Календарно-тематическое
планирование к
УМК “Семья и друзья 1”
(“Family and Friends 1”)
( Julie Penn)
УМК РЕЛОД “Семья и друзья 1”(“ Family &Friends 1”) рассчитан на 94 урока и 5 уроков проверочных работ (Review).
Общее количество учебных часов составляет 99 уроков в год или 3 урока в неделю.
Каждый раздел состоит из 6 уроков: 1-4 уроки каждого раздела являются обязательными, 5-6 уроки даны на закрепление
усвоенного материала.
Календарно-тематическое планирование составлено из расчета 2 часов английского языка в неделю, куда в обязательном
порядке войдут 1-4 уроки каждого раздела учебника и 1 дополнительного часа в который можно включать материал из 5-6
уроков каждого раздела.
Unit
Starter Hello!
Lesson 1
(1)
Key
language
Rosy, Tim,
Billy, Miss
Jones
Lesson 2
(2)
What’s
your
Additional Lesson
Materials
iTools
language objectives
Hello, Hi, To become CD #01-03; StarterGoodbye, familiar with Starter story Words/Story
everyone, the Class
poster; Hello
come, fun, Book
flashcards 1class,
characters and 4;
cousin, who, common
this, sorry, greetings; To
come on
understand a
short story.
To greet
people; To
CD #03-04; Starter/Song
Starter story
Grammar
Hello.
Goodbye. How
are you?
I’m fine, thank
you. What’s
your name? My
name’s…..
How old are
you? I’m….
Phonics
Skills
Further practice
WB p.4
Listening:
identifying
numbers;
listening for
specific
information;
Speaking:
asking and
answering
guestions about
names/about age;
WB p.5
Student
name? My
name’s…
How are
you? I’m
fine, thank
you.
ask and
poster; Hello
answer the
flashcards 1questions
4.
What’s your
name? To act
out a story.
MultiROM/ Starter
Unit/Grammar,
Song 1.
Lesson 3
(3)
One, two,
three, four,
five, six,
seven,
eight, nine,
ten;
Sunday,
Monday,
Tuesday,
Wednesday
, Thursday,
Friday.
Saturday.
To recognize
and use
numbers one
to ten; To ask
and answer
the question
How old are
you?; To say
the days of
the week.
CD# 05-07; Starter/Words
Numbers;
flashcards 514 ( one to
ten)
WB p.6
Lesson 4
(4)
Red,
yellow,
pink,
green,
purple,
orange,
blue.
To identify
colours; To
use different
colours in the
context of a
song.
CD #08Starter09;Colours Words/Story
flashcards 1521; set of
coloured
pencils or
strips of paper
in the colours
red, yellow,
pink, green,
purple, orange
and blue for
each group of
seven
children.
WB p.7
Picture dictionary,
WB p.108
Hello! test, Testing
and Evaluation
Book, p.6 ; Student
MultiROM/ Starter
Unit/Words,
Song2/Listen at
home Track
1(Words and
phrases) Track 2 (
Chant), Track 3 (
Song), Track 4
(Chant), Track 5 (
Song).
Sing,
rainbow,
too.
Unit 1 What’s
Lesson 1 this?
(5)
Pen,
rubber,
pencil,
ruler,
book.
Lesson 2
(6)
What’s
this?
It’s a …
Lesson 3
(7)
School,
To identify CD # 10-12; Unit 1What’s this?
things, train, common
Story poster1; Words/Story It’s a pen.
OK, look at. school things; School things
To understand flashcards 22a short story. 26;school
objects ( boor,
pen, pencil,
rubber, ruler)
To ask and
CD # 12;
Unit 1answer the
Story poster1; Grammar
question
School things
What’s this?; flashcards 22To write
26;school
answers to the objects.
question
What’s this?;
To act out a
story.
Bag, door Close, open. To identify CD # 13-14; Unit 1- Song
,window.
more school School things
things; To
flashcards 22understand
29.
the meaning
of open and
close; To use
school words
in the context
Initial
sounds:
abcd
Aa:apple
Bb: bird
Cc: cat
Dd: dog
Reading: a
WB p.8
description;
Listening:
identifying
objects;
Speaking:
asking and
answering
guestions;
Writing:
identifying and
counting words in
a sentence;
writing about my
school things.
WB p.9
Grammar
reference, CB
p.108
Student
MultiROM/Unit
1/Grammar
WB p.10
Picture dictionary,
WB p.108; Extra
writing worksheet,
PMB p.2; Student
MultiROM/Unit
1/Words,Song
Lesson 4
(8)
Lesson 5
(9)
optional
Lesson 6
(10)
optional
Apple,
bird, cat,
dog.
of a song.
Here, like. To recognize CD # 15-17; Unit 1the upper- and Phonics cards Phonics
lower-case
1-4 ( Aa, Bb,
forms of the Cc, Dd)
letters a, b, c
and associate
them with
their
corresponding
sounds; To
pronounce the
sounds ; To
learn the
names of the
letters a, b, c,
and d.
Shcool bag,
CD # 18;
Unit 1pencil case,
school
Reading
see.
objects; a bag.
CD # 19; a
Unit 1piece of paper Writing
for each child;
a large piece
of coloured
paper, a glue
stick, a pair of
scissors, and a
selection of
coloured
pencils for
each group of
WB p.11
Student
MultiROM/Unit
1/Phonics
Reading:
read and
understand
description of
objects;
recognize
specific words.
WB p.12
WB p.13;
Listening:
identify objects; Values worksheet,
listen for specific PMB p.3 Unit 1
information;
test, Testing and
Evaluation Book
Speaking:
ask and answer p.7;
What’s this?
Student
Writing: identify MultiROM/Listen
and count words at home/Track 6 (
in a sentence;
Words and
write about
phrases), 7 (Song),
school things.
8 (Phonics).
Unit 2 Playtime!
Lesson 1
(11)
Doll, ball,
teddy,
puzzle, car.
Lesson 2
(12)
My/your;
Is this your
teddy? Yes,
it is./No, it
isn’t.
Lesson 3
(13)
Kite, bike, Big, love.
train
six children.
To identify CD # 20-22; Unit 2common toys; Story poster2; Words/Story
To understand Toy
a short story. flashcards 3034; a pencil
case and a
pupil’s bag.
To ask and
CD # 22;
Unit 2answer the
Story poster Grammar
question with 2; Toy
my and your; flashcards 30To write
34; real
answers to the classroom
question Is
objects, e.g.
this your…? pencil case,
To act out a bag, pen.
story.
To identify CD # 23-24; Unit 2- Song
more words Toy
for toys; To flashcards 35use toy words 37;
in the context
of f song.
my/your
Initial
This is my bag. sounds:
Is this your
efgh
teddy?
Ee:egg
Yes, it is./ No, Ff: fish
it isn’t.
Gg: goat
Hh: hat
WB p.14;
Reading:
reading and
understanding a
poem;
Listening:
identifying
favourite things;
Speaking:
asking and
answering
guestions about
favourite things;
Writing:
Dividing
sentences into
words ; writing
about my
favourite toys.
WB p.15
Grammar
reference, CB
p.108
Student
MultiROM/Unit
2/Grammar
WB p.16
Picture dictionary,
WB p.109; Extra
writing worksheet,
PMB p.4; Student
MultiROM/Unit
2/Words,Song
Lesson 4
(14)
Lesson 5
(15)
optional
Lesson 6
(16)
optional
Egg, fig,
goat,hat.
Favourite,
furry, fat,
lovely,
colour (n),
animal.
To recognize CD # 25-27; Unit 2the upper- and Phonics cards Phonics
lower-case
5-8 ( Ee, Ff,
forms of the Gg, Hh)
letters e, f g
and h and to
associate
them with
their
corresponding
sounds; To
pronounce the
sounds ; To
learn the
names of the
letters e, f, g,
and h.
CD # 28;
Unit 2Toy
Reading
flashcards 3037; a piece of
plain paper
for each child;
coloured
pencils for
each group of
four to six
children.
CD # 29;
Unit 2Toys
Writing
flashcards 3037; Colours
flashcards 1521.
WB p.17
Student
MultiROM/Unit
2/Phonics
WB p.18
Reading:
read and
understand a
poem;
Writing:
complete
sentences about
favourite things.
Listening:
match people to
their favourite
things;
Speaking:
ask and answer
questions about
WB p.19;
Values worksheet,
PMB p.5 Unit 2
test, Testing and
Evaluation Book
p.8;
Student
favourite things;
Writing: write
about favourite
toys.
Let’s, put
To identify CD # 30-32; Unit 3Unit 3 This is my Arms ,
arm/arms
Lesson 1 nose!
nose, face, out, point to, different parts Story poster Words/Story This is…
(17)
legs, ears. now, that’s of the body; 3; My body
These are…
right.
To understand flashcards 38a short story. 42;
Lesson 2
(18)
This is my
nose.
These are
my arms.
To say
sentences
with this and
these; To
complete
sentences
with this and
these; To
recognize the
CD # 32;
Unit 3Story poster Grammar
3; My body
flashcards 3842;
Initial
sounds:
i jkl
Ii: ink
Jj: jam
Kk: kite
Ll: lion
MultiROM/Listen
at home/Track 9 .(
Words and
phrases), 10
(Song), 11
(Phonics).
WB p.20
Reading:
instructions for
making a paper
toy; reading a
text and putting
pictures in the
correct order;
Listening:
identifying
different animals;
Speaking:
describing an
animal’s features;
Writing:
identifying full
sentences;
writing about my
body.
WB p.21
Grammar
reference, CB
p.108
Student
MultiROM/Unit
3/Grammar
Lesson 3
(19)
Fingers,
hands,
eyes.
Lesson 4
(20)
Ink, jam, Oops! Mess. To recognize CD # 35-37; Unit 3kite, lion.
the upper- and Phonics cards Phonics
lower-case
5-8 ( Ii, Jj,
forms of the Kk, Ll)
letters i, j k
and l and to
associate
them with
their
corresponding
sounds; To
pronounce the
sounds ; To
learn the
names of the
letters i, j, k,
and l.
Make,
CD # 38;
Unit 3cut(v),fold(v
a piece of
Reading
), paper,
plain paper
paw,
for each child;
stick(v),
colouring
Lesson 5
(21)
optional
All.
difference
between
singular and
plural forms
of nouns; To
act out a
story.
To identify CD # 33-34; Unit 3- Song
more body
Body
words; To use flashcards 43body words in 45;
the context or
a song.
WB p.22
Picture dictionary,
WB p.109; Extra
writing worksheet,
PMB p.6; Student
MultiROM/Unit
3/Words,Song
WB p.23
Student
MultiROM/Unit
3/Phonics
WB p.24
Reading:
read and follow PMB p.36 ( cut and
instruction; read a make 1)
text and put
pictures in the
colour(v),
then, tall.
Lesson 6
(22)
optional
Review
1: CB
pages
26-27;
review
answers
key, TB
page
Long.
pencils for
each group of
four to six
children;
PMB p.36,TB
p.124
CD # 39; a
Unit 3paper lion
Writing
puppet from
the previous
lesson (
optional); a
piece of plain
paper for each
child;a set of
colouring
pencils for
each group of
four to six
children; two
or three
flashcards
from previous
units.
correct order.
WB p.25;
Listening:
listen and order Values worksheet,
pictures;
PMB p.7 Testing
and Evaluation
Writing:
identify full
Book Unit 3
sentences; count test,p.9 ;
sentences; write Summative
about your body ; test1,p.10;Skills
test1,p.12;
Speaking:
describe an
Student
animal’s feature. MultiROM/Listen
at home/Track 12
( Words and
phrases), 13
(Song),
14(Phonics).
116.
Unit 4 He’s a
Lesson 1 hero!
(23)
Lesson 2
(24)
Lesson 3
(25)
Teacher, Grandma,
pupil,
grandpa,
housewife, meat, hero.
fireman,
pilot.
He’s/ She’s
a teacher.
Is he/she a
teacher?
Yes ,he
is./No, she
isn’t.
To identify CD # 40-42; Unit 4different jobs; Story poster Words/Story
To understand 4; Jobs
a short story. flashcards 4650;
To say what CD # 42;
Unit 4people’s jobs Story poster Grammar
are; To
4; Jobs
choose
flashcards 46between he 50; pictures of
and she for
boys and
describing
girls.
people; To act
out a story.
Doctor,
Kind, meet, To identify CD # 43-44; Unit 4- Song
policeman, lane , again. more jobs
Jobs
farmer.
words; To use flashcards 46different jobs 53;PMB p.37
words in the ( Cut and
context or a make 2); TB
song.
p. 125.
She’s/He’s a Initial
teacher.
sounds:
Is she/he a
mnop
teacher?
Mm:mum
Nn: nurse
Yes, she
is./No, he isn’t. Oo:jrange
Pp: pen
Reading: an
WB p.28
autobiography;
Listening:
identifying
people by their
jobs;
Speaking:Asking
and answering
questions about
jobs;
Writing:
identifying
capital letters and
full stops; writing
about my family.
WB p.29
Grammar
reference, CB
p.108
Student
MultiROM/Unit
4/Grammar
WB p.30
Picture dictionary,
WB p.110; Extra
writing worksheet,
PMB p.8 Cut and
make 2, PMB p.37;
Student
MultiROM/Unit
4/Words,Song
Lesson 4
(26)
Lesson 5
(27)
optional
Lesson 6
(28)
optional
Mum,
Eat, write.
nurse,
orange (n),
pen.
Brother,
family,
happy,
uncle.
To recognize CD # 45-47; Unit 4the upper- and Phonics cards Phonics
lower-case
9-12( for
forms of the revision) and
letters n, m n 13-16 ( Mm,
and p and to Nn, Oo, Pp)
associate
them with
their
corresponding
sounds; To
pronounce the
sounds ; To
learn the
names of the
letters m, n, o,
and p.
CD # 48;
Unit 4Jobs
Reading
flashcards 47,
49, 51;
Phonics card
14; red, blue,
green and
yellow
pencils for
each group of
four children;
PMB finger
puppets from
Lesson 3.
CD # 49; Jobs Unit 4flashcards 46- Writing
53.
WB p.31
Student
MultiROM/Unit
4/Phonics
Reading:
read and
understand a
description of a
family; develop
reading skills.
WB p.32
Listening:
identify people
by their jobs;
listen for specific
information.
Writing:
WB p.33;
Values worksheet,
PMB p.9 unit 4
test, Testing and
Evaluation Book
p.14 ; Student
Unit 5 Where’s
Lesson 1 the ball?
(29)
Seesaw,
Goal, good
slide, net, try, under,
swing, tree. on, in,
where.
To identify CD # 50-52; Unit 5things in the Story poster Words/Story
park;
5; The park
To understand flashcards 54a short story. 58;
Lesson 2
(30)
Where’s
the bal?
It’s
in/on/unde
r the bag.
To ask
CD # 52;
Unit 5questions with Story poster Grammar
Where’s…; 5; The park
To deacribe flashcards 55,
positions
57, 58;
using in,
classroom
on,and under; objectsTo act out a pencil, rubber
Where’s the
ball? It’s
in/on/under
the bag.
Initial
sounds:
qrstu
Qq:queen
Rr: rabbit
Ss:sofa
Tt: teddy
Uu:
umbrella
identify and write MultiROM/Listen
capital letters and at home/.
full stops; count Track 15 ( Words
sentences; write and phrases), 16
about your
(Song), 17
family;
(Phonics).
Speaking: ask
and answer
questions about
jobs.
Reading: a
WB p.34
puzzle text;
Listening:
identifying
objects by
location;
Speaking:
Asking and
answering
questions about
where things are;
Writing:
identifying
capital letters at
the start of
names; writing
about the park.
WB p.35
Grammar
reference, CB
p.108
Student
MultiROM/Unit
5/Grammar
Lesson 3
(31)
Pool, ice
cream,
frisbee.
Lesson 4
(32)
Queen,
rabbit,
sofa, teddy,
umbrella.
Lesson 5
(33)
optional
Lesson 6
(34)
optional
story.
and ruler.
Cool, nice, To identify CD # 53-54; Unit 5- Song
park (n),
more park
The park
play (v).
words; To use flashcards 54park words in 61;
the context or
a song.
Boy, girl,
football,
help (v).
To recognize CD # 55-57; Unit 5the upper- and Phonics cards Phonics
lower-case
13-16 ( for
forms of the revision) and
letters q, r, s, 17-21 ( Qq,
t, and u and to Rr, Ss, Tt,
associate
Uu)
them with
their
corresponding
sounds; To
pronounce the
sounds ; To
learn the
names of the
letters q, r, s,
t, and u.
CD #58;
Unit 5Toys
Reading
flashcards 3037; The park
flashcards 5461.
CD # 59;
Unit 5Toys
Writing
flashcards 3037; The park
flashcards 54-
WB p.36
Picture dictionary,
WB p.110; Extra
writing worksheet,
PMB p.10; Student
MultiROM/Unit
5/Words,Song
WB p.37
Student
MultiROM/Unit
5/Phonics
WB p.38
Reading:
read and
understand a text
about a picture.
WB p.39;
Listening:
number the things Values worksheet,
in a picture;
PMB p.11 unit 5
test, Testing and
Writing:
identify and write Evaluation Book
Unit 6 Billy’s
Lesson 1 teddy!
(35)
Lesson 2
(36)
61; Story
poster 5; two
pieces of
paper for each
child;
scissors, glue
stick, a large
piece of paper
and coloured
pencils for
each group.
Mum, dad, Find, the
To identify CD # 60-62; Unit 6Possessive’s
sister,
others,
members of Story poster Words/Story This is Mum’s
brother, know, they. the family;
6; My family
book.
grandma,
To understand flashcards 62grandpa.
a short story. 65; Hello
flashcards 1,
3.
This is
Mum’s
pen. It’s
my
brother’s
book.
To write
sentences
with ‘s to
show
possession.
To act out a
story.
CD # 62;
Unit 6Story poster Grammar
6; School
things
flashcards 2226; Toy
flashcards3037; My family
flashcards 62-
capital letters and p.15 ; Student
start of names; MultiROM/Listen
write about the at home/.
park;
Track 18 ( Words
Speaking: ask and phrases), 19
and answer
(Song), 20
questions about (Phonics).
where things are.
Reading: a
WB p.40
Initial
caption story;
sounds:
vwxyz
Listening:
Vv: van
distinguishing
Ww:window details;
Xx: box
Speaking:
Yy: yo-yo Asking and
Zz: zebra answering
questions about
people;
Writing:
identifying
questions marks
and sentences;
writing about my
family’s things.
WB p.4
Grammar
reference, CB
p.109
Student
MultiROM/Unit
6/Grammar
Lesson 3
(37)
Aunt,
uncle,
cousin.
Lesson 4
(38)
Van,
Look (out
window, of).
box, yo-yo,
zebra.
Lesson 5
(39)
optional
Love (n),
lots of.
65; Hello
flashcards 1,
3.
To identify CD # 63-64; Unit 6- Song
more family My family
words; To use flashcards 62family words 67; Hello
in the context flashcards 1or a song.
3.
To recognize CD # 65-67; Unit 6the upper- and Phonics cards Phonics
lower-case
1-21 ( for
forms of the revision) and
letters v, w, x, 22-26 ( Vv,
y, and z and to Ww, Xx, Yy,
associate
Zz)
them with
their
corresponding
sounds; To
pronounce the
sounds ; To
learn the
names of the
letters v, w, x,
y, and z.
Throw, still,
CD #68; a
Unit 6photo.
piece of plain Reading
paper for each
child; a set of
coloured
pencils for
each group of
four to six
children.
WB p.42
Picture dictionary,
WB p.111; Extra
writing worksheet,
PMB p.12; Student
MultiROM/Unit
6/Words,Song
WB p.43
Student
MultiROM/Unit
6/Phonics
Reading:
read a text that
describes
pictures; find
specific
information.
WB p.44
Lesson 6
(40)
optional
Review
2: CB
pages
46-47;
review
answers
key, TB
page
116.
Unit 7 Are these
Lesson 1 his
(41)
trousers?
Flying, into,
at.
Dress,
socks, Tshirt,
trousers,
shorts.
CD # 69;
Unit 6Hello
Writing
flashcards 13; Family
flashcards 6267; a plain
piece of paper
for each child
a set of
coloured
pencils for
each group of
four to six
children.
Basket,
To identify CD # 70-72; Unit 7clothes, his, different
Story poster Words/Story
her.
clothes;
7; My clothes
To understand flashcards 68a short story. 72;
WB p.45;
Listening:
identify pictures Values worksheet,
from their
PMB p.13 unit 6
description;
test, Testing and
Evaluation Book
Writing:
identify questions p.16 ; Summative
marks and
test2,p.17;Skills
sentences; write test2,p.19;
capital letters and Student
questions marks MultiROM/Listen
in sentences;
at home/Track 21 (
write about your Words and
family’s things. phrases), 22
Speaking: ask (Song), 23
and answer
(Phonics).
question Who’s
this?.
This is her/his
T-shirt. Are
there 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:
Asking and
answering
questions about
WB p.48
clothes;
Writing:
identifying ‘s in
sentences;
matching full and
abbreviated
forms with the
contraction ‘s;
writing about my
favourite clothes.
Lesson 2
(42)
Lesson 3
(43)
Lesson 4
(44)
This is
his/her Tshirt.
These are
his/her
trousers.
Are there
his/ her
socks? Yes,
they are./
No, they
aren’t.
Shoes,
Every, day.
coat, hat.
To make
CD # 72;
Unit 7sentences
Story poster Grammar
with his and 7; My clothes
her; To ask flashcards 68and answer 72;
questions with
his and her;
To act out a
story.
WB p.49
Grammar
reference, CB
p.109
Student
MultiROM/Unit
7/Grammar
To identify CD # 73-74; Unit 7- Song
more words My clothes
for clothes; flashcards 68To use clothes 72; PMB p.
words in the 38 (Cut and
context or a make 3) ; TB
song.
p. 125.
WB p.50
Picture dictionary,
WB p.111; Extra
writing worksheet,
PMB p.14; Student
MultiROM/Unit
7/Words,Song
To recognize CD # 75;
Unit 7all the letters Phonics cards Phonics
of the
1-26.
alphabet in
their lowercase forms;
WB p.51
Student
MultiROM/Unit
7/Phonics
To say and
write the
alphabet.
Lesson 5
(45)
optional
Try on,
team.
CD #76; a set Unit 7of coloured Reading
pencils, a glue
stick, and a
large piece of
paper for each
group of four
to six
children;
PMB doll and
clothes from
lesson 3.
Lesson 6
(46)
optional
What about.
CD # 77;
Unit 7colour
Writing
pictures of
different
types of
clothing from
magazines;
PMB doll and
clothes from
Lesson 5.
Kitchen,
Unit 8 Where’s
Lesson 1 Grandma? living
(47)
room,
Sertificate, To identify
show (v),
different
surprise,
places at
Reading:
read and
understand a
story; read for
specific details.
WB p.52
WB p.53;
Listening:
identify pictures Values worksheet,
from their
PMB p.15 unit 7
description;
test, Testing and
Evaluation Book
Writing:
identify and
p.21 ; Student
write ‘s in a
MultiROM/Listen
sentences; match at home/ Track 24 (
full and
Words and
abbreviated
phrases), 25
forms with the (Song), 26
contraction ‘s;
(Phonics).
write about
favourite clothes.. .
Speaking: ask
and answer
question about
colours.
CD # 78-80; Unit 8Is she in the Digraphs: Reading: a
WB p.54
Story poster Words/Story kitchen? Yes, sh
description on a
8; My house
webpage;
she is./ No, she shoes
dining
good, work, home;
flashcards 76room,
well done. To understand 81;
bedroom,
a short story.
bathroom,
garden.
Lesson 2
(48)
Lesson 3
(49)
Where’s
Grandma?
She’s in
the
bedroom.
Where are
Dad and
Billy?
They’re in
the kitchen.
Is she in
the
garden?
Yes, she is.
Are they in
the living
room? No,
they aren’t.
Upstairs, Follow,
downstairs, table, chair,
house, flat. go, through.
sheep
isn’t.
Are they in the fish
garden? Yes,
they are./ No,
they aren’t.
Listening:
listening to a
description of a
flat;
Speaking:
Asking and
answering
questions with
Where’s…;
Writing:
identifying
vowels within
words; writing
about my home.
To ask and
CD # 80;
Unit 8answer
Story poster Grammar
questions
8; My family
about where flashcards 62people are; To 67; Hello
write Is and flashcards 1Are at the
3.
beginning of
questions; To
act out a
story.
WB p.55
Grammar
reference, CB
p.109
Student
MultiROM/Unit
8/Grammar
To identify CD # 81-82; Unit 8- Song
more words My house
for homes; To flashcards 76use house
85; Toy
WB p.56
Picture dictionary,
WB p.112; Extra
writing worksheet,
Lesson 4
(50)
Shoes,
Want.
sheep, fish.
Lesson 5
(51)
optional
Balcony,
little, next
door.
Lesson 6
(52)
optional
TV..
words in the flashcards 30context or a 37.
song.
PMB p.16; Student
MultiROM/Unit
8/Words,Song
To pronounce CD # 83-84; Unit 8the sounds on Phonics cards Phonics
its own and 27-29 (sh).
words; To
differentiate
between the
sounds.
CD #85; My Unit 8house
Reading
flashcards 7685; a set of
coloured
pencils for
each group of
four to six
children; a
plain piece of
paper for each
child.
CD # 86;
Unit 8My house
Writing
flashcards 7685; Phonics
cards 1, 5, 9,
15, 21.
WB p.57
Student
MultiROM/Unit
8/Phonics
WB p.58
Reading:
read and
understand a
description of a
flat ; find specific
information in a
text.
Listening:
number items in
the correct order;
Writing:
identify vowels
within words;
write about your
home;
Speaking: ask
and answer
question
beginning with
Where’s….
WB p.59;
Values worksheet,
PMB p.17 unit 8
test, Testing and
Evaluation Book
p.22 ; Student
MultiROM/Listen
at home/ Track 27 (
Words and
phrases), 28
(Song), 29
(Phonics).
.
Unit 9 Lunchtime! Lunch box, Lunch,
Lesson 1
sandwich, lunchtime,
(53)
drink,
choose,
apple,
share, get.
banana,
biscuit
To identify CD # 87-89; Unit 9different
Story poster Words/Story
foods in a
9; My lunch
lunch box;
box
To understand flashcards 86a short story. 91;
Lesson 2
(54)
I’ve got an
apple/ two
sandwiches
.
I haven’t
got my
lunch box.
To make
sentences
with ‘ ve got
and haven’t
got; To act
out a story.
Lesson 3
(55)
Tomato,
pear,
grapes.
To identify
more types of
food; To use
food words in
the context or
a song.
Lesson 4
(56)
Chair,
teacher,
chick.
Chirp, say
CD # 89;
Unit 9Story poster Grammar
9; My lunch
box
flashcards 8691; a piece of
plain paper
for each child;
an apple.
CD # 90-91; Unit 9- Song
My lunch box
flashcards 8694; real food
items from
vocabulary
list.
To pronounce CD # 92-93; Unit 9the sounds on Phonics cards Phonics
its own and 30-32 (ch).
I’ve got two Digraphs:
sandwiches. I ch
haven’t got my chair
lunch box.
teacher
an apple
chick
( an + a, e, i, o,
u)
WB p.60
Reading:
information texts;
Listening:
identifying key
words;
Speaking:
Asking and
answering
questions about
lunch boxes;
Writing:
completing
sentences with a
or a; writing
about my lunch
box..
WB p.61
Grammar
reference, CB
p.110
Student
MultiROM/Unit
9/Grammar
WB p.62
Picture dictionary,
WB p.112; Extra
writing worksheet,
PMB p.18; Student
MultiROM/Unit
9/Words,Song
WB p.63
Student
MultiROM/Unit
words; To
differentiate
between the
sounds.
9/Phonics
Lesson 5
(57)
optional
Cheese,
water,
today.
CD #94; My Unit 9lunch box
Reading
flashcards 8694.
Lesson 6
(58)
optional
Inside.
CD # 95; a Unit 9piece of plain Writing
paper for each
child.
WB p.64
Reading:
read and
understand
descriptions of
lunch boxes;
match lunch
boxes with their
descriptions.
WB p.65;
Listening:
identify items as Values worksheet,
they are head;
PMB p.19 unit 9
test, Testing and
Writing:
Complete
Evaluation Book
sentences with a p.23 ; Summative
or an; write about test3,p.24;Skills
lunch boxes;
test3,p.26;
Speaking: ask Student
and answer
MultiROM/Listen
question about at home/ Track 30 (
lunch boxes.
Words and
phrases), 31
(Song), 32
(Phonics).
.
Review
3: CB
pages
66-67;
review
answers
key, TB
page
116.
Unit 10 A new
Lesson 1 friend!
(59)
Lesson 2
(60)
Lesson 3
(61)
Brown,
Over there,
blond,
hair, new,
curly, long, friend.
short,
straight.
He’s/She’s
It’s got
blue eyes.
He/She/ It
hasn’t got
black eyes.
To identify CD # 96-98; Unit 10adjectives for Story poster Words/Story
description
10; My lunch
hair;
box
To understand flashcards 95a short story. 100;
To make
sentences
with has and
hasn’t got to
describe
appearance;
To act out a
story.
Circle,
Side, the
To identify
rectangle, same,
shapes; To
triangle, smooth,
use shapes in
square.
round, just. the context or
a song.
CD # 98;
Unit 10Story poster Grammar
10; My
friends
flashcards 95100;
CD # 99-100; Unit 10- Song
Shapes
flashcards
101-104; one
piece of paper
for each
pupil; a
selection of
coloured
shapes and a
gluestick for
He’s/She’s/It’s Digraphs:
got…
th
three
He/She/It
hasnt’t got… bath
teeth
Reading: a
WB p.68; Picture
descriptive letter; dictionary, WB
p.113;
Listening:
identifying
different friends;
Speaking: asking
and answering
questions about
appearance;
Writing:
matching full and
abbreviated
forms with the
contractions ‘ve
and ‘s ; writing
about my friend.
WB p.69
Grammar
reference, CB
p.110
Student
MultiROM/Unit
10/Grammar
WB p.70
Picture dictionary,
WB p.113; Extra
writing worksheet,
PMB p.20; Student
MultiROM/Unit
10/Words,Song
Lesson 4
(62)
Lesson 5
(63)
optional
Lesson 6
(64)
optional
each group of
four to six.
Three,
Count.
To pronounce CD # 101Unit 10bath, teeth.
the sounds on 102; Phonics Phonics
its own and cards 33-35
words; To
(th).
differentiate
between the
sounds.
Dear, best,
CD #103;
Unit 10tall, picture,
My friends Reading
great, tell,
flashcards 95from..
100. a piece
of plain paper
for each child;
a set of
coloured
pencils for
each group of
four to six
children;
Jumper.
CD # 104;
Unit 10Shapes
Writing
flashcards
101-104.
WB p.71
Student
MultiROM/Unit
10/Phonics
WB p.72
Reading:
read and
understand a
descriptive letter;
match children
to their
descriptions.
Listening:
number items in
the correct order;
Writing: match
full and
abbreviated
forms with the
contractions ‘ve
and ‘s; write
sentences with
‘ve and ‘s; write
about friends.
Speaking: ask
and answer
question about
appearance.
WB p.73;
Values worksheet,
PMB p.21; unit 10
test, Testing and
Evaluation Book
p.28 ; Summative
test3,p.24;Skills
test3,p.26;
Student
MultiROM/Listen
at home/ Track 33 (
Words and
phrases), 34
(Song),
35(Phonics).
Unit 11 I like
Lesson 1 monkeys!
(65)
Elephant, Zoo, funny.
giraffe,
monkey,
big, tall,
little.
To identify CD # 105Unit 11zoo animals; 107; Story
Words/Story
To understand poster 11; The
a short story. zoo flashcards
105-110;
Lesson 2
(66)
I like lions.
I don’t like
elephants.
They’re
big. I’m
little..
To make
sentences
with like and
don’t like.
To act out a
story.
Lesson 3
(67)
Tiger,
snake,
parrot.
Lesson 4
(68)
Cat, man, .
fan.
Hip, hooray! To identify
growl, hiss, more zoo
squawk,
animals; To
hear.
use zoo
animals in the
context or a
song.
CD # 107;
Unit 11Story poster Grammar
11; The zoo
flashcards
105-110;
CD # 108109; Zoo
animals
flashcards
111-113.
Unit 11- Song
To pronounce CD # 110Unit 11the sounds on 111; Phonics Phonics
its own and cards 36-38
I like monkeys. CVC
I don’t like
words: a
elephants.
cat
They’re big. man
I’m little.
fan
Reading:
reading and
understanding a
poem; reading for
specific
information;
Listening:
identifying
preferences;
Speaking:
describing
animals;
Writing:
..identifying
adjectives in
sentences;
writing about
animals I like.
.
WB p.74;
WB p.75
Grammar
reference, CB
p.110
Student
MultiROM/Unit
11/Grammar
WB p.76
Picture dictionary,
WB p.113; Extra
writing worksheet,
PMB p.22; Student
MultiROM/Unit
11/Words,Song
WB p.77
Student
MultiROM/Unit
Lesson 5
(69)
optional
Leaves,
guess, top,
tongue,
wrong,
three, food,
head, neck,
at all, listen,
true, on top
of.
Lesson 6
(70)
optional
Pretty, next,
first.
words; To
(cat, fan,
blend the
man) and1,3
vowel a with ,6,13, 14, 20.
consonants to
form simple
CVC words.
CD #112;
cut-up
pictures of
animals taken
from
magazine or
the internet;
PMB p.39.
( Cut and
make 4); TB
p. 125.
CD # 113;
The zoo
flashcards
105-113.
Unit 12 Dinnertime Rice, meat, Dinnertime, To identify CD # 114Lesson 1 !
carrots,
finished..
more types of 116; Story
(71)
yogurt,
food; To
poster 12;
11/Phonics
Unit 11Reading
Reading:
read and
understand a
poem; read for
specific
information;
Unit 11Writing
WB p.79;
Listening:
listening for
Values worksheet,
specific details; PMB p.23; unit 11
test, Testing and
Writing:
identify and write Evaluation Book
adjectives in
p.29 ; Summative
sentences; write test3,p.24;Skills
about animals
test3,p.26;
you like.
Student
MultiROM/Listen
Speaking:
describing
at home/ Track 36 (
animals.
Words and
phrases), 37
(Song),
38(Phonics).
Unit 12Do you like
CVC
Words/Story carrots? Yes, I words: e
bed
do./No, I
WB p.78; Cut and
make 4, PMB p.39.
.
WB p.80;
Reading:
reading and
understanding a
Lesson 2
(72)
Lesson 3
(73)
fish, bread.
understand a Food
short story. flashcards
114-119;
Do you like
yogurt?
Yes, I
do./No, I
don’t.
What do
you like?
I like fish.
Milk, juice, Drink (v),
water.
late, school.
To ask and
answer the
question Do
you like…?To
act out a
story.
CD # 116;
Story poster
12; Food
flashcards
114-119;
pen
don’t.
What do you red
like?
I like yogurt.
Unit 12Grammar
To identify CD # 117- Unit 12- Song
drinks; To use 118; Food
drink words flashcards
in the context 114or a song.
119;Drink
flashcards
120-122; My
lunch box
flashcards 8794.
menu; reading for
specific details in
a text;
Listening:
identifying food
preferences;
Speaking:
asking and
answering
questions about
food likes and
dislikes;
Writing: : .
matching full and
abbreviated
forms with the
contraction n’t;
writing about
food I like
WB p.81
Grammar
reference, CB
p.110
Student
MultiROM/Unit
12/Grammar
WB p.82
Picture dictionary,
WB p.114; Extra
writing worksheet,
PMB p.24; Student
MultiROM/Unit
12/Words,Song
Lesson 4
(74)
Bed,
pen,red.
.
Lesson 5
(75)
optional
Menu,
hungry,
dessert,
café.
Lesson 6
(76)
optional
Because.
To pronounce
the sounds on
its own and
words; To
blend the
vowel e with
consonants to
form simple
CVC words;
To match
rhyming
words.
CD # 119Unit 12120; Phonics Phonics
cards 39-41
(bed, pen,
red) and2,4
,5,14, 16, 18.
CD #121;
Unit 12Food
Reading
flashcards
114-119;
Drinks
flashcards
120-122;
Lunch box
flashcards 8794; Paper and
pencils for
each pupil.
CD # 122;
Unit 12Food
Writing
flashcards
114-119;
Drinks
flashcards
120-122;
Lunch box
flashcards 8794; . a piece
of plain paper
for each child;
a set of
WB p.83
Student
MultiROM/Unit
12/Phonics
WB p.84;
Reading:
read and
understand a
menu; find
specific details in
a text.;
Listening: listen
for specific
details;
Writing: match
full and
abbreviated
forms with the
contraction n’t;
write about food
you like ;
Speaking: ask
and answer
questions about
WB p.85;
Values worksheet,
PMB p.25; unit 12
test, Testing and
Evaluation Book
p.30 ; Summative
test4,p.31;Skills
test4,p.33;
Student
MultiROM/Listen
at home/ Track 39 (
Words and
phrases), 40
coloured
pencils for
each group of
four to six
children;
Review
4: CB
pages
86-87;
review
answers
key, TB
page
116.
Unit 13 Tidy up!
Lesson 1
(77)
Rug, bed, Tidy up, tidy To identify
cupboard, (adj), room. bedroom
shelf,
objects; To
pillow,
understand a
blanket.
short story.
CD # 123Unit 13There’s…
125; Story
Words/Story There are…
poster 13; My
bedroom
flashcards
123-128;
food likes and
dislikes.
(Song),
41(Phonics).
.
CVC
words: i
bin
tin
tig
WB p.88; Picture
Reading:
reading and
dictionary, WB
understanding a p.114.
letter to a
magazine;
reading for
specific details in
a text;
Listening:
identifying
different rooms
from their
descriptions;
Speaking:
asking and
answering
questions about
where things are;
Writing:
questions marks
and full stops;
writing about my
bedroom.
Lesson 2
(78)
Lesson 3
(79)
Lesson 4
(80)
Lesson 5
(81)
There’s a
blanket on
the bed.
There are
T-shirts in
the
cupboard.
To make
sentences
with There’s
and There
are; To ask
and answer
the question
with How
many…?To
act out a
story.
Eleven,
More, get in. To identify
twelve,
numbers 11thirteen,
20; To use
fourteen,
numbers in
sixteen,
the context or
seventeen,
a song.
eighteen,
nineteen,
twenty..
Big, fig, tin . Put.
To pronounce
the sounds on
its own and
words; To
blend the
vowel e with
consonants to
form simple
CVC words;
To
differentiate
between the
sounds e and
i.
Star (adj),
letter,
CD # 125;
Story poster
13; My
bedroom
flashcards
123-128;
Unit 13Grammar
WB p.89
Grammar
reference, CB
p.111
Student
MultiROM/Unit
13/Grammar
CD # 126- Unit 13- Song
127; Number
flashcards 514 ( one to
ten);Number
flashcards
129-138 (
eleven to
twenty).
CD # 128Unit 13130; Phonics Phonics
cards 42-44
(bin, fig, tin)
and 2,6 ,7, 9,
14, 20;
Phonics card
40.
CD #131;
Unit 13My badroom Reading
WB p.90
Picture dictionary,
WB p.114; Extra
writing worksheet,
PMB p.26; Student
MultiROM/Unit
13/Words,Song
WB p.91
Student
MultiROM/Unit
13/Phonics
Reading:
read and
WB p.92;
optional
Lesson 6
(82)
optional
magazine..
flashcards
123-128; a
hand-draw
picture of a
bedroom.
CD # 132;My Unit 13house
Writing
flashcards 7685; My
bedroom
flashcards
123-128;
school
objects.
Unit 14 Action Boy Run, fly, Clever, silly, To identify CD # 133Lesson 1 can run! walk, talk, can (v)..
action verbs; 135; Story
(83)
swim,
To understand poster 14;
climb.
a short story. Verbs
flashcards
139-144;
Unit 14He can/ can’t
Words/Story fly.
Can he talk?
Yes, he can./
No, he can’t.
understand a
letter to a
magazine; find
specific details .
WB p.93;
Listening:
identify different Values worksheet,
rooms from their PMB p.27; unit 13
descriptions;
test, Testing and
Evaluation Book
Writing:
differentiate
p.35 ; Student
between
MultiROM/Listen
sentences and
at home/ Track 42 (
questions ; write Words and
full stops and
phrases), 43
questions marks; (Song),
write about your 44(Phonics).
bedroom.
Speaking: ask
and answer
questions about
where things are.
CVC
words: o
dog
fox
log
WB p.94;
Reading:
reading and
understanding a
text about
animals; reading
for specific
details;
Listening:
identifying
animfls;
Speaking:
asking and
answering
questions about
animals;
Writing: :
matching full and
abbreviated
forms of can’t;
writing about
what I can do ;
Lesson 2
(84)
Lesson 3
(85)
Lesson 4
(86)
Lesson 5
(87)
optional
He can/
can’t fly.
Can she
play
football?
Yes, she
can./No,
she can’t.
To make
CD # 135;
sentences
Story poster
with can and 14; Verbs
can’t; To ask flashcards
and answer 139-144;
questions
about people
can do; To act
out a story.
Write,
Do,
To identify CD # 136draw, sing. anything,
more verbs; 137; Verbs
song, smile To use verbs flashcards
(v)
in the context 139-147.
,alphabet. or a song.
Dog, fox,
log.
. Sitting.
Stripes,
fruit, nuts,
pet, jump,
fast, very,
To pronounce
the sounds on
its own and
words; To
blend the
vowel o with
consonants to
form simple
CVC words;
Unit 14Grammar
WB p.95
Grammar
reference, CB
p.111
Student
MultiROM/Unit
14/Grammar
Unit 14- Song
WB p.96
Picture dictionary,
WB p.115; Extra
writing worksheet,
PMB p.28; Student
MultiROM/Unit
14/Words,Song
CD # 138Unit 14139; Phonics Phonics
cards 45-47
(dog, fox, log)
and 4,6 ,7, 12,
15, 24.
CD #140;
Unit 14The zoo
Reading
flashcards
105-107, 111-
WB p.97
Student
MultiROM/Unit
14/Phonics
WB p.98;
Reading:
read and
understand a text
about animals;
beautiful.
Lesson 6
(88)
optional
113; a piece
of plain paper
for each child;
a set of
coloured
pencils for
each group of
four to six
children;
CD #141 The Unit 14zoo flashcards Writing
105-107, 111113
Live (v).
Unit 15 Let’s play Sandcastle, Good idea,
Lesson 1 ball!
beach
together,
(89)
,crab, the wait,
sea, boat, anjther.
shell.
To identify
action things
from the
beach; To
understand a
short story.
CD # 142Unit 15Let’s + verb
144; Story
Words/Story
poster 15; The
beach
flashcards
148-153;
read for specific
details .
CVC
words: u
rug
jug
sum
WB p.99;
Listening:
number items in Values worksheet,
the correct order; PMB p.29; unit 14
Writing: match test, Testing and
and write full
Evaluation Book
abbreviated
p.36 ; Student
forms of can’t; MultiROM/Listen
write about you at home/ Track 45 (
can do. ;
Words and
Speaking: ask phrases), 46
and answer
(Song), 47
questions about (Phonics).
different animals.
.
WB p.100;
Reading:
reading and
understanding a
poster; reading
for specific
details;
Listening:
identifying
pictures from
their descriptions;
Speaking:
making and
responding to
suggestions;
Writing:
identifying
verbs; writing
about the beach.
Lesson 2
(90)
Lesson 3
(91)
Lesson 4
(92)
Lesson 5
(93)
optional
Lesson 6
(94)
Let’s make
a
sandcastle.
That’s a
good idea./
Great./OK!
To make
CD # 144;
Unit 15suggestions Story poster Grammar
with
15; The beach
Let’s…;To
flashcards
respond
148-153;
positively to
suggestions;
To act out a
story.
Sun cream, Wonderful, To recognize CD # 145- Unit 15- Song
bat, ice
forget.
more beach 146; The
lolly.
words; To use beach
beach words flashcards
in the context 148-156.
or a song.
WB p.101
Grammar
reference, CB
p.111
Student
MultiROM/Unit
15/Grammar
Rug, jug,
sum.
WB p.103
Student
MultiROM/Unit
15/Phonics
To pronounce
the sounds on
its own and
words; To
blend the
vowel o with
consonants to
form simple
CVC words;
Welcome,
hotel, rock
pool, sandy,
stall, clean,
alone.
Flavour.
WB p.102
Picture dictionary,
WB p.115; Extra
writing worksheet,
PMB p.30; Student
MultiROM/Unit
15/Words,Song
CD # 147Unit 15149; Phonics Phonics
cards 48-50
(rug, jug,
sum) and 7,10
,13, 18, 19,
21; Phonics
cards 42,24.
CD #150;
Unit 15PMB p.40 ( Reading
Cut and make
5); TB p.125.
CD #151
Verbs
Unit 15Writing
Reading:
read and
understand a
poster; read for
specific details .
Listening:
identify pictures
WB p.104; PMB
p.40 ( Cut and
make 5).
WB p.105;
Values worksheet,
optional
flashcards
139-147.
from their
PMB p.31; unit 15
descriptions;
test, Testing and
Evaluation Book
Writing:
identify and write p.37 Summative
verbs; write about test 5,p.38;Skills
the beach.
test 5,p.40;
Speaking: make ; Student
and respond to MultiROM/Listen
suggestions;
at home/ Track 48
(Words and
phrases), 49
(Song), 50
(Phonics).
.
Review
5: CB
pages
106107;
review
answers
key, TB
page
116.