Medium term plan for the 4th grade
Academic year
| № | Date | Date | Hours | Learning objectives | Learning outcomes | Assessment of teaching | Modules / Frameworks | Visual aids | How to overcome barriers in learning English | ||||||||||||||
| TERM 1 Welcome | |||||||||||||||||||||||
| What's your name? | 4.L2 understand an increasing range of supported questions which ask for personal information 4.S4 respond to questions on an increasing range of general and some curricular topics 4.W4 write with support a sequence of short sentences in a paragraph to give basic personal information 4.UE12 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often; begin to use simple adverbs of manner e.g. well, badly; use common –ly manner adverbs to describe actions e.g. slowly, quickly 4.UE14 use prepositions of location, position and direction: at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left; use prepositions of time : in, on, at, before, after use with / without to indicate; accompaniment with for instrument and for to indicate recipient 4.UE17 use me, too and I don’t to give short answers; use when clauses to describe simple present and past actions on personal and familiar topics | 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 | |||||||||||||||||
| How do you spell that? | 4.S4 respond to questions on an increasing range of general and some curricular topics 4.R2 ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics 4.W4 write with support a sequence of short sentences in a paragraph to give basic personal information 4.UE5 use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics 4.UE8 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics | 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 | |||||||||||||||||
| Anything else? | 4.L4 understand an increasing range of short supported questions on general and some curricular topics 4.S4 respond to questions on an increasing range of general and some curricular topics 4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics 4.W4 write with support a sequence of short sentences in a paragraph to give basic personal information 4.UE5 use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics | 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 | |||||||||||||||||
| People and countries | |||||||||||||||||||||||
| Where are you from? | 4.L8 understand short, supported narratives on an increasing range of general and some curricular topics 4.S4 respond to questions on an increasing range of general and some curricular topics 4.S5 pronounce an increasing range of words, short phrases and simple sentences intelligibly 4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics 4.UE12 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often; begin to use simple adverbs of manner e.g. well, badly; use common –ly manner adverbs to describe actions e.g. slowly, quickly | 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 | |||||||||||||||||
| What's the matter? | 4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics 4.L8 understand short, supported narratives on an increasing range of general and some curricular topics 4.S8 express basic likes and dislikes; recount short, basic stories and events on a limited range of general and some curricular topics 4.UE3 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.UE12 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often; begin to use simple adverbs of manner e.g. well, badly; use common –ly manner adverbs to describe actions e.g. slowly, quickly | 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 | |||||||||||||||||
| All about Rick | 4.L4 understand an increasing range of short supported questions on general and some curricular topics 4.L8 understand short, supported narratives on an increasing range of general and some curricular topics 4.S2 ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics 4.W7 spell most familiar high-frequency words accurately when writing independently 4.UE15 use would you like to to invite and use appropriate responses yes please, no thanks; use let’s + verb; verbs go enjoy like + verb + ing; begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive; use declarative what [a/an] + adjective + noun to show feelings | 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; | -Smile, create a favorable atmosphere in class -Ask more questions -Encourage learners dialogic learning | |||||||||||||||||
| Children from round the world | 4.L8 understand short, supported narratives on an increasing range of general and some curricular topics 4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics 4.S4 respond to questions on an increasing range of general and some curricular topics 4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics 4.UE3 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.UE7 use personal subject and object pronouns, including indirect object pronouns and use possessive pronouns mine, yours to give personal information and describe actions and events 4.UE15 use would you like to to invite and use appropriate responses yes please, no thanks; use let’s + verb; verbs go enjoy like + verb + ing; begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive; use declarative what [a/an] + adjective + noun to show feelings | 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 audio and visual materials - Use learners’ favorite game -Don’t speak fast in English -Use pair work | |||||||||||||||||
| TERM II My World | |||||||||||||||||||||||
| My Family | 4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics 4.S6 take turns when speaking with others in a growing range of short, basic exchanges 4.R4 find with support books, worksheets and other print materials in a class or school library according to classification 4.UE1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things 4.UE4 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.UE8 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics | 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; | -Pronounce the words distinctly -Encourage learners to repeat the new words several times | |||||||||||||||||
| My desk is a mess! | 4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics 4.S4 respond to questions on an increasing range of general and some curricular topics 4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics 4.UE8 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics 4.UE11 use has got/ have got there is/ are statement, negative, question forms including short and full answers and contractions 4.UE14 use prepositions of location, position and direction: at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left; use prepositions of time : in, on, at, before, after use with / without to indicate; accompaniment with for instrument and for to indicate recipient | 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 | -Work on mistakes together with learners -Use role playing activities -Motivate learners to interact with one another | |||||||||||||||||
| My Dream town | 3.S4 respond to questions on an increasing range of general and some curricular topics 4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics 4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics 4.UE2 use cardinal numbers 1 – 1000 and ordinal numbers 1 - 100. | 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 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; | -Smile, create a favorable atmosphere in class -Ask more questions -Encourage learners dialogic learning | |||||||||||||||||
| The place where I live | 4.L4 understand an increasing range of short supported questions on general and some curricular topics 4.S5 pronounce an increasing range of words, short phrases and simple sentences intelligibly 4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics 4.W2 begin to use joined-up handwriting in a limited range of written work 4.UE5 use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics | 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 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. | 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 audio and visual materials - Use learners’ favorite game -Don’t speak fast in English -Use pair work | |||||||||||||||||
| All about School | |||||||||||||||||||||||
| A really busy day | 4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics 4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics 4.S6 take turns when speaking with others in a growing range of short, basic exchanges 4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics 4.W4 write with support a sequence of short sentences in a paragraph to give basic personal 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 | 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; | -Pronounce the words distinctly -Encourage learners to repeat the new words several times | |||||||||||||||||
| My big school bag | 4.L8 understand short, supported narratives on an increasing range of general and some curricular topics 4.S6 take turns when speaking with others in a growing range of short, basic exchanges 4.S8 express basic likes and dislikes; recount short, basic stories and events on a limited range of general and some curricular topics 4.R5 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues | 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 | 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; | -Work on mistakes together with learners -Use role playing activities -Motivate learners to interact with one another | |||||||||||||||||
| My school lunch box | 4.L1 understand an increasing range of classroom instructions 4.S1 make basic statements which provide information on an increasing range of general and some curricular topics 4.R1 recognise, identify and sound with support a growing range of language at text level 4.W2 begin to use joined-up handwriting in a limited range of written work 4.UE1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things 4.UE6 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses | 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 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; | -Use more visual aids -Use interesting game -Repeat phrases -Use ICT to interest learners | |||||||||||||||||
| My school | 4.L1 understand an increasing range of classroom instructions 4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics 4.S1 make basic statements which provide information on an increasing range of general and some curricular topics 4.R1 recognise, identify and sound with support a growing range of language at text level 4.W6 use upper and lower case letters accurately when writing names, places and short sentences when writing independently | 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; | -Smile, create a favorable atmosphere in class -Ask more questions -Encourage learners dialogic learning | |||||||||||||||||
| Control work | 4.L2 understand an increasing range of supported questions which ask for personal information 4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics 4.W4 write with support a sequence of short sentences in a paragraph to give basic personal information 4.UE3 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.UE11 use has got/ have got there is/ are statement, negative, question forms including short and full answers and contractions | 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 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 audio and visual materials - Use learners’ favorite game -Don’t speak fast in English -Use pair work | |||||||||||||||||
| TERM 3 Lifestyle | |||||||||||||||||||||||
| The things I like | 4.L9 recognise words that are spelt out from a limited range of general and curriculum topics 4.S1 make basic statements which provide information on an increasing range of general and some curricular topics 4.R5 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues 4.W5 link with some support sentences using basic coordinating connectors 4.W7 spell most familiar high-frequency words accurately when writing independently 4.UE10 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.UE16 use conjunctions and, or, but, because to link words and phrases | 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. | ICT displays* - smart/interactive white boards or screens, projectors; | -Smile, create a favorable atmosphere in class -Ask more questions -Encourage learners dialogic learning | |||||||||||||||||
| Fussy Freddy | 4.L4 understand an increasing range of short supported questions on general and some curricular topics 4.S2 ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics 4.S4 respond to questions on an increasing range of general and some curricular topics 4.S7 contribute a growing range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges 4.R6 understand with some support some specific information and detail in short, simple texts on a growing range of general and some curricular topics 4.W4 write with support a sequence of short sentences in a paragraph to give basic personal information 4.W7 spell most familiar high-frequency words accurately when writing independently 4.W8 to include appropriate use of full stops and question marks, at sentence level with some accuracy when writing independently | 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 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 audio and visual materials - Use learners’ favorite game -Don’t speak fast in English -Use pair work | |||||||||||||||||
| Free Time | 4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics 4.L6 understand some specific information and detail of short, supported talk on an increasing range of general and some curricular topics 4.L7 use contextual clues to predict content and meaning in short supported talk on an increasing range of general and some curricular topics 4.S6 take turns when speaking with others in a growing range of short, basic exchanges 4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics 4.R5 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues 4.W2 begin to use joined-up handwriting in a limited range of written work | 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 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; | -Pronounce the words distinctly -Encourage learners to repeat the new words several times | |||||||||||||||||
| Life in Britain | 4.R6 understand with some support some specific information and detail in short, simple texts on a growing range of general and some curricular topics 4.UE13 use can to make requests and ask permission, use must / mustn’t / have to to talk about obligation; use have + object + infinitive to talk about obligations 4.UE14 use prepositions of location, position and direction: at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left; use prepositions of time : in, on, at, before, after; use with / without to indicate; accompaniment with for instrument and for to indicate recipient 4.UE16 use conjunctions and, or, but, because to link words and phrases | 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 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 | -Work on mistakes together with learners -Use role playing activities -Motivate learners to interact with one another | |||||||||||||||||
| Test | 4.S5 pronounce an increasing range of words, short phrases and simple sentences intelligibly 4.W7 spell most familiar high-frequency words accurately when writing independently 4.UE9 use common simple present forms, including short answer forms and contractions, to give personal information and talk about habitual actions, facts and future timetabled events continue to use common past simple forms [regular and irregular] to describe actions and feelings and narrate simple events including short answer forms and contractions 4.UE12 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often; begin to use simple adverbs of manner e.g. well, badly; use common –ly manner adverbs to describe actions e.g. slowly, quickly | 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. | Additional English practice books on vocabulary, listening, speaking, reading skills, authentic reading material - books, magazines, newspapers, the Internet; | -Use more visual aids -Use interesting game -Repeat phrases -Use ICT to interest learners | |||||||||||||||||
| Work and play | |||||||||||||||||||||||
| A day with the Gloom family | 4.S6 take turns when speaking with others in a growing range of short, basic exchanges 4.W2 begin to use joined-up handwriting in a limited range of written work 4.W7 spell most familiar high-frequency words accurately when writing independently 4.UE3 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 | 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; | -Smile, create a favorable atmosphere in class -Ask more questions -Encourage learners dialogic learning | |||||||||||||||||
| Are you a good friend? | 3.S7 contribute a growing range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges 4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics 4.W2 begin to use joined-up handwriting in a limited range of written work 4.UE1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things 4.UE5 use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics | 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. | 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 audio and visual materials - Use learners’ favorite game -Don’t speak fast in English -Use pair work | |||||||||||||||||
| Classroom rap | 4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics 4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics 4.R2 read and understand with some support short simple fiction and non-fiction texts 4.W5 link with some support sentences using basic coordinating connectors | 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 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 | -Pronounce the words distinctly -Encourage learners to repeat the new words several times | |||||||||||||||||
| My journey to school | 4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics 4.L4 understand an increasing range of short supported questions on general and some curricular topics 4.S6 take turns when speaking with others in a growing range of short, basic exchanges 4.R2 read and understand with some support short simple fiction and non-fiction texts 4.UE12 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often; begin to use simple adverbs of manner e.g. well, badly; use common –ly manner adverbs to describe actions e.g. slowly, quickly | 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 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, | -Work on mistakes together with learners -Use role playing activities -Motivate learners to interact with one another | |||||||||||||||||
| Control work | |||||||||||||||||||||||
| TERM 4 Animal world | |||||||||||||||||||||||
| My pet Cando | 4.L5 identify initial, middle and final phonemes and blends 4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics 4.W7 spell most familiar high-frequency words accurately when writing independently 4.UE3 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.UE5 use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics 4.UE13 use can to make requests and ask permission use must / mustn’t / have to to talk about obligation; use have + object + infinitive to talk about obligations | 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; | -Smile, create a favorable atmosphere in class -Ask more questions -Encourage learners dialogic learning | |||||||||||||||||
| My new pet | 4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics 4.S6 take turns when speaking with others in a growing range of short, basic exchanges 4.R6 understand with some support some specific information and detail in short, simple texts on a growing range of general and some curricular topics 4.W4 write with support a sequence of short sentences in a paragraph to give basic personal 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. | 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 audio and visual materials - Use learners’ favorite game -Don’t speak fast in English -Use pair work | |||||||||||||||||
| Can I hold the hamster, please? | 4.L6 understand an increasing range of short supported questions on general and some curricular topics 4.R1 recognise, identify and sound with support a growing range of language at text level 4.R4 find with support books, worksheets and other print materials in a class or school library according to classification 4.W4 write with support a sequence of short sentences in a paragraph to give basic personal information 4. UE2 use cardinal numbers 1 – 1000 and ordinal numbers 1 - 100. 4.UE17 use me, too and I don’t to give short answers; use when clauses to describe simple present and past actions on personal and familiar topics | 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. | Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm, rhyming words etc.. | corkboards, wall space, flip charts, exhibition boards; | -Pronounce the words distinctly -Encourage learners to repeat the new words several times | |||||||||||||||||
| Animals around the world | 4.L4 understand an increasing range of short supported questions on general and some curricular topics 4.S4 respond to questions on an increasing range of general and some curricular topics 4.R5 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues 4.W2 begin to use joined-up handwriting in a limited range of written work 4.UE1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things 4. UE2 use cardinal numbers 1 – 1000 and ordinal numbers 1 - 100. | 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 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 | -Work on mistakes together with learners -Use role playing activities -Motivate learners to interact with one another | |||||||||||||||||
| Right now! | |||||||||||||||||||||||
| Fashion Show | 4.L5 identify initial, middle and final phonemes and blends 4.L8 understand short, supported narratives on an increasing range of general and some curricular topics 4.S4 respond to questions on an increasing range of general and some curricular topics 4.R6 understand with some support some specific information and detail in short, simple texts on a growing range of general and some curricular topics 4.W7 spell most familiar high-frequency words accurately when writing independently 4.UE3 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.UE16 use conjunctions and, or, but, because to link words and phrases | 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. | Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm, rhyming words etc.. | corkboards, wall space, flip charts, exhibition boards; | -Smile, create a favorable atmosphere in class -Ask more questions -Encourage learners dialogic learning | |||||||||||||||||
| Dinner's ready | 4.R5 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues 4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics 4.W5 link with some support sentences using basic coordinating connectors | 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 . . | 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 audio and visual materials - Use learners’ favorite game -Don’t speak fast in English -Use pair work | |||||||||||||||||
| Home time | 4.L6 understand some specific information and detail of short, supported talk on an increasing range of general and some curricular topics 4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics 4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics 4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics 4.W7 spell most familiar high-frequency words accurately when writing independently 4.UE5 use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics | 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 | -Pronounce the words distinctly -Encourage learners to repeat the new words several times | |||||||||||||||||
| Right clothes for the weather. | 4.L6 understand some specific information and detail of short, supported talk on an increasing range of general and some curricular topics 4.S1 make basic statements which provide information on an increasing range of general and some curricular topics 4.R2 read and understand with some support short simple fiction and non-fiction texts 4.W5 link with some support sentences using basic coordinating connectors 4.UE6 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses | 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 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, | -Work on mistakes together with learners -Use role playing activities -Motivate learners to interact with one another | |||||||||||||||||