МЕКТЕП АЛДЫ ДАЯРЛЫҚ ЖОСПАРЫ
МЕКТЕП АЛДЫ ДАЯРЛЫҚ ЖОСПАРЫ
Автор: Кадирова Гулнур Жусипалиевна
Бағыты: Шет тілі Бөлімі: Сабақ жоспары Сыныбы: Мектепке дейінгі балалар
Жарияланған уақыты: 2019-02-03
Материал туралы қысқаша түсінік
Мектеп алды даярлық дһжоспары негізінен мұғалімдерге аса қажет.Ағылшын тілінде.
Calendar Thematic Plan for the 0 grade. 2018-2019 academic year.
| № | Theme | Lesson objectives | Vocabulary | Structure,letters and numbers | Hours | Date |
| 1 | Hello | To recognise English sounds and spoken wordsTo greet and say goodbye in English To recognise and say the sounds [ᴂ] and [b] | Alan, Baurzhan, Jig, Pat, Tomiris | I’m…Hello, Bye, How are you?I’m fine thank you.Point to, Letters: Aa, Bb | 1 | |
| 2 | How are you? | To identify, trace and use numbers1,2To develop listening skills in english | Stand up, Sit down, Clap, Count,Numbers: 1, 2 | 1 | ||
| 3 | What is this? | To identify common classroom objects To recognise and say the sounds [k] and [d] | Bin, board, chair clock, cupboard, door, floor, picture, table, window | What’s this?It’s a…Letters Cc, Dd | 1 | |
| 4 | Who is this? | To identify, trace and use numbers 3,4To follow the left to right sequence of English | ManBoyGirl | Numbers 3,4 | 1 | |
| 5 | Colors. |
To recognise English sounds and spoken wordsTo recognise and say the sounds [e] and [f] |
RedYellowgreen | The blue skyThe black hairThe red toy | 1 | |
| 6 | Red and black | To identify, trace and use numbers 5, 6 | Black ballon, red car | Hello, goodbye, This is my… Numbers: 5,6 | 1 | |
| 7 | My things | To identify school things To recognise parts of the wholeTo ask and answer about ageTo recognise and say the sounds [g] and [h] | Book, crayon, lunchbox, note book, pen, pencil, pencil box, rubber, water bottle, girl, gloves, hand, horse | How many…?How old are you?Take care of your…Letters: Gg, Hh | 1 | |
| 8 | Project work | To make a number collage To use English to talk about mathematical conceptsTo identify, trace and use numbers 7, 8 | Look, button, bean,paperclip, glue stick | How many…?Numbers: 7,8 | 1 | |
| 9 | Shapes and colours | To identify basic shapes and coloursTo recognise shapes and coloursTo recognize and say the sounds [i], [dᴣ] and [k]To understand everyday language related to being neat and tidy | Circle, diamond, heart, rectangle, square, star, triangle, blue, brown, green, orange, red, pink, yellow | It’s + colour. It’s a (pink) (triangle)Clean up. Let’s work together Letters: Ii, Jj,Kk | 1 | |
| 10 | It’s a red hat! | To identify, trace and use numbers 9, 10To develop listening skillsTo revise and consolidate language introduced in the unit | Fly away, hat, | Numbers:9,10 | 1 | |
| 11 | My farm | To identify farm animalsTo identify things found outdoorsTo ask and answer yes/no questionsTo recognize and say the sounds [l], [m] and[n]To understand everyday language related to respecting nature | Bee, cow, chicken, donkey, duck, flower, goat, goose, horse, sun, lemon, mango, nut | Is it a…? Yes, it is/No it isn’t. Be careful. Don’t touch. Letters: Ll,Mm,Nn | 1 | |
| 12 | My clothers | To identify clothing To recognise English sounds and spoken wordsTo develop fine motor control To make polite requestsTo recognize and say the sounds [o], [p] and[kw] | Dress, hat, jumper, pyjamas, shirt, shoes, shorts, skirt, socks, trousers, please, give, octopus, ostrich, pear, queen, quilt | What colour is it? It is…. What colour are they?They are…Please pick up… Please fold…. Sure,..Letters: Oo, Pp, Qq | 1 | |
| 13 | What colour | To revise numbers To follow the left to right sequence of English | Please give me…, thank you, sorry | 1 | ||
| 14 | My body | To identify parts of the bodyTo talk about one’s body To recognize and say the sounds [r], [s] and[t]To consider the importance of playing quietly and respectfully To understand everyday language used to play quietly | Arms, ears, eyes, fingers, hair, head, knees, legs, nose, toes, rabbit, radio, seesaw, star, tent, towel | I’ve got…Not so loud, please. Sorry,…Letters: Rr,Ss,Tt | 1 | |
| 15 | My family | To identify family membersTo recognize family relationshipsTo write simple wordsTo recognize and say the sounds [ᴧ], [v] and[w]To consider the importance of respecting your elders | Aunt, baby, brother, cousin, dad, grandma, grandpa, mum, sister, uncle, umbrella, up, van, volcano, watch, water | He/She is …, They are…After you.Letters: Uu, Vv, Ww | 1 | |
| 16 | My party | To identify foodTo recognize shapesTo express like and dislikeTo recognize and say the sounds [ks], [j] and[z]To consider the importance of waiting your turn | Banana, biscuit, cake, ice cream, juice, orange, pizza, sandwich, spaghetti, sweet everything, fox, yogurt, yo-yo, zebra,zero | I like….I don’t like…Is it my turn? Just a minute, please. Letters: Xx, Yy, Zz | 1 | |
| 17 | My week | To recognize and say the days of the week in orderTo practice capital letters | Monday.Tuesday,Wednesday, Thursday, Friday, Saturday, Sunday, week, school, home | What day is it?It’s (Monday) | 1 | |
| 18 | Our school | To identify people, place and things at schoolTo associate written words and there picturesTo revise letters of the alphabet and there sounds | Classroom, friend, guitar, music room, piano, playground, sandbox, school bus, seesaw, swing, teacher, boy, | What’s this? It’s …Who’s this? He’s/She’s…I love (our school). Yes it’s great! | 1 | |
| 19 | My feelings | To identify feelingsTo associate written words and picturesTo say, recognise and trace the digraph sh | Cold, happy, hot, hungry, sad, scared, shy, sleepy, thirsty, tried | Are you (cold)? Yes, I am/ No I’m notDigraph: sh | 1 | |
| 20 | Music | To begin to understand the relationship between text and meaningTo use English to learn about music concepts To identify and trace and use numbers 5,6 | Music, dombra, drum, violin | 1 | ||
| 21 | I’m hungry | To follow the left to right sequence of English To develop listening and reading skills | 1 | |||
| 22 | I can jump. | To identify actions To talk about one’s abilities to recognise and and say the sound [Ɵ]To develop fine motor control | Catch, climb, draw, jump, kick, read, run, sing, throw, write, count, hide | I can(run). I can’t (sing).Digraph: th | 1 | |
| 23 | Project work | To make a numbers insectTo use English to express science conceptsTo review language introduced in the unit | Insect, climb, crawl, count | 1 | ||
| 24 | My home | To identify rooms and objects in the homeTo associate written words and there picturesTo say, recognise and trace the digraph ch | Bathroom, bedroom, cooker, dining room, fridge, kitchen, lamp, living room, plant, sofa, TV | There is a (kitchen). There are (five rooms).Digraph: ch | ||
| 25 | My home | To follow the left to right sequence of English To understand and enjoy a story | Home | This is my home | 1 | |
| 26 | My room | To identify things in the bedroomTo describe location with in, on, under, behindto recognise and and say the sounds [k], [h], [m] | Bed, blanket, pillow, rug, shelf, wardrobe, behind, next to, on, under | Where is it? It’s in /under/next to | 1 | |
| 27 | On holiday | To identify things at the beachTo ask and answer the questions about quantity | Beach, bucket, crab, sand, sandcastle, sea, shell, spade, towel, umbrella, sun, shining, hide, purple, black, white | How many (shells) are here? There (three shells) | 1 | |
| 28 | Plants and flowers | To begin to understand the relationship between text and meaning | Plant, flower, tree, adj: colour, size | 1 | ||
| 29 | Let’s eat | To identify foodsTo associate written words and there picturesTo talk about what others have got | Bread, butter, cheese, chicken, fish, milk, potato, rice, salad, soup, love, Yummy! | She He has got… | 1 | |
| 30 | In the wild | To identify wild animalsTo recognise English sound and spoken wordsTo talk about ability | Crocodile, elephant, giraffe, hippo, lion, monkey, parrot, snake, tiger, zebra, meet, chase | Hesheit can… | 1 | |
| 31 | Jobs | To identify occupationsto ask and answer yesno questionsto read words for jobs | Builder, doctor, farmer, firefighter, nurse, pilot, police officer, singer, taxi driver, teacher | She/He is a (doctor)?Yes, she/he is. No, she/he isn’t. | 1 | |
| 32 | revision | 1 |
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