ДЕПАРТАМЕНТ ОБРАЗОВАНИЯ г.МОСКВЫ
СЕВЕРО-ВОСТОЧНОЕ УПРАВЛЕНИЕ ОБРАЗОВАНИЯ
Государственное бюджетное образовательное учреждение
гимназия № 1577 (подразделение2)
«Утверждаю»
и.о. директора гимназии 1577
_________________ А.Г. Юрова
______________ 2013 г.
Образовательная программа объединения дополнительного образования
«Friends 1»
Возраст детей 7-8 лет
Срок реализации программы 1
год.
Педагог дополнительного
образования Фадеева Надежда
Евгеньевна
г. Москва, 2013г.
Пояснительная записка к занятиям по английскому языку для первоклассников
Тематическое планирование составлено на основе программы УМК «Семья и друзья» ( « FamilyandFriends» 1 )
Н.Симмонс, издательство «РЕЛОД» . В учебный комплект входят учебник «ClaccBook», аудиодиск, тетрадь
Workbook.
УМК содержит 15 разделов, состоящих из 4 уроков.
Календарно-тематическое планирование составлено из расчета 2 часов английского языка в неделю( 64 часа в год).
Основная задача УМК- формирование у детей умений и навыков, необходимых на элементарном уровне,
пошаговый подход в формировании коммуникативных умений в говорении , аудировании , чтении и
письме,приобщение к новому социальному опыту с использованием английского языка: знакомство с миром их
зарубежных сверстников, воспитывает дружелюбное отношение к представителям других стран.
Эффективные методики обучения грамоте способствуют повышению учащихся прочному усвоению изучаемого
материала, активизациидеятельностного подхода .
В каждом уроке включена компьютерная поддержка как средство формирования информационно-коммуникативной
компетенции учащихся.
В результате изучения английского языка в первом классе учащиеся должны понимать,знать:- основные
словосочетания, звуки и буквы алфавита ; основные правила чтения
Уметь в области аудирования: понимать на слух речь учителя, одноклассников, основное содержание доступных
текстов, с опорой на зрительную наглядность;
вобласти говорения:участвовать в диалоге ( по темам), расспрасобеседника,задавая вопросы;
в области чтения: читать вслух, соблюдая правила произношения и соответствующую интонацию.
Календарно-тематическое
планирование к УМК “Семья и друзья 1”
(“Family and Friends 1”)
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 2 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
name? My
Additional
language
Hello, Hi,
Goodbye,
everyone,
come, fun,
class, cousin,
who, this,
sorry, come
on
Lesson
Materials
iTools
objectives
To become
CD #01-03; Starterfamiliar with Starter story Words/Story
the Class
poster; Hello
Book
flashcards 1characters and 4;
common
greetings; To
understand a
short story.
To greet
CD #03-04; Starter/Song
people; To ask 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’s…
How are
you? I’m
fine, thank
you.
and answer poster; Hello
the questions flashcards 1What’s your 4.
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 CD# 05-07; Starter/Words
and use
Numbers;
numbers one flashcards 5to ten; To ask 14 ( one to
and answer ten)
the question
How old are
you?; To say
the days of the
week.
WB p.6
Lesson 4
(4)
Red, yellow, Sing,
pink, green, rainbow, too.
purple,
orange,
blue.
To identify
colours; To
use different
colours in the
context of a
song.
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
CD #08Starter09;Colours Words/Story
flashcards
15-21; 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.
(Chant), Track 5 (
Song).
To identify CD # 10-12; Unit 1Unit 1 What’s this? Pen, rubber, School,
What’s this?
Lesson 1
pencil,
things, train, common
Story
Words/Story It’s a pen.
(5)
ruler, book. OK, look at. school things; poster1;
To understand School things
a short story. flashcards
22-26;school
objects (
boor, pen,
pencil,
rubber, ruler)
Lesson 2
(6)
What’s this?
It’s a …
Lesson 3
(7)
Bag, door
,window.
To ask and
CD # 12;
Unit 1answer the
Story
Grammar
question
poster1;
What’s this?; School things
To write
flashcards
answers to the 22-26;school
question
objects.
What’s this?;
To act out a
story.
Close, open. To identify CD # 13-14; Unit 1- Song
more school School things
things; To
flashcards
understand the 22-29.
meaning of
open and
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
Lesson 4
(8)
Lesson 5
(9)
optional
Lesson 6
(10)
optional
Apple, bird, Here, like.
cat, dog.
Shcool bag,
pencil case,
see.
close; To use
school words
in the context
of a song.
p.2; Student
MultiROM/Unit
1/Words,Song
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.
CD # 18;
Unit 1school
Reading
objects; a
bag.
WB p.11
Student
MultiROM/Unit
1/Phonics
CD # 19; a Unit 1piece of
Writing
paper for
each child; a
large piece of
coloured
paper, a glue
WB p.12
Reading:
read and
understand
description of
objects;
recognize specific
words.
Listening:
identify objects;
listen for specific
information;
Speaking:
ask and answer
What’s this?
WB p.13;
Values
worksheet, PMB
p.3 Unit 1 test,
Testing and
Evaluation Book
p.7;
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.
stick, a pair
of scissors,
and a
selection of
coloured
pencils for
each group of
six children.
To identify CD # 20-22; Unit 2common toys; Story
Words/Story
To understand poster2; Toy
a short story. flashcards
30-34; 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
To write
30-34; real
answers to the classroom
question Is
objects, e.g.
this your…? pencil case,
To act out a bag, pen.
Writing: identify Student
and count words MultiROM/Listen
in a sentence;
at home/Track 6 (
write about
Words and
school things.
phrases), 7
(Song), 8
(Phonics).
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
story.
To identify
more words
for toys; To
use toy words
in the context
of f song.
Lesson 3
(13)
Kite, bike,
train
Big, love.
Lesson 4
(14)
Egg, fig,
goat,hat.
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.
Favourite,
CD # 28;
Unit 2furry, fat,
Toy
Reading
lovely, colour
flashcards
(n), animal.
30-37; a
piece of plain
paper for
each child;
coloured
Lesson 5
(15)
optional
CD # 23-24; Unit 2- Song
Toy
flashcards
35-37;
WB p.16
Picture
dictionary, WB
p.109; Extra
writing
worksheet, PMB
p.4; Student
MultiROM/Unit
2/Words,Song
WB p.17
Student
MultiROM/Unit
2/Phonics
WB p.18
Reading:
read and
understand a
poem;
Writing:
complete
sentences about
favourite things.
Lesson 6
(16)
optional
Unit 3 This is my
Lesson 1 nose!
(17)
pencils for
each group of
four to six
children.
CD # 29;
Unit 2Toys
Writing
flashcards
30-37;
Colours
flashcards
15-21.
Arms , nose, Let’s, put out, To identify CD # 30-32; Unit 3arm/arms
face, legs, point to, now, different parts Story poster Words/Story This is…
ears.
that’s right. of the body; 3; My body
These are…
To understand flashcards
a short story. 38-42;
Listening:
match people to
their favourite
things;
Speaking:
ask and answer
questions about
favourite things;
Writing: write
about favourite
toys.
Initial
sounds:
i jkl
Ii: ink
Jj: jam
Kk: kite
Ll: lion
WB p.19;
Values
worksheet, PMB
p.5 Unit 2 test,
Testing and
Evaluation Book
p.8;
Student
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.
Lesson 2
(18)
This is my
nose. These
are my
arms.
Lesson 3
(19)
Fingers,
All.
hands, eyes.
Lesson 4
(20)
Ink, jam,
kite, lion.
To say
CD # 32;
Unit 3sentences with Story poster Grammar
this and these; 3; My body
To complete flashcards
sentences with 38-42;
this and these;
To recognize
the 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
body words in 43-45;
the context or
a song.
Oops! Mess. To recognize CD # 35-37; Unit 3the 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
WB p.21
Grammar
reference, CB
p.108
Student
MultiROM/Unit
3/Grammar
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
sounds; To
pronounce the
sounds ; To
learn the
names of the
letters i, j, k,
and l.
Lesson 5
(21)
optional
Make,
cut(v),fold(v),
paper, paw,
stick(v),
colour(v),
then, tall.
Lesson 6
(22)
optional
Long.
CD # 38;
Unit 3a piece of
Reading
plain paper
for each
child;
colouring
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
WB p.24
Reading:
read and follow PMB p.36 ( cut
instruction; read a and make 1)
text and put
pictures in the
correct order.
WB p.25;
Listening:
listen and order Values
pictures;
worksheet, PMB
p.7 Testing and
Writing:
identify full
Evaluation Book
sentences; count Unit 3 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).
flashcards
from
previous
units.
Review
1: CB
pages
26-27;
review
answers
key, TB
page
116.
Grandma,
Unit 4 He’s a hero! Teacher,
Lesson 1
pupil,
grandpa,
(23)
housewife, meat, hero.
fireman,
pilot.
Lesson 2
(24)
He’s/ She’s
a teacher. Is
he/she a
To identify CD # 40-42; Unit 4different jobs; Story poster Words/Story
To understand 4; Jobs
a short story. flashcards
46-50;
To say what CD # 42;
Unit 4people’s jobs Story poster Grammar
are; To choose 4; Jobs
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
teacher?
Yes ,he
is./No, she
isn’t.
Lesson 3
(25)
Lesson 4
(26)
Lesson 5
(27)
optional
between he flashcards
and she for
46-50;
describing
pictures of
people; To act boys and
out a story.
girls.
Doctor,
Kind, meet, To identify CD # 43-44; Unit 4- Song
policeman, lane , again. more jobs
Jobs
farmer.
words; To use flashcards
different jobs 46-53;PMB
words in the p.37 ( Cut
context or a and make 2);
song.
TB p. 125.
p.108
Student
MultiROM/Unit
4/Grammar
Mum, nurse, Eat, write.
orange (n),
pen.
WB p.31
Student
MultiROM/Unit
4/Phonics
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.
Brother,
CD # 48;
Unit 4family,
Jobs
Reading
happy, uncle.
flashcards 47,
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
Reading:
read and
understand a
WB p.32
Lesson 6
(28)
optional
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;
Unit 4Jobs
Writing
flashcards
46-53.
Goal, good To identify CD # 50-52; Unit 5Unit 5 Where’s the Seesaw,
Lesson 1 ball?
slide, net, try, under,
things in the Story poster Words/Story
(29)
swing, tree. on, in, where. park;
5; The park
To understand flashcards
a short story. 54-58;
description of a
family; develop
reading skills.
Where’s the
ball? It’s
in/on/under
the bag.
Initial
sounds:
qrstu
Qq:queen
Rr: rabbit
Ss:sofa
Tt: teddy
Uu:
umbrella
WB p.33;
Listening:
identify people Values
by their jobs;
worksheet, PMB
listen for specific p.9 unit 4 test,
information.
Testing and
Evaluation Book
Writing:
identify and write p.14 ; Student
capital letters and MultiROM/Listen
full stops; count at home/.
sentences; write Track 15 ( Words
about your
and phrases), 16
family;
(Song), 17
Speaking: ask (Phonics).
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.
Lesson 2
(30)
Where’s the
bal? It’s
in/on/under
the bag.
Lesson 3
(31)
Pool, ice
cream,
frisbee.
Lesson 4
(32)
Queen,
rabbit, sofa,
teddy,
umbrella.
To ask
CD # 52;
Unit 5questions with Story poster Grammar
Where’s…; To 5; The park
deacribe
flashcards 55,
positions
57, 58;
using in,
classroom
on,and under; objectsTo act out a pencil, rubber
story.
and ruler.
Cool, nice, To identify CD # 53-54; Unit 5- Song
park (n), play more park
The park
(v).
words; To use flashcards
park words in 54-61;
the context or
a song.
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 them Uu)
WB p.35
Grammar
reference, CB
p.108
Student
MultiROM/Unit
5/Grammar
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
with their
corresponding
sounds; To
pronounce the
sounds ; To
learn the
names of the
letters q, r, s,
t, and u.
Lesson 5
(33)
optional
Boy, girl,
football, help
(v).
Lesson 6
(34)
optional
Unit 6 Billy’s
Lesson 1 teddy!
Mum, dad, Find, the
To identify
sister,
others, know, members of
CD #58;
Toys
flashcards
30-37; The
park
flashcards
54-61.
CD # 59;
Toys
flashcards
30-37; The
park
flashcards
54-61; Story
poster 5; two
pieces of
paper for
each child;
scissors, glue
stick, a large
piece of
paper and
coloured
pencils for
each group.
CD # 60-62;
Story poster
Unit 5Reading
WB p.38
Reading:
read and
understand a text
about a picture.
Unit 5Writing
WB p.39;
Listening:
number the things Values
in a picture;
worksheet, PMB
p.11 unit 5 test,
Writing:
identify and write Testing and
capital letters and Evaluation Book
start of names; p.15 ; Student
write about the MultiROM/Listen
park;
at home/.
Speaking: ask Track 18 ( Words
and answer
and phrases), 19
questions about (Song), 20
where things are. (Phonics).
Unit 6Possessive’s Initial
Words/Story This is Mum’s sounds:
Reading: a
caption story;
WB p.40
(35)
brother,
grandma,
grandpa.
Lesson 2
(36)
This is
Mum’s pen.
It’s my
brother’s
book.
Lesson 3
(37)
they.
the family;
6; My family
To understand flashcards
a short story. 62-65; Hello
flashcards 1,
3.
To write
CD # 62;
Unit 6sentences with Story poster Grammar
‘s to show
6; School
possession. things
To act out a flashcards
story.
22-26; Toy
flashcards3037; My
family
flashcards
62-65; Hello
flashcards 1,
3.
Aunt, uncle, Love (n), lots To identify CD # 63-64; Unit 6- Song
cousin.
of.
more family My family
words; To use flashcards
family words 62-67; Hello
in the context flashcards 1or a song.
3.
book.
vwxyz
Vv: van
Ww:window
Xx: box
Yy: yo-yo
Zz: zebra
Listening:
distinguishing
details;
Speaking:
Asking and
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
WB p.42
Picture
dictionary, WB
p.111; Extra
writing
worksheet, PMB
p.12; Student
MultiROM/Unit
6/Words,Song
Lesson 4
(38)
Lesson 5
(39)
optional
Lesson 6
(40)
optional
Van,
Look (out of).
window,
box, yo-yo,
zebra.
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 them Zz)
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.
Flying, into,
at.
CD # 69;
Unit 6Hello
Writing
flashcards 13; Family
flashcards
62-67; a plain
piece of
WB p.43
Student
MultiROM/Unit
6/Phonics
Reading:
read a text that
describes
pictures; find
specific
information.
WB p.44
WB p.45;
Listening:
identify pictures Values
from their
worksheet, PMB
description;
p.13 unit 6 test,
Testing and
Writing:
identify questions Evaluation Book
marks and
p.16 ; Summative
paper for
each child a
set of
coloured
pencils for
each group of
four to six
children.
Review
2: CB
pages
46-47;
review
answers
key, TB
page
116.
Unit 7 Are these
Lesson 1 his
(41)
trousers?
Dress,
socks, Tshirt,
trousers,
shorts.
Basket,
clothes, his,
her.
To identify CD # 70-72; Unit 7different
Story poster Words/Story
clothes;
7; My clothes
To understand flashcards
a short story. 68-72;
sentences; write test2,p.17;Skills
capital letters and test2,p.19;
questions marks Student
in sentences;
MultiROM/Listen
write about your at home/Track 21
family’s things. ( Words and
Speaking: ask phrases), 22
and answer
(Song), 23
question Who’s (Phonics).
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
WB p.48
caption story;
Listening:
identifying
clothes;
Speaking:
Asking and
answering
questions about
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)
Lesson 5
(45)
This is
his/her Tshirt. These
are his/her
trousers.
Are there
his/ her
socks? Yes,
they are./
No, they
aren’t.
Shoes, coat, Every, day.
hat.
To make
CD # 72;
Unit 7sentences with Story poster Grammar
his and her; 7; My clothes
To ask and
flashcards
answer
68-72;
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; To flashcards
use clothes
68-72; PMB
words in the p. 38 (Cut
context or a and make 3) ;
song.
TB 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;
To say and
write the
alphabet.
Try on, team.
CD #76; a set Unit 7of coloured Reading
WB p.51
Student
MultiROM/Unit
7/Phonics
Reading:
read and
WB p.52
optional
Lesson 6
(46)
optional
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.
What about.
Kitchen,
Sertificate,
Unit 8 Where’s
Lesson 1 Grandma? living room, show (v),
(47)
dining
surprise,
room,
good, work,
bedroom, well done.
CD # 77;
Unit 7colour
Writing
pictures of
different
types of
clothing from
magazines;
PMB doll
and clothes
from Lesson
5.
understand a
story; read for
specific details.
WB p.53;
Listening:
identify pictures Values
from their
worksheet, PMB
description;
p.15 unit 7 test,
Testing and
Writing:
identify and
Evaluation Book
write ‘s in a
p.21 ; Student
sentences; match MultiROM/Listen
full and
at home/ Track 24
abbreviated
( Words and
forms with the phrases), 25
contraction ‘s;
(Song), 26
write about
(Phonics).
favourite clothes..
Speaking: ask .
and answer
question about
colours.
To identify CD # 78-80; Unit 8Is she in the
WB p.54
Digraphs: Reading: a
different
Story poster Words/Story kitchen? Yes, sh
description on a
places at
8; My house
webpage;
she is./ No, she shoes
home;
flashcards
sheep
isn’t.
Listening:
To understand 76-81;
Are they in the fish
listening to a
bathroom,
garden.
Lesson 2
(48)
Lesson 3
(49)
a short story.
Where’s
To ask and
CD # 80;
Unit 8Grandma?
answer
Story poster Grammar
She’s in the
questions
8; My family
bedroom.
about where flashcards
Where are
people are; To 62-67; Hello
Dad and
write Is and flashcards 1Billy?
Are at the
3.
They’re in
beginning of
the kitchen.
questions; To
Is she in the
act out a
garden?
story.
Yes, she is.
Are they in
the living
room? No,
they aren’t.
Upstairs, Follow, table, To identify CD # 81-82; Unit 8- Song
downstairs, chair, go,
more words My house
house, flat. through.
for homes; To flashcards
use house
76-85; Toy
words in the flashcards
context or a 30-37.
song.
garden? Yes,
they are./ No,
they aren’t.
description of a
flat;
Speaking:
Asking and
answering
questions with
Where’s…;
Writing:
identifying
vowels within
words; writing
about my home.
WB p.55
Grammar
reference, CB
p.109
Student
MultiROM/Unit
8/Grammar
WB p.56
Picture
dictionary, WB
p.112; Extra
writing
worksheet, PMB
p.16; Student
MultiROM/Unit
8/Words,Song
Lesson 4
(50)
Shoes,
Want.
sheep, fish.
Lesson 5
(51)
optional
Balcony,
little, next
door.
Lesson 6
(52)
optional
TV..
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
76-85; 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
76-85;
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, apple, choose,
banana,
share, get.
biscuit
Lesson 2
(54)
I’ve got an
apple/ two
sandwiches.
I haven’t
got my
lunch box.
Lesson 3
(55)
Tomato,
pear,
grapes.
To identify CD # 87-89; Unit 9different
Story poster Words/Story
foods in a
9; My lunch
lunch box;
box
To understand flashcards
a short story. 86-91;
To make
CD # 89;
Unit 9sentences with Story poster Grammar
‘ ve got and 9; My lunch
haven’t got; box
To act out a flashcards
story.
86-91; a
piece of plain
paper for
each child; an
apple.
To identify CD # 90-91; Unit 9- Song
more types of My lunch
food; To use box
food words in flashcards
the context or 86-94; real
a song.
food items
from
vocabulary
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)
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.60
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
list.
Lesson 4
(56)
Lesson 5
(57)
optional
Lesson 6
(58)
optional
Chair,
teacher,
chick.
Chirp, say
To pronounce CD # 92-93; Unit 9the sounds on Phonics cards Phonics
its own and 30-32 (ch).
words; To
differentiate
between the
sounds.
Cheese,
CD #94; My Unit 9water, today.
lunch box
Reading
flashcards
86-94.
Inside.
CD # 95; a Unit 9piece of plain Writing
paper for
each child.
9/Words,Song
WB p.63
Student
MultiROM/Unit
9/Phonics
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
they are head;
worksheet, PMB
p.19 unit 9 test,
Writing:
Complete
Testing and
sentences with a Evaluation Book
or an; write about p.23 ; Summative
lunch boxes;
test3,p.24;Skills
Speaking: ask test3,p.26;
and answer
Student
question about MultiROM/Listen
lunch boxes.
at home/ Track 30
( 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)
Brown,
Over there,
blond, curly, hair, new,
long, short, friend.
straight.
To identify CD # 96-98; Unit 10adjectives for Story poster Words/Story
description
10; My lunch
hair;
box
To understand flashcards
a short story. 95-100;
Lesson 2
(60)
He’s/She’s
It’s got blue
eyes.
He/She/ It
hasn’t got
black eyes.
Lesson 3
(61)
Circle,
rectangle,
triangle,
square.
To make
CD # 98;
Unit 10sentences with Story poster Grammar
has and hasn’t 10; My
got to describe friends
appearance; flashcards
To act out a 95-100;
story.
To identify CD # 99Unit 10- Song
shapes; To
100; Shapes
use shapes in flashcards
the context or 101-104; one
Side, the
same,
smooth,
round, just.
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
a song.
Lesson 4
(62)
Lesson 5
(63)
optional
Lesson 6
(64)
optional
piece of
paper for
each pupil; a
selection of
coloured
shapes and a
gluestick for
each group of
four to six.
Three, bath, Count.
To pronounce CD # 101- Unit 10teeth.
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
from..
95-100. 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.
writing
worksheet, PMB
p.20; Student
MultiROM/Unit
10/Words,Song
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
WB p.73;
Values
worksheet, PMB
p.21; unit 10 test,
Testing and
Evaluation Book
p.28 ; Summative
contractions ‘ve
and ‘s; write
sentences with
‘ve and ‘s; write
about friends.
Speaking: ask
and answer
question about
appearance.
Unit 11 I like
Lesson 1 monkeys!
(65)
Elephant, Zoo, funny.
giraffe,
monkey, big,
tall, little.
To identify CD # 105zoo animals; 107; Story
To understand poster 11;
a short story. The zoo
flashcards
105-110;
Unit 11I like monkeys. CVC
Words/Story I don’t like
words: a
elephants.
cat
They’re big. man
I’m little.
fan
Lesson 2
(66)
I like lions. I
don’t like
elephants.
They’re big.
I’m little..
To make
CD # 107; Unit 11sentences with Story poster Grammar
like and don’t 11; The zoo
like. To act flashcards
out a story.
105-110;
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.
test3,p.24;Skills
test3,p.26;
Student
MultiROM/Listen
at home/ Track 33
( Words and
phrases), 34
(Song),
35(Phonics).
.
WB p.74;
WB p.75
Grammar
reference, CB
p.110
Student
MultiROM/Unit
11/Grammar
Lesson 3
(67)
Tiger,
snake,
parrot.
Hip, hooray! To identify
growl, hiss, more zoo
squawk, hear. animals; To
use zoo
animals in the
context or a
song.
CD # 108109; Zoo
animals
flashcards
111-113.
Lesson 4
(68)
Cat, man,
fan.
.
CD # 110- Unit 11111; Phonics Phonics
cards 36-38
(cat, fan,
man) and1,3
,6,13, 14, 20.
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.
To pronounce
the sounds on
its own and
words; To
blend the
vowel a with
consonants to
form simple
CVC words.
Unit 11- Song
CD #112;
Unit 11cut-up
Reading
pictures of
animals taken
from
magazine or
the internet;
PMB p.39.
( Cut and
make 4); TB
p. 125.
CD # 113; Unit 11The zoo
Writing
flashcards
105-113.
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
11/Phonics
Reading:
read and
understand a
poem; read for
specific
information;
WB p.78; Cut and
make 4, PMB
p.39.
WB p.79;
Listening:
listening for
Values
specific details; worksheet, PMB
p.23; unit 11 test,
Writing:
identify and write Testing and
adjectives in
Evaluation Book
sentences; write
about animals
you like.
Speaking:
describing
animals.
Unit 12 Dinnertime! Rice, meat, Dinnertime, To identify
Lesson 1
carrots,
finished..
more types of
(71)
yogurt, fish,
food; To
bread.
understand a
short story.
CD # 114116; Story
poster 12;
Food
flashcards
114-119;
Lesson 2
(72)
CD # 116; Unit 12Story poster Grammar
Do you like
yogurt?
To ask and
answer the
Unit 12Do you like
Words/Story carrots? Yes, I
do./No, I
don’t.
What do you
like?
I like yogurt.
CVC
words: e
bed
pen
red
Reading:
reading and
understanding a
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
p.29 ; Summative
test3,p.24;Skills
test3,p.26;
Student
MultiROM/Listen
at home/ Track 36
( Words and
phrases), 37
(Song),
38(Phonics).
.
WB p.80;
WB p.81
Grammar
Lesson 3
(73)
Yes, I
do./No, I
don’t.
What do you
like?
I like fish.
Milk, juice, Drink (v),
water.
late, school.
Lesson 4
(74)
Bed,
pen,red.
Lesson 5
(75)
optional
question Do 12; Food
you like…?To flashcards
act out a story. 114-119;
To identify CD # 117drinks; To use 118; Food
drink words flashcards
in the context 114or a song.
119;Drink
flashcards
120-122; My
lunch box
flashcards
87-94.
.
To pronounce CD # 119the sounds on 120; Phonics
its own and cards 39-41
words; To
(bed, pen,
blend the
red) and2,4
vowel e with ,5,14, 16, 18.
consonants to
form simple
CVC words;
To match
rhyming
words.
Menu,
CD #121;
hungry,
Food
dessert, café.
flashcards
114-119;
Drinks
flashcards
120-122;
Lunch box
reference, CB
p.110
Student
MultiROM/Unit
12/Grammar
Unit 12- Song
WB p.82
Picture
dictionary, WB
p.114; Extra
writing
worksheet, PMB
p.24; Student
MultiROM/Unit
12/Words,Song
Unit 12Phonics
WB p.83
Student
MultiROM/Unit
12/Phonics
Unit 12Reading
WB p.84;
Reading:
read and
understand a
menu; find
specific details in
a text.;
Lesson 6
(76)
optional
Review
4: CB
pages
86-87;
review
answers
key, TB
page
116.
Unit 13 Tidy up!
Lesson 1
Because.
Rug, bed,
cupboard,
Tidy up, tidy To identify
(adj), room. bedroom
flashcards
87-94; Paper
and pencils
for each
pupil.
CD # 122; Unit 12Food
Writing
flashcards
114-119;
Drinks
flashcards
120-122;
Lunch box
flashcards
87-94; . a
piece of plain
paper for
each child; a
set of
coloured
pencils for
each group of
four to six
children;
CD # 123125; Story
Unit 13There’s…
Words/Story There are…
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
food likes and
dislikes.
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
(Song),
41(Phonics).
.
CVC
words: i
Reading:
reading and
WB p.88; Picture
dictionary, WB
(77)
shelf,
pillow,
blanket.
Lesson 2
(78)
There’s a
blanket on
the bed.
There are Tshirts in the
cupboard.
Lesson 3
(79)
Eleven,
twelve,
thirteen,
fourteen,
sixteen,
objects; To
poster 13;
understand a My bedroom
short story. flashcards
123-128;
To make
CD # 125; Unit 13sentences with Story poster Grammar
There’s and 13; My
There are; To bedroom
ask and
flashcards
answer the
123-128;
question with
How
many…?To
act out a story.
More, get in. To identify CD # 126- Unit 13- Song
numbers 11- 127; Number
20; To use
flashcards 5numbers in 14 ( one to
the context or ten);Number
bin
tin
tig
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.
WB p.89
Grammar
reference, CB
p.111
Student
MultiROM/Unit
13/Grammar
WB p.90
Picture
dictionary, WB
p.114; Extra
writing
Lesson 4
(80)
Lesson 5
(81)
optional
Lesson 6
(82)
optional
seventeen,
eighteen,
nineteen,
twenty..
a song.
flashcards
129-138 (
eleven to
twenty).
worksheet, PMB
p.26; Student
MultiROM/Unit
13/Words,Song
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.
CD # 128- Unit 13130; Phonics Phonics
cards 42-44
(bin, fig, tin)
and 2,6 ,7, 9,
14, 20;
Phonics card
40.
WB p.91
Student
MultiROM/Unit
13/Phonics
Star (adj),
letter,
magazine..
CD #131;
Unit 13My badroom Reading
flashcards
123-128; a
hand-draw
picture of a
bedroom.
CD # 132;My Unit 13house
Writing
flashcards
76-85; My
bedroom
flashcards
123-128;
school
objects.
WB p.92;
Reading:
read and
understand a
letter to a
magazine; find
specific details .
WB p.93;
Listening:
identify different Values
rooms from their worksheet, PMB
descriptions;
p.27; unit 13 test,
Testing and
Writing:
differentiate
Evaluation Book
between
p.35 ; Student
sentences and
MultiROM/Listen
questions ; write at home/ Track 42
full stops and
( Words and
questions marks; phrases), 43
write about your (Song),
bedroom.
44(Phonics).
Speaking: ask
and answer
questions about
where things are.
Clever, silly, To identify CD # 133Unit 14 Action Boy Run, fly,
Lesson 1 can run!
walk, talk, can (v)..
action verbs; 135; Story
(83)
swim, climb.
To understand poster 14;
a short story. Verbs
flashcards
139-144;
Lesson 2
(84)
He can/
can’t fly.
Can she
play
football?
Yes, she
can./No, she
Unit 14He can/ can’t
Words/Story fly.
Can he talk?
Yes, he can./
No, he can’t.
To make
CD # 135; Unit 14sentences with Story poster Grammar
can and can’t; 14; Verbs
To ask and
flashcards
answer
139-144;
questions
about people
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 ;
WB p.95
Grammar
reference, CB
p.111
Student
MultiROM/Unit
14/Grammar
can’t.
Lesson 3
(85)
Lesson 4
(86)
can do; To act
out a story.
Write, draw, Do, anything, To identify CD # 136sing.
song, smile more verbs; 137; Verbs
(v) ,alphabet. To use verbs flashcards
in the context 139-147.
or a song.
Dog, fox,
log.
. Sitting.
Lesson 5
(87)
optional
Stripes, fruit,
nuts, pet,
jump, fast,
very,
beautiful.
Lesson 6
Live (v).
To pronounce
the sounds on
its own and
words; To
blend the
vowel o with
consonants to
form simple
CVC words;
Unit 14- Song
WB p.96
Picture
dictionary, WB
p.115; Extra
writing
worksheet, PMB
p.28; Student
MultiROM/Unit
14/Words,Song
CD # 138- Unit 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,
111-113; 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 14-
WB p.97
Student
MultiROM/Unit
14/Phonics
WB p.98;
Reading:
read and
understand a text
about animals;
read for specific
details .
Listening:
WB p.99;
(88)
optional
zoo
flashcards
105-107,
111-113
Writing
Unit 15Let’s + verb
Words/Story
Unit 15 Let’s play
Lesson 1 ball!
(89)
Sandcastle, Good idea,
beach ,crab, together,
the sea,
wait, anjther.
boat, shell.
To identify
action things
from the
beach; To
understand a
short story.
CD # 142144; Story
poster 15;
The beach
flashcards
148-153;
Lesson 2
(90)
Let’s make
a
sandcastle.
That’s a
To make
suggestions
with
Let’s…;To
CD # 144; Unit 15Story poster Grammar
15; The
beach
number items in Values
the correct order; worksheet, PMB
Writing: match p.29; unit 14 test,
and write full
Testing and
abbreviated
Evaluation Book
forms of can’t; p.36 ; Student
write about you MultiROM/Listen
can do. ;
at home/ Track 45
Speaking: ask ( Words and
and answer
phrases), 46
questions about (Song), 47
different animals. (Phonics).
CVC
words: u
rug
jug
sum
.
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.
WB p.101
Grammar
reference, CB
p.111
good idea./
Great./OK!
Lesson 3
(91)
Sun cream, Wonderful,
bat, ice
forget.
lolly.
Lesson 4
(92)
Rug, jug,
sum.
Lesson 5
(93)
optional
Lesson 6
(94)
optional
Welcome,
hotel, rock
pool, sandy,
stall, clean,
alone.
Flavour.
respond
positively to
suggestions;
To act out a
story.
To recognize
more beach
words; To use
beach words
in the context
or a song.
flashcards
148-153;
To pronounce
the sounds on
its own and
words; To
blend the
vowel o with
consonants to
form simple
CVC words;
CD # 147- Unit 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 # 145146; The
beach
flashcards
148-156.
CD #151
Verbs
flashcards
139-147.
Student
MultiROM/Unit
15/Grammar
Unit 15- Song
Unit 15Writing
WB p.102
Picture
dictionary, WB
p.115; Extra
writing
worksheet, PMB
p.30; Student
MultiROM/Unit
15/Words,Song
WB p.103
Student
MultiROM/Unit
15/Phonics
WB p.104; PMB
Reading:
read and
p.40 ( Cut and
understand a
make 5).
poster; read for
specific details .
WB p.105;
Listening:
identify pictures Values
from their
worksheet, PMB
descriptions;
p.31; unit 15 test,
Testing and
Writing:
identify and write Evaluation Book
verbs; write about p.37 Summative
the beach.
test 5,p.38;Skills
Speaking: make test 5,p.40;
and respond to
; Student
suggestions;
MultiROM/Listen
at home/ Track 48
( Words and
phrases), 49
(Song), 50
(Phonics).
.
Review
5: CB
pages
106107;
review
answers
key, TB
page
116.