Учебно-познавательная компетенция.
Учебно-познавательная компетенция подразумевает наличие у школьников умений и навыков самостоятельного обучения, которые в дальнейшем обеспечат автономность учащегося в постановке собственных учебных целей и выборе действий для достижения этих целей. На начальном этапе обучения особое значение приобретает помощь учащимся в развитии следующих познавательных способностей:
• развитие мыслительных умений (сравнение, обобщение, классификация, умозаключение);
• формирование произвольного внимания;
• целенаправленное развитие памяти;
• стимулирование использования воображения и творческих способностей.
Целям формирования автономности учащегося и мотивации к плодотворной самостоятельной работе служат различные компоненты УМК «Happy» и содержащиеся в них виды заданий:
• Учебник содержит идеи, образцы и шаблоны для выполнения проектных работ Такие работы (в зависимости от уровня учебника и возраста учащихся) формируют умения понять задание, выбрать тему, найти / отобрать необходимую информацию, оформить и подготовить презентацию работы;
• Рабочая тетрадь предлагает упражнения в игровой и занимательной форме, которые способствуют повышению мотивации при выполнении домашних заданий;
• Ученический Multi-ROM предоставляет возможность самостоятельного прослушивания песен, рифмовок и аудио сопровождения к текстам учебника, что способствует наиболее успешному запоминанию материала при необходимом каждому учащемуся количестве прослушиваний;
• Ученический Multi-ROM предоставляет возможность самостоятельного выполнения интерактивных заданий с мгновенным контролем правильности выполнения.
• Ученический сайт на www.oup.com/elt, предлагающий разнообразные задания, тренировочные тесты и возможность переписки с друзьями.
Социальный компонент образовательной компетенции включает 3 составляющие: социальную, социолингвистическую, социокультурную компетенции.
Социальная компетенция представляет собой умение и желание включаться в общение и совместную деятельность с другими людьми. Содержанием развития социальной компетенции при обучении иностранному языку в начальной школе является:
• усвоение правил поведения на занятиях в различных режимах работы;
• правильное выполнение инструкций на английском языке;
• уважение к преподавателю, другим ученикам, их интересам и деятельности;
• умение и желание взаимодействовать с другими учащимися преподавателем в рамках учебной деятельности на английском языке;
• знакомство с моделями межличностных отношений младших школьников.
Под социолингвистической компетентностью понимается все, что относится к вербальным способам контакта; владение основными нормами речевого этикета, принятыми в стране изучаемого языка:
• умение вести диалог этикетного характера (познакомиться, поприветствовать, попрощаться, извиниться, поблагодарить, поздравить собеседника);
• умение вежливо попросить, внести предложение, согласиться и вежливо отклонить просьбу / предложение;
• умение выразить свои эмоции, мнение, отношение.
Виды деятельности, направленные на развитие социальной и социокультурной компетентности учащихся начальной школы:
• игровая деятельность в парах и группах;
• диалоги и истории в картинках, знакомящие учащихся с речевыми клише для различных ситуаций общения. Учащиеся имеют возможность слышать живую речь, наблюдать развитие ситуации при помощи картинок, имитировать и изменять диалоги в соответствии со своими потребностями;
• драматизация как возможность смоделировать ситуации реального общения;
• совместное выполнение проектных и творческих работ как на уроке, так и во внеурочное время.
Социолингвистическая компетентность включает фоновые знания о стране изучаемого языка, в т.ч. в сравнении со своей страной. Предметным аспектом социолингвистической компетентности является умение представлять родную культуру на иностранном языке.
Социокультурный компонент представлен на страницах УМК «Happy» при помощи разнообразных текстов, ситуативных фотографий и рисунков, а также творческих заданий, опирающихся на опыт учащихся.
• песни, рифмовки и тексты для чтения, несущие информацию о Британских реалиях и праздниках;
• материалы и советы по подготовке и проведению праздников;
Оценочная компетенция.
Содержание оценочной компетентности состоит в способности и желании школьника оценить свою деятельность, а также воспринять критику и пожелания других (в том числе преподавателей). Развитие данного компонента обеспечивается через:
• знакомство учащихся с целями и задачами обучения;
• знание требований, предъявляемых на каждом этапе обучения;
Данный УМК предусматривает разнообразные формы мониторинга и тестирования учащихся, что дает возможность постоянного контроля их успехов
Контроль говорения– участие в инсценировках, выступление с выученными стихами и рифмовками; устная презентация творческих работ; монологические и диалогические высказывания по пройденной теме
Контроль аудирования, чтения, письма (начиная с Happy House 2) при помощи тестов, содержащихся в книге для учителя
Контроль знания лексики и структур – выполнение заданий в Рабочей тетради и успешное участие в играх.
- Примерное тематическое планирование.
Примерное тематическое планирование к УМК Family and Friends 1
| Раздел | Лексика | Грамматика | Буквосочетания | Навыки | |
| Starter: Hello! | Hello! Goodbye. How are you? I’m fine, thank you. What’s your name? My name’s… How old are you? I’m… Numbers 1-10 Days of the week Colours of the rainbow | ||||
| 1. What’s this? | School things | What’s this? It’s a pen | Initial sounds: A, b, c, d Aa apple Bb bird Cc cat Dd dog | Reading: a description Listening: identifying objects Speaking: What’s this? It’s a… Writing: counting words in a sentence, writing about my school things | |
| 2. Playtime | Toys | My/your Is this your teddy? Yes, it is No, it isn’t | Initial sounds: E f g h Ee egg Ff fish Gg goat Hh hat | Reading: a poem: “My favourite things” Listening: identifying favourite things Speaking: What’s your favourite..? Writing: dividing sentences into words, writing about my favourite toys | |
| 3. This is my nose | My body | Arm/arms This is… These are… | Initial sounds: I j k l Ii ink Jj jam Kk kite Ll lion | Reading: instructions Listening: identifying different animals Speaking: describing an animal features Writing: identifying full sentences, writing about my body | |
| Review 1 | |||||
| 4. He’s a hero! | Jobs | She’s/He’s a teacher Is she/he a teacher? Yes, she is No, he isn’t | Initial sounds: M n o p Mm mum Nn nurse Oo orange Pp pen | Reading: an autobiography Listening: identifying people by their jobs Speaking: Is he a doctor? Writing: capital letters and full stops, writing about my family | |
| 5. Where’s the ball? | The park | Where’s the ball? In/on/under | Initial sounds: Q r s t u Qq queen Rr rabbit Ss sofa Tt teddy Uu umbrella | Reading: a puzzle text Listening: identifying objects by location Speaking: Where’s the kite? Writing: capital letters at the start of names, writing about the park | |
| 6. Billy’s teddy! | My family | Possessive ‘s | Initial sounds: V w x y z Vv van Ww window Xx box Yy yo-yo Zz zebra | Reading: a caption story Listening: distinguishing details Speaking: Who’s this? Writing: question marks, writing about my family’s things | |
| Review 2 | |||||
| 7. Are these his trousers? | My clothes | This is her/his T-shirt Are these his socks? Yes, they are No, they aren’t | The alphabet: the alphabet letter names and their sequence | Reading: a caption story Listening: identifying clothes Speaking: What colour are these trousers? Writing: contractions: ‘s, writing about my favourite clothes | |
| 8. Where’s Grandma? | My house | Is she in the kitchen? Yes, she is. No, she isn’t Where are dad and Billy? Are they in the garden? No, they aren’t | Digraphs: sh Shoes Sheep fish | Reading: information on a webpage Listening: listening for location Speaking: Where are the bedrooms? Writing: Identifying vowels, writing about my home | |
| 9. Lunchtime! | My lunch box | I’ve got two sandwiches I haven’t got my lunch box An apple (an + a, e, i, o, u) | Digraphs: ch Chair Teacher Chick | Reading: information texts Listening: identifying key words Speaking: I’ve got a banana and a pear… Writing: using a and an, writing about my lunch box | |
| Review 3 | |||||
| 10. A new friend! | My friends Shapes | He/she’s got… He/she hasn’t got… It’s got… It hasn’t got… | Digraphs: th Three Bath Teeth | Reading: a descriptive letter Listening: identifying different friends Speaking: She’s got blond hair. Who is it? Writing: contractions: ‘s/’ve, writing about my friends | |
| 11. I like monkeys! | The zoo | I like monkeys I don’t like elephants They’re big I’m little | CVC words: a Cat Man Fan | Reading: a poem: “What am I?” Listening: identifying preferences Speaking: It’s got four legs. It’s black and orange Writing: Identifying adjectives, writing about animals I like | |
| 12. Dinnertime! | Food Drinks | Do you like carrots? Yes, I do No, I don’t What do you like? I like yogurt. | CVC words: e Bed Pen Red | Reading: information texts Listening: identifying food preferences Speaking: What do you like? Writing: negative contractions: n’t, writing about food I like | |
| Review 4 | |||||
| 13. Tidy up! | My bedroom Numbers 11-20 | There’s… There are… | CVC words: i Bin Fig Tin | Reading: a descriptive letter Listening: distinguishing details Speaking: Where are the shoes? Writing: question marks and full stops, writing about my bedroom | |
| 14. Action Boy can run! | Verbs | He can/can’t fly Can he talk? Yes, he can No, he can’t | CVC words: o Dog Fox Log | Reading: descriptions Listening: identifying animals Speaking: It can run. It’s brown and big Writing: contractions: can’t, writing about what I can do | |
| 15. Let’s play ball! | The beach | Let’s + verb | CVC words: u Rug Jug Sum | Reading: an information poster Listening: distinguishing details Speaking: Let’s play ball! Writing: identifying verbs, writing about the beach | |
| Review 5 | |||||
Примерное тематическое планирование к УМК Family and Friends 2
| Раздел | Лексика | Грамматика | Буквосочетания | Навыки |
| Starter: Welcome back! | I’ve got the brown hair. This is my cousin. He’s got green eyes. Where’s Billy? Is he under the bed? There’s… There are… Numbers 1-100 Family Colours | |||
| 1. Our new things | Schools things | This/That is… These/Those are… | Review of the alphabet and initial sounds | Reading: a description Listening: identifying people and objects |
| 2. They’re happy now! | Feelings | We’re/ They’re... Are they? | Review of diagraphs: ch, sh, th ch: chair teacher sh: shoes fish th: thumb bath | R: a poem: “My feelings” L: identifying feelings S: Is he sad? No, he isn’t. He’s… W: long and short forms, writing feelings (WB) |
| 3. I can ride a bike! | Outdoor activities | She can/can’t… Can he..? Prepositions of place: Behind/ in front of Next to/ between | Review of CVC words: a e i o u a: cat van e: peg bed i: bin fig o: mop dog u: bus jug | R: information on a web page L: identifying outdoor toys S: Where’s the skateboard? It’s in front of the table W: using a/an, writing about what I can and can’t do (WB) |
| Review 1 | ||||
| 4. Have you got a milkshake? | Food Numbers 20-100 | Have you got..? I have/ haven’t… Has he got..? He has/ hasn’t… | Consonant blends: gr br fr gr: grass grapes br: brush bread fr: frog frisbee | R: a caption story L: identifying which food items are available S: Have you got apples? Yes, we have. W: question marks and full stops, writing about my lunch (WB) |
| 5. We’ve got English! | School subjects | What/When have we got..? | Consonant blends: dr tr cr dr: drums dress tr: truck tree cr: crayon crab | R: a description on a web page L: identifying school rooms S: What have we got in the art room? We’ve got… W: capital letters, writing about my school subjects (WB) |
| 6. Let’s play after school! | After-school activities | I visit… I don’t have… | Consonant blends: fl pl bl fl: flower flat pl: plum plate bl: blanket blue | R: information texts L: identifying after-school activities S: I read a book. I don’t ride a bike W: verbs, writing about what I do after school (WB) |
| Review 2 | ||||
| 7. Let’s buy presents! | Special days | What does he like? He likes/ doesn’t like… | Consonant blends: cl gl sl cl: cloud clock gl: gloves glue sl: slide slippers | R: instructions on making a card L: identifying suitable presents for people according to their preferences S: What does he like? He likes tennis. W: long and short forms, writing about presents for my mum (WB) |
| 8. What’s the time? | Everyday activities Times of the day | What’s the time? It’s… o’clock. He…at…o’clock | Consonant blends: sm sn st sk sm: smile small sn: snow snake st: stairs star sk: sky skates | R: information texts L: listening for time and activities S: He has breakfast. W: identifying Wh-questions, writing about my day (WB) |
| 9. Where does she work? | Places | Where does he work? He works in a… Does she work in a..? | Long vowels: a + magic e lake face gate plane | R: a magazine interview L: listening for detail in an interview S: What are Peter’s favourite animals? They’re monkeys. W: using commas with and in lists, writing about where my family works (WB) |
| Review 3 | ||||
| 10. It’s hot today! | Weather Weather activities | What’s the weather like? It’s… Put on/ Don’t put on… | Long vowels: I + magic e bike white kite line nine | R: a weather report L: identifying the weather at certain times from the weather report S: It’s Monday. |
| 11. What are you wearing? | Clothes Time | Present Continuous: What are you wearing? What’s he wearing? I’m/He’s wearing | Long vowels: o + magic e nose bone rope home stone | R: a poem: “At the coach station” L: identifying people by their clothing S: What’s she wearing? She’s wearing… He’s wearing a red shirt. Who is it? W: writing the time, writing about my clothes (WB) |
| 12. You’re sleeping! | Celebrations Getting ready | Present continuous: What are you/they doing? I’m/We’re/They’re… What’s he/she doing? He’s/She’s… | Long vowels: u + magic e June tube flute cube | R: a description email L: listening for detail to distinguish between photos S: What’s he doing? He’s dancing W: present continuous verbs, writing about a party (WB) |
| Review 4 | ||||
| 13. Look at all the animals! | Farm animals Adjectives | Comparatives: This cow is bigger than that cow | Long vowels: ee tree cheese green feet three | R: an information text L: listening for rules S: Don’t open the gate W: using and to connect sentences, writing about a farm visit (WB) |
| 14. Look at the photos! | Memories Tidying up | Past simple: I was/wasn’t… You were/weren’t… | Short & long vowels Cub cube Tap tape Pip pipe | R: a newspaper article L: identifying people by their feelings and appearance S: He was a lion (in the school play) W: and/or, writing about me and my friends (WB) |
| 15. Well done! | People Ordinal numbers | Past Simple: There were some/ weren’t any… Irregular plurals | ng/ nk ng: ring king swing nk: bank sink pink | R: a fairytale L: identifying actions and emotions S: What’s Suzy doing? She’s… Is she sad? No, she isn’t. She’s… W: irregular plurals, writing about a school open day (WB) |
| Review 5 |
Примерное тематическое планирование к УМК Family and Friends 3
| Starter: My family | Family words adjectives Months of the year Numbers 1-100 Present Simple with be and got I’m seven We’ve got two cousins How old are you? Past Simple with be It was sunny The children were happy Comparatives The red car is bigger than the blue car | |||
| 1. They’re from Australia | Countries Seasons/home | Present Simple Where are you from? I’m from Egypt | Consonant blends: Cr: crayon Dr: draw, drink Sp: spoon Sn: snake Pl: play | Reading: a story: “The selfish giant” Listening: identifying details about age, birthday, country and favourite season Speaking: asking and answering about age, country and favourite season Writing: capitalizing proper nouns and sentence beginnings, writing about myself |
| 2. My weekend | Hobbies | Like+verb+ing I like reading I don’t like fishing Does he like playing chess? Yes, he does/No, he doesn’t | Magic e: a_e: face, space i_e: kite, bike o_e: rope, stone u_e: June, cube | Reading a penfriend’s website Listening: identifying details about different penfriends Speaking: choosing a penfriend based on hobbies Writing: full forms and short forms of be and have; writing an e-mail about my hobbies |
| 3. My things | My things / phrasal verbs Collections | Your/our/their That’s their CD player Can for permission/request Can I use your computer? Yes, you can/No, you can’t | Words with ar: Car, park, shark, star, scarf | Reading: instructions Listening: a school project Speaking: identifying details about collections Writing: punctuation marks: question mark, commas and full stops; writing about a child’s collection |
| Review 1 | ||||
| 4. We’re having fun at the beach | Water sports Adjectives to describe places | Present Continuous: affirmative and negative I’m swimming She isn’t snorkelling | -all endings: ball, mall, wall, tall, small | Reading: a holiday brochure Listening: identifying details about beach activities Speaking: describing what you like doing on the beach Writing: spelling rules for the gerund form; writing a postcard about my trip |
| 5. A naughty monkey | Zoo animals Adjectives to describe emotions and things | Present Continuous: questions and short answers Is the crocodile eating the sandwich? Yes, it is/ No, it isn’t | or and aw spellings: or: fork, horse, corn aw: straw, paw, yawn | Reading: a story “The Lion and the Mouse” Listening: identifying different frames of a cartoon strip Speaking: describing different frames of a cartoon strip Writing: using speech marks; writing a factfile about animals |
| 6. Jim’s day | Daily routine Time words | Present Simple: affirmative, negative, questions I have breakfast at eight o’clock Do they live in a big house? Yes, they do/No, they don’t | oy and oi spellings oy: boy, toy, oyster oi: coin, oil, soil | Reading: a website about cyber school Listening: identifying details about a student’s day Speaking: describing daily routine Writing: proper nouns; writing about my day |
| Review 2 | ||||
| 7. Places to go | Places in town Performances | Present Simple and adverbs of frequency: always, sometimes, never I sometimes go to the library Prepositions oftime: on, at, in My birthday is in May | ow and ou spellings ow: cow, clown, flower ou; house, trousers, mouse | Reading: a film review Listening: identifying details about free time activities Speaking: describing free time activities Writing: verbs, adjectives and prepositions; writing an e-mail to invite a friend to the cinema |
| 8. I’d like a melon | Food | Countable and uncountable nouns a/an/some I’d like a melon Would you like some cereal? Yes, please/No, thanks | -ld and –lt endings ld: child, shield, field lt: belt, quilt, adult | Reading: a recipe Listening: identifying what people want at the market Speaking: a role play: at the market Writing: adjective order; writing a recipe |
| 9. What’s the fastest animal in the world? | Describing places | Comparatives Russia is bigger than the UK Superlatives The highest mountain in the world is Mount Everest | nd, nt, mp endings nd: sand, pond nt: plant, tent mp: lamp, camp | Reading: a website “World records” Listening: identifying geographical features Speaking: describing geographical features Writing: placement of adverbs of frequency; writing about my country |
| Review 3 | ||||
| 10. In the park! | In the park Verbs | Must/mustn’t for rules and obligations You must turn off your mobile phone You mustn’t walk on the grass | Long vowel sound a: Rain, train, Monday, tray, case, race | Reading: a story “The Gingerbread Man” Listening: identifying library rules Speaking: describing library rules Writing: using and/or in sentences; writing school rules |
| 11. In the museum | Transport prepositions | Past Simple with be: affirmative and negative There was/wasn’t a park in our town fifty years ago Lots of, some, any There were/weren’t some trains a hundred years ago Time words: yesterday, last week/year/Monday, fifty years ago, then | Long vowel sound e: Ice cream, dream, queen, green, jelly, happy | Reading: a history poster “The Vikings” Listening: identifying aspects of Viking life Speaking: describing aspects of Viking life Writing: using paragraphs in writing; writing about my town in the past |
| 12. A clever baby! | Adjectives to describe people | Past Simple with be and had: affirmative and negative I wasn’t tall when I was five. You were happy on holiday | Long vowel sound i: Night, light, sky, dry, smile, shine | Reading: a poem “My Grandma” Listening: distinguishing ideas about a grandfather Speaking: making true/false statements about a grandfather Writing: using and and but in sentences; writing about my family |
| Review 4 | ||||
| 13. The Ancient Egyptians | Verbs Adjectives to describe things | Past Simple with regular verbs: affirmative and negative They lived 5000 years ago They didn’t cook pizza | Long vowel sound o: Snow, elbow, coat, soap, nose, stone | Reading: an information poster “Papyrus” Listening: identifying details about someone’s day Speaking: describing details of someone’s day Writing: using topic headings in paragraphs; writing about toys in Ancient Egypt |
| 14. Did you have a good day at school? | School things Camping things | Past Simple questions Did you have a good day? Yes, I did/No, I didn’t Wh- questions: what, when, where What did you watch last night? A film | Long vowel sound u: Moon, boot, blue, glue, tune, tube | Reading: an interview Listening: identifying the events of a camping trip Speaking: describing the events of a camping trip Writing: using time words to show the sequence of events; writing an interview |
| 15. Our holiday! | Holiday things Time words | Going to + verb He’s going to play basketball tomorrow Are you going to swim in the sea? Yes, I am/No, I’m not | Words with oo: Book, wool, wood, hood, cook | Reading: a postcard Listening: identifying details about a boy’s school holidays Speaking: discussing plans for the following week Writing: opening and closing remarks in an e-mail, postcard or letter; writing an email to a friend |
| Review 5 |
Примерное тематическое планирование к УМК Family and Friends 4
| Раздел | Лексика | Грамматика | Буквосочетания | Навыки | |||
| Starter: Back together! | Food words Telling the time Alphabetical order like+verb+ing n can for permission/requests Countable and uncountable nouns a/an/some be going to + verb Comparatives and superlative adjectives | ||||||
| 1. The food here is great! | The restaurant Words in context: “Festival day” | Present simple and present continuous They usually wear blue uniforms. They’re wearing white today. Time markers: Present simple and continuous Usually/rarely/right now/today/at the moment | Long a and e sounds: a: train, tray, cake e: tree, leaves, key | Reading: a magazine article Listening: identifying details about family meals Speaking: talking about eating habits Writing: recognizing syllables in words, writing about eating habits (Workbook) | |||
| 2. We had a concert | The concert Words in context: “Festival Day” | Past simple: have and be All our friends were there. Past simple: regular verbs The audience clapped and cheered. Time markers: past simple yesterday/last week/last year/ two days ago | Long i, o, and u sounds: i: light, cry, bike o: boat, blow, bone u: room, blue, flute | R: a poem L: identifying different musical activities S: asking and answering questions about musical preferences and abilities W: the double consonant rule, writing a description of picture (WB) | |||
| 3. The dinosaur museum | The dinosaur museum Words in context: dinosaur data | Past simple: irregular verbs with negatives We didn’t go to school. Past simple: irregular verbs with questions Did they go to a museum? What did you see? | F and ph spellings: F: flamingo, scarf, feet Ph: phone, nephew, alphabet | R: a non-fiction text L: identifying favourite things on a school trip S: asking and answering questions about school trips W: exclamation marks, writing a webpage about my trip (WB) | |||
| Review 1 | |||||||
| 4. Whose jacket is this? | Sports time Words in context: basketball | Possessive pronouns Whose jacket is it? It’s mine/yours/his/hers/ its/ours/theirs Adverbs: +ly and irregular He ran slowly. They played well. | ll endings: smell, bell, shell rr words: mirror, carrot, cherry | R: a magazine article L: identifying children’s favourite sports S: asking and answering questions about favourite sport W: It’s or its, writing instructions for a sport (WB) | |||
| 5. Go back to the roundabout | Directions Words in context: Shadow puppets | Have to/ had to We have to go back to the roundabout. Giving directions Go straight on at the roundabout. Why/because Why are we at this petrol station? Because… | ck and c endings: ck: neck, duck, clock, rock c: plastic, picnic, music, comic | R: an informative webpage L: understanding directions S: giving directions W: instructions, writing an invitation (WB) | |||
| 6. The best bed! | Describing words Words in context: “The Ant and the Grasshopper” | Comparatives and superlatives: long adjectives My bed is more comfortable than this one. Irregular comparatives and superlatives Better than/worse than/the best/the worst | Soft c and g sounds: C: city, ice, dance, rice G: cage, page, giraffe, stage | R: a fable L: identifying chronology in a fable S: telling a story from pictures W: identifying irregular plurals, writing a fable (WB) | |||
| Review 2 | |||||||
| 7. Will it really happen? | In space Words in context: life in 100 years’ time | The future with will People will travel in super-fast planes. Will they go back to Australia? Time markers: the future On Monday/next week/in a month’s time/this evening/soon/later | Au, aw and or spelling: Au: sauce, August, autumn Aw: jigsaw, straw, paw Or: horse, sport, morning | R: interviews in a magazine L: identifying children’s predictions S: offering opinions about the future W: compound words, expanding notes into a text (WB) | |||
| 8. How much time have we got? | At the airport Words in context: My holiday | Expressing quantity How much time have we got? We haven’t got much money. some/any Have we got any newspapers? | Past Simple – ed endings: walked, waited, showed | R: a letter L: identifying details about holidays S: asking and answering questions about your holiday W: addressing envelopes, writing a letter about my holiday | |||
| 9. Something new to watch! | Audio-visual entertainment Word in context: TV programmes | Infinitive of purpose I turned on the TV to watch sports. We went in the boat to see the dolphins. How often..? I watch TV once/twice a week. | er and or endings er: mother, father, September or: visitor, doctor, actor | R: a TV guide L: identifying details about children’s favourite TV shows S: talking about children’s favourite TV shows W: the prefix un, writing a TV guide (WB) | |||
| Review 3 | |||||||
| 10. I’ve printed my homework | Computers Words in context: Sending e-mails | Present Perfect: affirmative He’s put the books on the shelves. Present perfect: questions, answers and negatives Have you seen my new speakers? Yes, I have/No, I haven’t | ur and ir spellings: ur: hurt, Thursday, nurse, curtains ir: circle, girl, shirt, bird | R: online instructions L: identifying children’s computer use S: talking about computer use W: parts of speech, writing about how I use a computer (WB) | |||
| 11. Have you ever been..? | Places Words in context: The Amazing Escape | Present Perfect: ever Have you ever been to space? Yes, I have/No, I haven’t Present perfect: never We’ve never fallen in the mountains | ea and e spellings: ea: feather, bread, head, heavy e: spend, tent, present, help | R: an account L: identifying details about life in the Antarctic S: interviewing a survivor W: topic sentences, writing about a diary entry (WB) | |||
| 12. What’s the matter? | Illness Words in context: How to stay healthy | Should/shouldn’t You should drink some water. You shouldn’t eat lots of cakes. Could/couldn’t Max couldn’t eat his dinner. But he could eat lots of cakes. | le and al endings le: candle, castle, table, people al: sandal, animal, hospital, cereal | R: information leaflet L: identifying details about children’s healthy lifestyles S: describing what you do to be healthy W: connecting sentences using because and so, writing an information leaflet (WB) | |||
| Review 4 | |||||||
| 13. Can you help me? | Making smoothies Words in context: Child heroes | Object pronouns Me/you/him/her/it/us/them Relative pronouns This is the boy who didn’t put the lid on. This is the smoothie which was in the blender. | el and il endings: el: tunnel, camel, towel, travel il: lentils, pencil, April, pupil | R: two factual accounts L: matching people with how they help others S: asking questions about jobs W: identifying and using sub clauses, writing an interview (WB) | |||
| 14. We were fishing | Family Words in context: “My relatives are coming” | Past continuous What were you doing? I was looking at the photos. Dates and I was born… My mum was born in 1981. She was born on 9th July. | tion and shion endings: tion: addition, subtraction, question, invitation shion: fashion, cushion | R: a poem L: identifying favourite memories S: talking about memories W: poem structure and rhyme, completing a poem (WB) | |||
| 15. Good news, bad news | Jobs Words in context: “Three wishes” | Past simple and past continuous When I was working, the phone rang. Grammar homophones: there/they’re/their There is good news. | Vocabulary homophones: see/sea, hear/here/ wear/where, write/right | R: a traditional story L: identifying children’s wishes S: talking about your wishes W: using speech marks, writing the end of a story (WB) | |||
| Review 5 | |||||||
Примерное тематическое планирование к УМК Family and Friends 5
| Раздел | Лексика | Грамматика | Навыки | Навыки | |||
| Starter: | Do something different! Present simple Present continuous Past simple Punctuation review | ||||||
| 1. You can build it! | Tools Working with words: Subject verb object Adjectives and adverbs Words in context: My tree house | Present perfect: ever/never Have you ever cleaned a kitchen? I’ve never made a cake. Present perfect: for/since Ben has had woodwork lessons since he was eight. He’s worked on this wooden table for two weeks. | Reading: A poem: My tree house (Cross curricular link) Listening: Listening and ordering objects Speaking: Asking and answering about making things | Writing focus: Rhythm in poetry (counting syllables and stresses ) Writing outcome: Writing a poem using syllable counts and stresses (Workbook) | |||
| 2. It ’s show time! | Putting on a play Working with words: Silent letters: gn and k Words in context: The Crown Diamond | Past simple andpresent perfect It was great! I’ve tidied up all the leaves. Already/yet/before/just I’ve already built the set. I haven’t learnt the script yet. I haven’t been in a play before. Karen has just finished the costumes. | Reading: A play script: The Crown Diamond (Cross curricular link) Listening: Listening and ordering events Speaking: Predicting the ending to a play | Writing focus: Features of a play script Writing outcome: Completing a play script (Workbook) | |||
| 3. The best party ever! | Household items Working with words: Suffix – ion Words in context: Lost at the carnival | Comparatives and superlatives As…as… It’s as colourful as the carnival in Rio. Not as…as… It’s not as big as the carnival in Rio. too/enough It’s too dark now. There’s not enough light in here. | Reading: A story: Lost at the carnival Listening: Predicting and listening for descriptions Speaking: Asking and answering questions about wearing costumes | Writing focus: Beginnings and endings of stories Writing outcome: Ending a story (Workbook) | |||
| Extensive reading: Extensive reading: | non-fiction fiction | National Youth The Raft | Theatre | ||||
| 4. Our planet | The environment Working with words: Compound nouns Words in context: An eco home | Past simple and past continuous: Interrupted actions Some children were playing when we arrived. Used to There used to be lots of litter here | Reading: An information text: An eco home (Cross curricular link) Listening: Identifying details of a lifestyle Speaking: Asking and answering questions about the environment | Writing focus: Making writing more fluent Writing outcome: Writing an information text (Workbook) | |||
| 5. Reuse and recycle | Recycling Working with words: Prefix re- Words in context As good as new | Will/won’t Now Chip will know how to do everything and he won’t make mistakes. Present continuous with future meaning We’re leaving at two o’clock. | Reading: A magazine article: As good as new (Cross curricular link) Listening: Listening and ordering events Speaking: Asking and answering questions about recycling | Writing focus: Making suggestions Writing outcome: Writing a leaflet (WB) | |||
| 6. Crazy about wildlife! | At the wildlife park Working with words: Suffixes –er/-or Words in context: Gorilla Kingdom | Going to: future plans and intention My class is going to adopt a tiger. Going to: predictions It’s going to fall. | Reading: An article: Gorilla Kingdom (Cross curricular link) Listening: Listening and completing fact files Speaking: Asking and answering questions about animals | Writing focus: Topic sentences and paragraphs Writing outcome: Writing an article (Workbook) | |||
| Extensive reading: Extensive reading: | non-fiction fiction | Trash People The Elephant’s Child | |||||
| 7. Call an ambulance! | First aid Working with words: Phrasal verbs Words in context: A day in the life of a firefighter | Reported speech He said he needed some bandages. Said/told Our teacher told us she had got a surprise for us. She said we were going to learn first aid. Reported speech: time markers “A doctor is coming to the school tomorrow” She told us a doctor was coming to the school the next day. | Reading: An account: A day in the life of a firefighter (Cross curricular link) Listening: Listening for detail in a phone call to the emergency services Speaking: An emergency services phone call roleplay. | Writing focus: Features of a newspaper report Writing outcome: Writing a newspaper report (Workbook) | |||
| 8. Let’s eat healthy | Food Working with words: Phrasal verbs with get Words in context: The healthy eating pyramid | First conditional If I press this button, the machine will make a pizza. First conditional questions Will I get ill if I don’t eat fruit and vegetables? | Reading: An information poster: The healthy eating pyramid (Cross curricular link) Listening and summarizing Speaking: Asking and answering questions about diet | Writing focus: Concluding a personal account Writing outcome: Writing a personal account (Workbook) | |||
| 9. The big match | Sport Working with words: Antonyms Words in context: Just breathe | Modal verbs: may, might and could I might need to do more work on those boots. Have to/had to statements and questions Do you have to exercise every day? We had to tidy our bedrooms before we could go out to play yesterday. | Reading: A process text: Just breathe (Cross curricular link) Listening: Listening for detail in an interview Speaking: Asking and answering about exercise | Writing focus: Writing up notes into full sentences Writing outcome: Writing up an interview from notes (Workbook) | |||
| Extensive reading: Extensive reading: | non-fiction fiction | Young Stars Clara’s visit | |||||
| 10. Ancient buildings | Archaeology Working with words: Suffix - full Words in context: The lost city | Indefinite pronouns There are machines everywhere. There is something wrong with all my inventions. Is there anything wrong? Questions tags: These necklaces are beautiful, aren’t they? | Reading: An article: The lost city (Cross curricular link) Listening: Listening for details about ancient sites Speaking: Asking and answering questions about museums | Writing focus: Making writing more interesting Writing outcome: Writing a descriptive account (Workbook) | |||
| 11. A message for the future | A time capsule Working with words: Homonymes Words in context: A Kid in King Arthur’s Court | The passive (present simple) English is spoken in many different countries. Passive and active People in costumes greet visitors. Visitors are greeted by people in costumes. | Reading: A film review: A Kid in King Arthur’s Court Listening and identifying descriptions Speaking: Asking and answering questions about films. | Writing focus: Features of a film review Writing outcome: Writing a film review (Workbook) | |||
| 12. Be a part of a history! | The news Working with words: Adjectives with –ing Words in context: Who deserves a high salary? | The passive (Past simple) You were invented to cook and clean. Passive questions Is English spoken in the USA? Who was the telephone invented by? | Reading: An internet forum: Who deserves a high salary? (Cross curricular link) Listening: Listening and identifying opinions Speaking: Asking and answering about future aspirations | Writing focus: Expressing opinions Writing outcome: Writing an opinion text (Workbook) | |||
| Extensive reading: Extensive reading: | non-fiction fiction | Ancient China Treasure Island | |||||
Примерное тематическое планирование к УМК Family and Friends 6