Учебная программа для начальной школы (1-4 классы) в рамках обновления содержания среднего образования (пробный вариант для апробации в 30-ти пилотных школах). Астана, 2015. 26 с



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түріУчебная программа
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Strand 4: Writing


Learners should be able to…




Grade 1

Grade 2

Grade 3

Grade 4




working towards A1

working towards A1

Low A1

Mid A1










3.W1 write with support short responses at phrase level to questions and other prompts

4.W1 plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics










3.W2 write letters and familiar high frequency words when read aloud or spelt

4.W2 write words and phrases of regular size and shape










3.W3 write short phrases to identify people, places and objects
















4.W4 write with support short basic sentences with appropriate spaces between words










3.W5 write letters and familiar high frequency words when read aloud or spelt out for learners

4.W5 link with support words or phrases using basic coordinating connectors










3.W6 use with support upper and lower case letters accurately when writing names and address

4.W6 use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities










3.W7 spell some familiar high-frequency words accurately during guided writing activities


4.W7 spell a growing number of familiar high-frequency words accurately during guided writing activities










3.W8 include a full stop when writing very high-frequency short sentences in guided writing activity

4.W8 include appropriate use of a full stop during guided writing of short, familiar sentences



















Strand 5: Use of English


Learners should be able to…




Grade 1

Grade 2

Grade 3

Grade 4




working towards A1

working towards A1

Low A1

Mid A1




1.UE1 use common singular and plural nouns to say what and where things are



2.UE1 use singular nouns, plural nouns – to talk about people and places

3.UE1 use singular nouns, plural nouns – including some common irregular plural forms in giving simple descriptions

4.UE1 use singular nouns, plural nouns – including some common irregular plural forms

use possessive forms ‘s/s’ with proper names and nouns to talk about ownership






1.UE2 use cardinal numbers 1 – 10 to count

2.UE2 use cardinal numbers 1 - 50 to count

3.UE2 use cardinal numbers 1 -50 to count

4.UE2 use cardinal numbers 1 -100 to count and ordinal numbers 1 - 10




1.UE3 use basic adjectives and colours to say what someone /something is or has

2.UE3 use basic adjectives to describe people and things

3.UE3 use common adjectives in descriptions and to talk about simple feelings

4.UE3 use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things

use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons








1.UE4 use determiners a, an, this, these to indicate what something is

2.UE4 use determiners a, an, some, the, this, these to indicate what /where something is

3.UE4 use determiners a, an, the, some, any, this, these, that, those to identify things

4.UE4 use determiners a, an, the, some, any, this, these, that, those to refer to things on a limited range general and some curricular topics




1.UE5 use interrogative pronouns what, where, how to ask basic questions



2.UE5 use interrogative pronouns which, what, where, how to ask basic questions

use the question:



What colour is it?

3.UE5 use interrogative pronouns including which, what, where, whose to ask who people are and what they are doing

4.UE5 use interrogative pronouns including: which, what, where, whose, how many, what kind of … on a limited range of familiar topics




1.UE6 use demonstrative pronouns this, these to indicate things

2.UE6 use demonstrative pronouns this, these that, those to indicate things

3.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information

4.UE6 use demonstrative pronouns this, these, that, those in open and closed questions




1.UE7use personal subject pronouns to identify things


2.UE7 use personal subject and object pronouns to give basic personal information


3.UE7 use personal subject and object pronouns to describe people and things


4.UE7 use personal object pronouns [indirect] in conjunction with direct object nouns to describe actions and events




1.UE8 use imperative forms of common verbs related to classroom routines


2.UE8 use simple imperative forms [positive] for basic commands or instructions

3.UE8 use simple imperative forms [positive and negative] for basic commands and instructions

4.UE8 use imperative forms [positive and negative] to give short instructions on limited range of familiar topics




1.UE9 use basic present simple forms [positive, negative] to give basic personal information


2.UE9 use common present simple forms [positive, negative and question] to give basic personal information


3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts


4.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like ,habits and facts, simple future timetabled events










3.UE10 use common present continuous forms [positive, negative, question]

4.UE10 use common present continuous forms, including short answers and contractions, to talk about what is happening now





1.UE11 use there is / are to make short statements

2.UE11 use there is / there are to make short statements and ask questions

3.UE11 use have got + noun to describe and ask about possessions

use how many are there? question form



4.UE11 use has got / have got there is / are statement and question forms including short answers and contractions






2.UE12 use basic adverbs of place here / there to say where things are




4.UE12 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often

begin to use simple adverbs of manner e.g. well, badly








2.UE13 use can / can’t to describe ability

use can to make requests



3.UE13 use can to talk about ability and to make requests and offers

use can / can’t to talk about permission



4.UE13 use can to make requests and ask permission

use must / mustn’t / have to to talk about obligation






1.UE14 use basic prepositions of location and position: in, next to, on to describe where people and things are



2.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are

use basic prepositions of time: on, in to talk about days and time

use with to indicate accompaniment


3.UE14 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to
to describe where people and things are

use prepositions of time: on, in, at to talk about days and times



4.UE14 use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are

use prepositions of time: on, in, at to talk about days and times and no preposition next / last week etc.












3.UE15 use would you like + noun, to enquire

use like + verb +ing to express likes and dislikes




4.UE15 use would you like to to invite and use appropriate responses yes please, no thanks

use let’s + verb



verbs go enjoy like + verb + ing







2.UE16 use conjunctions and, or to link words and phrases

3.UE16 use conjunctions and, or, but to link words and phrases

4.UE16 use conjunctions and, or, but to link words and phrases










3.UE17 use me, too to give short answers

4.UE17 use me, too and I don’t to give short answers


3 Long term plan
Grade 1

Units

Topics, content

Learning objectives

TERM 1

  1. All about me

Greetings and names

1.L3, 1.S1, 1.S3, 1.UE3, 1.UE6, 1.S6

Colours

1.UE3, 1.L3, 1.S3, 1.UE6, 1.S1

1 - 10

1.L3, 1.UE2, 1.L1, 1.S3

  1. My school

Classroom objects

1.UE1, 1.UE4, 1.UE6, 1.S1, 1.L1, 1.S3, 1.L3

Classroom routines

1.UE8, 1.S3, 1.L1, 1.L3, 1.UE3

Describing things

1.S1, 1.UE3

TERM 2

  1. My family and friends

Family and friends

1.UE7, 1.S5, 1.S1, 1.S3, 1.UE1, 1.L3, 1.UE4

In my house

1.S3, 1.UE11, 1.L3, 1.S1, 1.UE3

Days of the week

1.L3, 1.R1, 1.S3, 1.S1

  1. The world around us

Animals

1.S3, 1.S5, 1.L1, 1.L3, 1.R1

Hot and cold

1.S3, 1.UE3, 1.UE7, 1.S5, 1.L3

In Kazakhstan

1.S3, 1.UE11, 1.R1, 1.L4, 1.S1

TERM 3

  1. Travel

Getting to school

1.S3, 1.S5, 1.L4, 1.UE2, 1.UE5, 1.S1, 1.L1

This is the way...

1.S3, 1.S5, 1.L2, 1.UE9

Where is it?

1.S3, 1.L3, 1.UE8, 1.L1, 1.UE14, 1.UE5

The big red bus

1.L3, 1.L5, 1.L1, 1.L4, 1.S5, 1. S3

  1. Traditions and folklore

Happy Birthday

1.R3, 1.UE2, 1.S6, 1.S3, 1.L1, 1.S5,1.S1

Springtime in Kazakhstan

1.S3, 1.L3, 1.L1

Hats and masks

1.S3, 1.L1,1.UE11, 1.S1, 1.S6

Story time

1.L3, 1.S4, 1.S5

TERM 4

  1. Food and drink

Things I like

1.UE9, 1.S3, 1.S5, 1.L4, 1.R1, 1.S1, 1.S2

Hot or cold

1.S5, 1.S1, 1.L3, 1.UE7, 1.UE9

Animals like

1.S5, 1.L3, 1.S1, 1.UE9, 1.S3

Nice or nasty

1.S3, 1.L2,1.UE5, 1.S2, 1.S4, 1.S1

  1. Health and body

Hands and Head

1.UE1, 1.L2, 1.L1, 1.L3, 1.UE9,1.S1

Let’s move

1.L1, 1.UE8, 1.S4, 1.L2, 1.S1, 1.R1, 1.S5

Making a puppet

1.L3,1.S2, 1.L5, 1.UE8

A special dance

1.L1, 1.L4, 1.L3, 1.S5, 1. S3


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