитывать уважение к традициям и культуре страны изучаемого языка;
- воспитывать чувство толерантности;
- воспитать ответственность, самостоятельность, потребность в самообразовании.
Отличительной особенностью данной программы от других является то, что в ней гармонично сочетаются:

 методика обучения на основе поставленной задачи и игровая методика;


 свобода выбора ребенком направлений, видов и форм деятельности в условиях единого образовательного
пространства;
 практическая направленность занятий, направленная на обеспечение коммуникативной подготовки учащихся к
грамотному и эффективному владению английским языка;
 использование в образовательном процессе современных образовательных технологий, способствующих развитию
творческих способностей детей;
 содержание и организационное разнообразие мероприятий, ориентированных на представление возможностей
каждого ребенка;
 совместная творческая деятельность детей и взрослых по освоению культуры и проживанию в определенной
культуре.
В качестве основных принципов программы выступают:
1. приоритет коммуникативной цели в обучении английскому языку;
2. соблюдение деятельностного характера обучения иностранному языку;
3. личностно – ориентированный характер обучения;
4. сбалансированное обучение устным и письменным формам общения;
5. учёт опыта учащихся в родном языке и развитие их когнитивных способностей;
6. широкое использование эффективных современных технологий обучения;
7. социокультурная направленность процесса обучения английскому языку.
Программа предназначена для учащихся 1-4 классов. Форма занятий - общегрупповая. Занятия в каждом классе
проводятся по 2 раза в неделю. Годовая нагрузка в первом классе-66 часов, во 2-4 классах по 68 часов в каждом классе.
Формы контроля: тесты, ролевые игры, проверочные работы, устные ответы.

Ожидаемые результаты:
К концу обучения по данной программе обучающийся должен знать:

 географическое положение Великобритании, национальную символику, столицу государства,


достопримечательности страны, иметь представление о национальных видах спорта, знать национальные
праздники, традиции.

К концу обучения по данной программе обучающийся должен уметь:


 представлять себя, интересоваться делами собеседника, перечислять названия продуктов, классных предметов,
считать предметы представлять свою семью, перечислять названия цветов, игрушек, животных, перечислять
названия частей тела, описывать своего любимого героя сказки, перечислять названия продуктов, месяцев, дней
недели, дат, составлять расписание уроков на английском языке.
Date Ho Cross Topics Learning objectives
urs curricular
units
Term 1
1.09 2 Kazakhsta Childr 4.1.2.1 understand an increasing range of supported questions which ask for personal information;
7.09 n in the en’s 4.2.4.1 respond to questions on an increasing range of general and some curricular topics;
World of games 4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information;
Sport 1 4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often,
begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to
describe actions example given slowly, quickly;
4.5.17.1 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

8.09 1 Childr 4.2.4.1 respond to questions on an increasing range of general and some curricular topics;
en’s 4.3.2.1 ask questions to find out about present and possibly past experiences on an increasing range of
games general and some curricular topics;
2 4.4.3.1 write with support short sentences which describe people, places and objects;
4.5.5.1 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;
4.5.8.1 use imperative forms [positive and negative] to give short instructions on a growing range of familiar
topics
14.09 2 Olymp 4.1.4.1 understand an increasing range of short supported questions on general and some curricular topics;
15.09 ic 4.2.4.1 respond to questions on an increasing range of general and some curricular topics;
Games 4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some
curricular topics;
4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information;
4.5.5.1 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
21.09 2 Aesop 4.1.8.1 understand short, supported narratives on an increasing range of general and some curricular topics;
22.09 ’s 4.2.5.1 pronounce an increasing range of words, short phrases and simple sentences intelligibly;
Fables 4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and
1 some curricular topics;
4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often,
begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to
describe actions example given slowly, quickly
28.09 1 Aesop 4.1.3.1 understand the main points of short supported talk on an increasing range of general and some
’s curricular topics;
Fables 4.1.8.1 understand short, supported narratives on an increasing range of general and some curricular topics;
2 4.2.8.1 express basic likes and dislikes, recount short, basic stories and events on a limited range of general
and some curricular topics;
4.5.3.1 use adjectives, including possessive adjectives, on a 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;
4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often,
begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to
describe actions example given slowly, quickly
2 Values in Traditi 4.1.4.1 understand an increasing range of short supported questions on general and some curricular topics;
29.09 Myths and onal 4.2.2.1 ask questions to find out about present and possibly past experiences on an increasing range of
5.10 Legends stories general and some curricular topics;
1 4.4.7.1 spell most familiar high-frequency words accurately when writing independently;
4.5.15.1 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
6.10 1 Traditi 4.1.8.1 understand short, supported narratives on an increasing range of general and some curricular topics;
onal 4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an
stories increasing range of general and some curricular topics;
2 4.2.4.1 respond to questions on an increasing range of general and some curricular topics;
4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some
curricular topics;
4.5.3.1 use adjectives, including possessive adjectives, on a 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;
4.5.7.1 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
12.10 2 People 4.1.5.1 identify initial, middle and final phonemes and blends;
13.10 and 4.3.5.1 understand the main points of short simple texts on a growing range general and some curricular
places topics by using contextual clues;
4.4.2.1 begin to use joined-up handwriting in a limited range of written work;
4.5.3.1 use adjectives, including possessive adjectives, on a 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
19.10 1 Drago 4.4.7.1 spell most familiar high-frequency words accurately when writing independently;
ns and 4.5.1.1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns,
creatur possessive ‘s/s’ to name, describe and label things;
es 1 4.5.15.1 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;
4.5.16.1 use conjunctions and, or, but, because to link words and phrases
20.10 2 Drago 4.2.4.1 respond to questions on an increasing range of general and some curricular topics;
26.10 ns and 4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges;
creatur 4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and
es 2 some curricular topics;
4.4.3.1 write with support short sentences which describe people, places and objects;
4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how
often, begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs
to describe actions example given slowly, quickly;
4.5.15.1 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
27.10 2 Treasure Treasu 4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an
2.11 and re increasing range of general and some curricular topics;
Heritage maps1 4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges;
4.3.4.1 find with support books, worksheets and other print materials in a class or school library according to
classification;
4.5.1.1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns,
possessive ‘s/s’ to name, describe and label things;
4.5.4.1 use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a
growing range of general and some curricular topics;
4.5.8.1 use imperative forms [positive and negative] to give short instructions on a growing range of familiar
topics
3.11 1 Treasu 4.1.3.1 understand the main points of short supported talk on an increasing range of general and some
re map curricular topics;
2 4.2.4.1 respond to questions on an increasing range of general and some curricular topics;
4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some
curricular topics;
4.5.8.1 use imperative forms [positive and negative] to give short instructions on a growing range of familiar
topics;
4.5.11.1 use has got/have got there is/are statement, negative, question forms including short and full answers
and contractions;
4.5.14.1 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
Term 2
16.11 2 Treasu 4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and
17.11 re and some curricular topics;
numbe 4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some
rs1 curricular topics;
4.5.2.1 use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100
23.11 1 Treasu 4.1.4.1 understand an increasing range of short supported questions on general and some curricular topics;
re and 4.2.5.1 pronounce an increasing range of words, short phrases and simple sentences intelligibly;
numbe 4.4.2.1 begin to use joined-up handwriting in a limited range of written work;
rs 2 4.5.5.1 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
24.11 2 Our 4.1.3.1 understand the main points of short supported talk on an increasing range of general and some
7.12 planet’ curricular topics;
s 4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an
treasur increasing range of general and some curricular topics;
e1 4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and
some curricular topics;
4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information
8.12 1 Our 4.1.8.1 understand short, supported narratives on an increasing range of general and some curricular topics;
planet’ 4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges;
s 4.2.8.1 express basic likes and dislikes, recount short, basic stories and events on a limited range of general
treasur and some curricular topics;
e2 4.3.5.1 understand the main points of short simple texts on a growing range general and some curricular
topics by using contextual clues
14.12 2 Profession Body 4.1.1.1 understand an increasing range of classroom instructions;
15.12 s langua 4.2.1.1 make basic statements which provide information on an increasing range of general and some
and ways ge curricular topics;
of 4.3.1.1 recognise, identify and sound with support a growing range of language at text level;
Communi 4.4.2.1 begin to use joined-up handwriting in a limited range of written work;
cation 4.5.1.1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns,
possessive ‘s/s’ to name, describe and label things;
4.5.6.1 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions
and responses
21.12 2 Comm 4.1.1.1 understand an increasing range of classroom instructions;
22.12 unicati 4.1.3.1 understand the main points of short supported talk on an increasing range of general and some
ng curricular topics;
around 4.1.10.1 recognise words similar to words in student native language;
the 4.2.1.1 make basic statements which provide information on an increasing range of general and some
world curricular topics;
4.3.1.1 recognise, identify and sound with support a growing range of language at text level;
4.4.6.1 use upper and lower case letters accurately when writing names, places and short sentences when
writing independently
28.12 2 Techn 4.1.2.1 understand an increasing range of supported questions which ask for personal information;
29.12 ology 4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an
increasing range of general and some curricular topics;
4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information;
4.5.3.1 use adjectives, including possessive adjectives, on a 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;
4.5.11.1 use has got/have got there is/are statement, negative, question forms including short and full answers
and contractions
Term 3
11.01 2 Hot and Weath 4.1.9.1 recognise words that are spelt out from a limited range of general and curriculum topics;
12.01 Cold er 1 4.2.1.1 make basic statements which provide information on an increasing range of general and some
curricular topics;
4.3.5.1 understand the main points of short simple texts on a growing range general and some curricular
topics by using contextual clues;
4.4.5.1 link with some support sentences using basic coordinating connectors;
4.4.7.1 spell most familiar high-frequency words accurately when writing independently;
4.5.10.1 use common present continuous forms, including short answers and contractions, to talk 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;
4.5.16.1 use conjunctions and, or, but, because to link words and phrases
18.01 2 Weath 4.1.4.1 understand an increasing range of short supported questions on general and some curricular topics;
19.01 er 2 4.2.2.1 ask questions to find out about present and possibly past experiences on an increasing range of
general and some curricular topics;
4.2.4.1 respond to questions on an increasing range of general and some curricular topics;
4.2.7.1 contribute a growing range of suitable words, phrases, and sentences during short pair, group and
whole class exchanges;
4.3.6.1 understand with some support some specific information and detail in short, simple texts on a
growing range of general and some curricular topics;
4.4.7.1 spell most familiar high-frequency words accurately when writing independently;
4.4.8.1 to include appropriate use of full stops and question marks, at sentence level with some accuracy
when writing independently
25.01 2 Volca 4.1.3.1 understand the main points of short supported talk on an increasing range of general and some
26.01 noes curricular topics;
4.1.6.1 understand some specific information and detail of short, supported talk on an increasing range of
general and some curricular topics;
4.1.7.1 use contextual clues to predict content and meaning in short supported talk on an increasing range of
general and some curricular topics;
4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges;
4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and
some curricular topics;
4.3.5.1 understand the main points of short simple texts on a growing range general and some curricular
topics by using contextual clues;
4.4.2.1 begin to use joined-up handwriting in a limited range of written work
1.02 2 Snow 4.3.6.1 understand with some support some specific information and detail in short, simple texts on a
2.02 and growing range of general and some curricular topics;
ice 4.5.13.1 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;
4.5.14.1 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;
4.5.16.1 use conjunctions and, or, but, because to link words and phrases
8.02 2 Healthy Health 4.2.5.1 pronounce an increasing range of words, short phrases and simple sentences intelligibly;
9.02 World y 4.4.7.1 spell most familiar high-frequency words accurately when writing independently;
bodies 4.5.9.1 use common simple present forms, including short answer forms and contractions, to give personal
1 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;
4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how
often, begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to
describe actions example given slowly, quickly
15.02 1 Health 4.1.10.1 recognise words similar to words in student native language;
y 4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges;
bodies 4.4.2.1 begin to use joined-up handwriting in a limited range of written work;
2 4.4.7.1 spell most familiar high-frequency words accurately when writing independently;
4.5.3.1 use adjectives, including possessive adjectives, on a 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;
4.5.10.1 use common present continuous forms, including short answers and contractions, to talk 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
16.02 2 Save 4.2.7.1 contribute a growing range of suitable words, phrases, and sentences including giving opinions
22.02 our during short pair, group and whole class exchanges;
animal 4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some
s1 curricular topics;
4.4.2.1 begin to use joined-up handwriting in a limited range of written work;
4.5.1.1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns,
possessive ‘s/s’ to name, describe and label things;
4.5.5.1 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
23.02 2 Save 4.1.3.1 understand the main points of short supported talk on an increasing range of general and some
1.03 our curricular topics;
animal 4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an
s2 increasing range of general and some curricular topics;
4.3.2.1 read and understand with some support short simple fiction and non-fiction texts;
4.4.5.1 link with some support sentences using basic coordinating connectors
2.03 2 Help 4.1.3.1 understand the main points of short supported talk on an increasing range of general and some
9.03 the curricular topics;
planet 4.1.4.1 understand an increasing range of short supported questions on general and some curricular topics;
1 4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges;
4.3.2.1 read and understand with some support short simple fiction and non-fiction texts;
4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how
often, begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs
to describe actions example given slowly, quickly
15.03 2 Help 4.1.5.1 identify initial, middle and final phonemes and blends;
16.03 the 4.2.4.1 respond to questions on an increasing range of general and some curricular topics;
planet 4.2.8.1 express basic likes and dislikes, recount short, basic stories and events on a limited range of general
2 and some curricular topics;
4.3.5.1 understand the main points of short simple texts on a growing range general and some curricular
topics by using contextual clues;
4.5.8.1 use imperative forms [positive and negative] to give short instructions on a growing range of
familiar topics
Term 4
5.04 2 Journey Into 4.1.5.1 identify initial, middle and final phonemes and blends;
6.04 into Space 4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and
Space 1 some curricular topics;
4.4.7.1 spell most familiar high-frequency words accurately when writing independently;
4.5.3.1 use adjectives, including possessive adjectives, on a 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;
4.5.5.1 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;
4.5.13.1 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
12.04 1 Into 4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges;
Space 4.3.6.1 understand with some support some specific information and detail in short, simple texts on a
2 growing range of general and some curricular topics;
4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information
13.04 1 Planet 4.1.6.1 understand an increasing range of short supported questions on general and some curricular topics;
s1 4.3.1.1 recognise, identify and sound with support a growing range of language at text level;
4.3.4.1 find with support books, worksheets and other print materials in a class or school library according to
classification;
4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information;
4.5.2.1 use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100;
4.5.17.1 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
19.04 1 Planet 4.1.4.1 understand an increasing range of short supported questions on general and some curricular topics;
s2 4.2.4.1 respond to questions on an increasing range of general and some curricular topics;
4.3.5.1 understand the main points of short simple texts on a growing range general and some curricular
topics by using contextual clues;
4.4.2.1 begin to use joined-up handwriting in a limited range of written work;
4.5.1.1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns,
possessive ‘s/s’ to name, describe and label things
4.5.2.1 use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100;
4.5.3.1 use adjectives, including possessive adjectives, on a 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
20.04 1 Aliens 4.1.5.1 identify initial, middle and final phonemes and blends;
1 4.1.8.1 understand short, supported narratives on an increasing range of general and some curricular topics;
4.2.4.1 respond to questions on an increasing range of general and some curricular topics;
4.3.6.1 understand with some support some specific information and detail in short, simple texts on a
growing range of general and some curricular topics;
4.4.7.1 spell most familiar high-frequency words accurately when writing independently;
4.5.3.1 use adjectives, including possessive adjectives, on a 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;
4.5.4.1 use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a
growing range of general and some curricular topics;
4.5.16.1 use conjunctions and, or, but, because to link words and phrases
26.04 2 Aliens 4.3.5.1 understand the main points of short simple texts on a growing range general and some curricular
27.04 2 topics by using contextual clues;
4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some
curricular topics;
4.4.5.1 link with some support sentences using basic coordinating connectors;
4.5.9.1 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
3.05 1 Slow 4.1.6.1 understand some specific information and detail of short, supported talk on an increasing range of
machi general and some curricular topics;
nes 1 4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an
increasing range of general and some curricular topics;
4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and
some curricular topics;
4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some
curricular topics;
4.4.7.1 spell most familiar high-frequency words accurately when writing independently;
4.5.5.1 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;
4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how
often, begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to
describe actions example given slowly, quickly
4.05 1 Slow 4.1.6.1 understand some specific information and detail of short, supported talk on an increasing range of
machi general and some curricular topics;
nes 2 4.2.1.1 make basic statements which provide information on an increasing range of general and some
curricular topics;
4.3.2.1 read and understand with some support short simple fiction and non-fiction texts;
4.4.5.1 link with some support sentences using basic coordinating connectors;
4.5.1.1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns,
possessive ‘s/s’ to name, describe and label things;
4.5.6.1 use demonstrative pronouns this, these, that, those and object pronouns in short statements,
questions and responses
10.05 2 Fast 4.1.5.1 identify initial, middle and final phonemes and blends;
11.05 machi 4.2.4.1 respond to questions on an increasing range of general and some curricular topics;
nes 1 4.2.7.1 contribute a growing range of suitable words, phrases, and sentences including giving opinions
during short pair, group and whole class exchanges;
4.3.1.1 recognise, identify and sound with support a growing range of language at text level;
4.4.2.1 begin to use joined-up handwriting in a limited range of written work;
4.5.3.1 use adjectives, including possessive adjectives, on a 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;
4.5.14.1 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
17.05 1 Fast 4.2.4.1 respond to questions on an increasing range of general and some curricular topics;
machi 4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges;
nes 2 4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information;
4.4.7.1 spell most familiar high-frequency words accurately when writing independently;
4.5.3.1 use adjectives, including possessive adjectives, on a 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;
4.5.13.1 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;
4.5.16.1 use conjunctions and, or, but, because to link words and phrases
18.05 2 Robot 4.1.8.1 understand short, supported narratives on an increasing range of general and some curricular topics;
24.05 s1 4.4.8.1 to include appropriate use of full stops and question marks, at sentence level with some accuracy
when writing independently;
4.5.4.1 use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a
growing range of general and some curricular topics;
4.5.11.1 use has got/have got there is/are statement, negative, question forms including short and full answers
and contractions;
4.5.14.1 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
25.05 1 Robot 4.1.8.1 understand short, supported narratives on an increasing range of general and some curricular topics;
s2 4.3.2.1 read and understand with some support short simple fiction and non-fiction texts;
4.3.4.1 find with support books, worksheets and other print materials in a class or school library according to
classification;
4.3.6.1 understand with some support some specific information and detail in short, simple texts on a
growing range of general and some curricular topics;
4.4.5.1 link with some support sentences using basic coordinating connectors;
4.5.13.1 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;
4.5.15.1 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

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