Medium term plan for the 3rd grade

Academic year

Topics content

Date

Hours

Learning objectives

Learning outcomes

Assessment of teaching

Modules / Frameworks

Visual aids

How to overcome barriers in learning English

My weekdays TERM 1

Hello, again!

3.L1 understand arange of short basic supported classroom in structions 3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines 3.R1 read and spell out words for others 3.W1 write with support short responsesat phrase level to questions and other prompts 3.UE1 use singular nouns, plural nouns –including some common irregular plural forms in givingsimple descriptions

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals

To identify the ways to ‘activate’ learning. This will help my learners to make a good progress in learning and fulfill their potential.

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts.

ICT displays - smart/interactive white boards or screens, projectors;

-Smile, create a favorable atmosphere in class -Ask more questions -Encourage learners dialogic learning

My weekday

3.L2 recognise with considerable support an increasing range of common personal questions 3.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines 3.R2 identify, remember and sound out high-frequency sound and letter patterns 3.W2 write letters and familiar high frequency words when read aloud or spelt 3.UE2 use cardinal numbers 1 -50 to count

Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals

To maintain the pupils’ motivation . .

Craft activities: where learners are provided instructional input through language and make craft outcomes.

Picture dictionaries,

-Use audio and visual materials - Use learners’ favorite game -Don’t speak fast in English -Use pair work

Му day

3.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number 3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines 3.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities 3.W3 write short phrases to identify people, places and objects 3.UE2 use cardinal numbers 1 -50 to count

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word Learners learn to express themselves using basic modals

To develop the pupils' skills and to encourage them while they perform individual tasks.

Multi-sensory writing: deciphering what someone writes in the air or on your back, making words by forming letters with bodies etc.

ICT displays - smart/interactive white boards or screens, projectors;

-Pronounce the words distinctly -Encourage learners to repeat the new words several times

Days of the week

3.L4 recognise with support short basic questions relating to features such as colour and number 3.S4 respond to basic supported questions giving personal and factual information 3.R4 begin to use with support a simple picture dictionary 3.W5 write letters and familiar high frequency words when read aloud or spelt out for learners 3.UE4 use determiners a, an, the, some, any, this, these, that, those to identify things

Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals

To make a feedback

Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm, rhyming words etc..

memory posters, games, songs, word flashcards, toys

-Work on mistakes together with learners -Use role playing activities -Motivate learners to interact with one another

Early to bed, early to rise…

3.L5 identify missing phonemes in incomplete words 3.S5 begin to articulate clearly the difference between various sounds 3.R5 understand the main points of simple sentences on familiar topics by using contextual clues 3.W5 write letters and familiar high frequency words when read aloud or spelt out for learners 3.UE5 use interrogative pronouns including which, what, where, whose to ask who people are and what they are doing

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals

To identify the ways to ‘activate’ learning

Craft activities: where learners are provided instructional input through language and make craft outcomes.

additional English practice books on vocabulary, listening, speaking, reading and writing skills, authentic reading material - books, magazines, newspapers, the Internet;

-Use more visual aids -Use interesting game -Repeat phrases -Use ICT to interest learners

Leisure time

Family time

3.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics information 3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W6 use with support upper and lower case letters accurately when writing names and address 3.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information

Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals

to maintain the pupils’ motivation

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts.

computers with the Internet access, CD and DVD players;

-Use dialogic teaching and learning -Use both telling and showing method

My weekend

3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics 2.S7 place stress correctly on familiar polysyllabic words 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W7 spell some familiar high-frequency words accurately during guided writing activities 3.UE7 use personal subject and object pronouns to describe people and things

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information.

To identify the ways to ‘activate’ learning

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts.

presentations and other pair and group work. It can also help to facilitate classroom management;

-Use visual methods of communication -Create good and friendly atmosphere in class

Where can you go on holiday?

3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics 2.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W8 include a full stop when writing very high-frequency short sentences in guided writing activity 3.UE8 use simple imperative forms [positive and negative] for basic commands and instructions

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals and common present simple

to identify the ways to ‘activate’ learning

Tangential skill learning: where learners are taught how to do something through the medium of English e.g. how to perform a magic trick, wrap a present or make hand-puppet shapes.

corkboards, wall space, flip charts, exhibition boards;

-Use more audio listening tasks -Encourage and praise learners if necessary -Scaffold learners

Let’s play

3.L9 recognise the spoken form of familiar words and expressions 2.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals

to maintain the pupils’ motivation

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts.

visual aids and realia – story/conversational/memory posters, phonics cards, word flashcards, toys

-Use visual methods of communication -Create good and friendly atmosphere in class

School TERM 2

My school

3.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics information 3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W6 use with support upper and lower case letters accurately when writing names and address

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals

to develop their skills and to encourage them while they perform individual tasks.

Craft activities: where learners are provided instructional input through language and make craft outcomes.

Additional English practice books on vocabulary, listening, speaking, reading skills, authentic reading material - books, magazines, newspapers, the Internet;

-Don’t speak so fast in English -Use both telling and showing method -Use both telling and showing method

A school play

3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics 2.S7 place stress correctly on familiar polysyllabic words 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W7 spell some familiar high-frequency words accurately during guided writing activities 3.UE7 use personal subject and object pronouns to describe people and things

Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals

To identify the ways to ‘activate’ learning. This will help my learners to make a good progress in learning and fulfill their potential.

Multi-sensory writing: deciphering what someone writes in the air or on your back, making words by forming letters with bodies etc.

computers with the Internet access, CD and DVD players;

-Use visual methods of communication -Create good and friendly atmosphere in class

What date is it today?

3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics 2.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W8 include a full stop when writing very high-frequency short sentences in guided writing activity 3.UE8 use simple imperative forms [positive and negative] for basic commands and instructions

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals

To maintain the pupils’ motivation . .

Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm, rhyming words etc..

reference resources - picture dictionaries, mono and multilingual dictionaries;

-Use more audio listening tasks -Encourage and praise learners if necessary -Scaffold learners

Good Manners

3.L9 recognise the spoken form of familiar words and expressions 2.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information.

To identify the ways to ‘activate’ learning

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts.

presentations and other pair and group work. It can also help to facilitate classroom management;

-Use visual methods of communication -Create good and friendly atmosphere in class

School schedule

3.L1 understand arange of short basic supported classroom in structions 3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines 3.R1 read and spell out words for others 3.W1 write with support short responsesat phrase level to questions and other prompts 3.UE1 use singular nouns, plural nouns –including some common irregular plural forms in givingsimple descriptions

Learners begin to read and follow, with support, classroom instruction and short simple texts on familiar and general topics by using contextual clues. Learners learn to express themselves using basic modals and common present simple

To develop the pupils' skills and to encourage them while they perform individual tasks.

Craft activities: where learners are provided instructional input through language and make craft outcomes.

Sets of textbooks which include a cultural and historical background of Kazakhstan;

-Scaffold learners if necessary -Ask more questions -Smile, create a favorable atmosphere in class

My favorite subject

3.L2 recognise with considerable support an increasing range of common personal questions 3.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines 3.R2 identify, remember and sound out high-frequency sound and letter patterns 3.W2 write letters and familiar high frequency words when read aloud or spelt 3.UE2 use cardinal numbers 1 -50 to count

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information.

To identify the ways to ‘activate’ learning

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts.

presentations and other pair and group work. It can also help to facilitate classroom management;

-Don’t speak so fast in English -Use both telling and showing method -Use both telling and showing method

Let’s play

3.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number 3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines 3.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities 3.W3 write short phrases to identify people, places and objects 3.UE2 use cardinal numbers 1 -50 to count

Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information.

to maintain the pupils’ motivation

Craft activities: where learners are provided instructional input through language and make craft outcomes.

traditional display facilities to display learners’ work - corkboards, wall space, flip charts, exhibition boards;

-Use visual methods of communication -Create good and friendly atmosphere in class

The world around me TERM 3

A street in a big city

3.L5 identify missing phonemes in incomplete words 3.S5 begin to articulate clearly the difference between various sounds 3.R5 understand the main points of simple sentences on familiar topics by using contextual clues 3.W5 write letters and familiar high frequency words when read aloud or spelt out for learners 3.UE5 use interrogative pronouns including which, what, where, whose to ask who people are and what they are doing

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals and common present simple

To identify the ways to ‘activate’ learning. This will help my learners to make a good progress in learning and fulfill their potential.

Multi-sensory writing: deciphering what someone writes in the air or on your back, making words by forming letters with bodies etc.

ICT displays* - smart/interactive white boards or screens, projectors;

-Use visual methods of communication -Create good and friendly atmosphere in class

My city

3.L1 understand arange of short basic supported classroom in structions 3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines 3.R1 read and spell out words for others 3.W1 write with support short responses at phrase level to questions and other prompts 3.UE1 use singular nouns, plural nouns –including some common irregular plural forms in giving simple descriptions

Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals and common present simple

To maintain the pupils’ motivation

Craft activities: where learners are provided instructional input through language and make craft outcomes.

visual aids and realia – story/conversational/memory posters, phonics cards, word flashcards, toys

-Use more audio listening tasks -Encourage and praise learners if necessary -Scaffold learners

Two capital cities

3.L2 recognise with considerable support an increasing range of common personal questions 3.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines 3.R2 identify, remember and sound out high-frequency sound and letter patterns 3.W2 write letters and familiar high frequency words when read aloud or spelt 3.UE2 use cardinal numbers 1 -50 to count

Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals and common present simple

To maintain the pupils’ motivation . .

Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm, rhyming words etc..

corkboards, wall space, flip charts, exhibition boards;

-Use visual methods of communication -Create good and friendly atmosphere in class

In the village

3.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number 3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines 3.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities 3.W3 write short phrases to identify people, places and objects 3.UE2 use cardinal numbers 1 -50 to count

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information.

To develop the pupils' skills and to encourage them while they perform individual tasks.

Craft activities: where learners are provided instructional input through language and make craft outcomes.

visual aids and realia – story/conversational/memory posters, phonics cards, word flashcards, toys

-Scaffold learners if necessary -Ask more questions -Smile, create a favorable atmosphere in class

A vet

3.L4 recognise with support short basic questions relating to features such as colour and number 3.S4 respond to basic supported questions giving personal and factual information 3.R4 begin to use with support a simple picture dictionary 3.W5 write letters and familiar high frequency words when read aloud or spelt out for learners 3.UE4 use determiners a, an, the, some, any, this, these, that, those to identify things

Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information.

To make a feedback

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts.

Additional English practice books on vocabulary, listening, speaking, reading skills, authentic reading material - books, magazines, newspapers, the Internet;

-Don’t speak so fast in English -Use both telling and showing method -Use both telling and showing method

Transport

How do you go to school?

3.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics information 3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W6 use with support upper and lower case letters accurately when writing names and address 3.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines.

To identify the ways to ‘activate’ learning

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts.

computers with the Internet access, CD and DVD players;

-Use visual methods of communication -Create good and friendly atmosphere in class

Metro

3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics 2.S7 place stress correctly on familiar polysyllabic words 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W7 spell some familiar high-frequency words accurately during guided writing activities 3.UE7 use personal subject and object pronouns to describe people and things

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information.

To identify the ways to ‘activate’ learning. This will help my learners to make a good progress in learning and fulfill their potential.

Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm, rhyming words etc..

corkboards, wall space, flip charts, exhibition boards;

-Use more audio listening tasks -Encourage and praise learners if necessary -Scaffold learners

Travelling

3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics 2.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W8 include a full stop when writing very high-frequency short sentences in guided writing activity 3.UE8 use simple imperative forms [positive and negative] for basic commands and instructions

Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals

To maintain the pupils’ motivation . .

Craft activities: where learners are provided instructional input through language and make craft outcomes.

visual aids and realia – story/conversational/memory posters, phonics cards, word flashcards, toys

-Use visual methods of communication -Create good and friendly atmosphere in class

How can I get to…

3.L9 recognise the spoken form of familiar words and expressions 2.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information.

To develop the pupils' skills and to encourage them while they perform individual tasks.

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts.

Additional English practice books on vocabulary, listening,

-Scaffold learners if necessary -Ask more questions -Smile, create a favorable atmosphere in class

Let’s play

3.L9 recognise the spoken form of familiar words and expressions 2.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and Facts

Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals

To make a feedback

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts.

computers with the Internet access, CD and DVD players;

-Don’t speak so fast in English -Use both telling and showing method -Use both telling and showing method

Weather TERM 4

Seasons

3.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics information 3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W6 use with support upper and lower case letters accurately when writing names and address 3.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information.

To identify the ways to ‘activate’ learning

Craft activities: where learners are provided instructional input through language and make craft outcomes.

reference resources - picture dictionaries, mono and multilingual dictionaries;

-Use visual methods of communication -Create good and friendly atmosphere in class

Weather

3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics 2.S7 place stress correctly on familiar polysyllabic words 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W7 spell some familiar high-frequency words accurately during guided writing activities 3.UE7 use personal subject and object pronouns to describe

Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly.

to maintain the pupils’ motivation

Multi-sensory writing: deciphering what someone writes in the air or on your back, making words by forming letters with bodies etc.

Sets of textbooks which include a cultural and historical background

-Use more audio listening tasks -Encourage and praise learners if necessary -Scaffold learners

Weather

3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics 2.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W8 include a full stop when writing very high-frequency short sentences in guided writing activity 3.UE8 use simple imperative forms [positive and negative] for basic commands and instructions

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information.

To identify the ways to ‘activate’ learning. This will help my learners to make a good progress in learning and fulfill their potential.

Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm, rhyming words etc..

corkboards, wall space, flip charts, exhibition boards;

-Use visual methods of communication -Create good and friendly atmosphere in class

My favorite season

3.L9 recognise the spoken form of familiar words and expressions 2.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and Facts

Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information.

To maintain the pupils’ motivation . .

Craft activities: where learners are provided instructional input through language and make craft outcomes.

visual aids and realia – story/conversational/memory posters, phonics cards, word flashcards, toys

-Scaffold learners if necessary -Ask more questions -Smile, create a favorable atmosphere in class

In the shopping centre

Types of Shops

3.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics information 3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W6 use with support upper and lower case letters accurately when writing names and address

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information.

To identify the ways to ‘activate’ learning. This will help my learners to make a good progress in learning and fulfill their potential.

Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm, rhyming words etc..

corkboards, wall space, flip charts, exhibition boards;

-Use visual methods of communication -Create good and friendly atmosphere in class

In the shopping centre

3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics 2.S7 place stress correctly on familiar polysyllabic words 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W7 spell some familiar high-frequency words accurately during guided writing activities 3.UE7 use personal subject and object pronouns to describe people and things

Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals and common present simple

To maintain the pupils’ motivation . .

Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm, rhyming words etc..

corkboards, wall space, flip charts, exhibition boards;

-Use more audio listening tasks -Encourage and praise learners if necessary -Scaffold learners

In the toy shop

3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics 2.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W8 include a full stop when writing very high-frequency short sentences in guided writing activity 3.UE8 use simple imperative forms [positive and negative] for basic commands and instructions

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information.

To develop the pupils' skills and to encourage them while they perform individual tasks.

Craft activities: where learners are provided instructional input through language and make craft outcomes.

visual aids and realia – story/conversational/memory posters, phonics cards, word flashcards, toys

-Use visual methods of communication -Create good and friendly atmosphere in class

Let’s play

3.L9 recognise the spoken form of familiar words and expressions 2.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly. Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information.

To make a feedback

Active learning activities: TPR [Total Physical Response] activities: where learners perform actions in response to linguistic prompts.

Additional English practice books on vocabulary, listening, speaking, reading skills,

-Scaffold learners if necessary -Ask more questions -Smile, create a favorable atmosphere in class