Бастауыш білім беру деңгейінің
2-сыныпқа арналған
«Ағылшын тілі» оқу пәні бойынша
үлгілік оқу бағдарламасына
қосымша
Бастауыш білім беру деңгейінің 2-сыныпқа арналған
«Ағылшын тілі» оқу пәнінің үлгілік оқу бағдарламасын
жүзеге асыру бойынша ұзақ мерзімді жоспар
2) Grade 2
Cross curricular units | Topics | Learning objectives |
Term 1 | ||
All about me | Hello again | 2.1.2.1- recognise with considerable support an increasing range of common personal questions;
2.2.6.1- use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges; 2.3.2.1 -identify, remember and sound out high-frequency sound and letter patterns; 2.4.5.1- write letters and familiar high frequency words when read aloud or spelt out for learners; 2.4.6.1- use with support upper and lower case letters accurately when writing familiar high frequency words |
I can… | 2.1.1.1- understand a range of short basic supported classroom instructions;
2.1.2.1- recognise with considerable support an increasing range of common personal questions; 2.2.2.1- ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines; 2.2.4.1- respond to basic supported questions giving personal and factual information; 2.2.8.1- give simple instructions for others to follow; 2.5.13.1- use can to talk about ability and to make requests and offers; 2.5.13.2- use can / can’t to talk about permission |
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My clothes and things | 2.1.1.1- understand a range of short basic supported classroom instructions;
2.2.1.1- make basic statements related to personal information, people and objects on familiar topics and classroom routines; 2.5.1.1- use singular nouns, plural nouns – including some common irregular plural forms in giving simple descriptions; 2.5.3.1- use common adjectives in descriptions and to talk about simple feelings |
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My family and friends | Friends’ names | 2.1.3.1- understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number;
2.3.1.1- read and spell out words for others; 2.4.2.1- write letters and familiar high frequency words when read aloud or spelt |
Helping hands | 2.1.1.1- understand a range of short basic supported classroom instructions;
2.2.3.1- use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines; 2.2.5.1- begin to articulate clearly the difference between various sounds; 2.2.6.1- use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges; 2.3.1.1- read and spell out words for others; 2.4.1.1- write with support short responses at phrase level to questions and other prompts; 2.5.6.1- use demonstrative pronouns this, these, that, those to make and respond to requests for information; 2.5.13.1- use can to talk about ability and to make requests and offers; use can / can’t to talk about permission |
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People I know | 2.1.3.1- understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number;
2.2.1.1- make basic statements related to personal information, people and objects on familiar topics and classroom routines; 2.2.3.1- use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines; 2.5.3.1- use common adjectives in descriptions and to talk about simple feelings; 2.5.13.1- use can to talk about ability and to make requests and offers; use can / can’t to talk about permission |
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Term 2 | ||
My school | Counting and Measuring | 2.1.1.1- understand a range of short basic supported classroom instructions;
2.1.3.1- understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number; 2.1.5.1- identify missing phonemes in incomplete words; 2.2.4.1- respond to basic supported questions giving personal and factual information; 2.3.4.1- begin to use with support a simple picture dictionary; 2.5.2.1- use cardinal numbers 1 -50 to count; 2.5.11.1- use have got+noun to describe and ask about possessions |
Around school | 2.1.4.1- recognise with support short basic questions relating to features such as colour and number;
2.1.5.1- identify missing phonemes in incomplete words; 2.2.3.1- use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines; 2.4.3.1- write short phrases to identify people, places and objects; 2.5.14.1- 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; 2.5.14.2- use prepositions of time: on, in, at to talk about days and times |
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School days | 1.1.2.1- recognise with considerable support an increasing range of common personal questions;
2.1.3.1- understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number; 2.2.3.1- use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines; 2.3.2.1 — identify, remember and sound out high-frequency sound and letter patterns; 2.4.7.1- spell some familiar high-frequency words accurately during guided writing activities |
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Class Photos | 2.2.2.1- ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines;
2.2.4.1- respond to basic supported questions giving personal and factual information; 2.3.2.1 — identify, remember and sound out high-frequency sound and letter patterns; 2.5.7.1- use personal subject and object pronouns to describe people and things |
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The world around us | Different Places | 2.1.3.1- understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number;
2.1.5.1- identify missing phonemes in incomplete words; 2.2.3.1- use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines; 2.2.4.1- respond to basic supported questions giving personal and factual information; 2.5.5.1- use interrogative pronouns including which, what, where, whose to ask who people are and what they are doing; 2.5.12.1- use basic adverbs of place here / there to say where things are |
Reading Signs | 2.2.1.1- make basic statements related to personal information, people and objects on familiar topics and classroom routines;
2.2.2.1- ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines; 2.3.3.1- read and follow with considerable support simple, words, phrases and sentences on familiar topics; 2.5.8.1- use simple imperative forms [positive and negative] for basic commands and instructions; 2.5.13.1- use can to talk about ability and to make requests and offers; use can / can’t to talk about permission |
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Where’s it from? | 2.1.3.1- understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number;
2.1.5.1- identify missing phonemes in incomplete words; 2.2.3.1- use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines; 2.3.3.1- read and follow with considerable support simple, words, phrases and sentences on familiar topics |
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Days Out
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2.1.5.1- identify missing phonemes in incomplete words;
2.2.2.1- ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines; 2.3.3.1- read and follow with considerable support simple, words, phrases and sentences on familiar topics; 2.5.4.1- use determiners a, an, the, some, any, this, these, that, those to identify things |
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Term 3 | ||
Health and body | Our body | 2.2.3.1- use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines;
2.3.1.1- read and spell out words for others; 2.5.6.1- use demonstrative pronouns this, these, that, those to make and respond to requests for information |
Let’s measure | 2.1.1.1- understand a range of short basic supported classroom instructions;
2.1.4.1- recognise with support short basic questions relating to features such as colour and number; 2.5.2.1- use cardinal numbers 1 -50 to count |
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Hats and Bats | 2.1.4.1- recognise with support short basic questions relating to features such as colour and number;
2.2.8.1- give simple instructions for others to follow give simple instructions for others to follow; 2.3.1.1- read and spell out words for others read and spell out words for others; 2.3.4.1- begin to use with support a simple picture dictionary |
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Reading time |
2.1.5.1- identify missing phonemes in incomplete words;
2.2.4.1- respond to basic supported questions giving personal and factual information; 2.3.3.1- read and follow with considerable support simple, words, phrases and sentences on familiar topics; 2.4.3.1- write short phrases to identify people, places and objects; 2.5.13.1- use can to talk about ability and to make requests and offers; use can / can’t to talk about permission |
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Traditions and customs | Special Days | 2.1.1.1- understand a range of short basic supported classroom instructions understand a range of short basic supported classroom instructions;
2.2.4.1- respond to basic supported questions giving personal and factual information; 2.5.8.1- use simple imperative forms [positive and negative] for basic commands and instructions; 2.5.9.1- use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts |
Home cooking | 2.1.9.1- recognise the spoken form of familiar words and expressions;
2.2.3.1- use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines; 2.3.1.1- read and spell out words for others |
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What’s it for? | 2.1.3.1- understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number;
2.2.4.1- respond to basic supported questions giving personal and factual information; 2.4.7.1- spell some familiar high-frequency words accurately during guided writing activities |
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Term 4 | ||
The natural environment | The weather | 2.1.3.1- understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number;
2.2.3.1- use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines; 2.5.3.1- use common adjectives in descriptions and to talk about simple feelings |
Changing seasons | 2.1.4.1- recognise with support short basic questions relating to features such as colour and number;
2.3.3.1- read and follow with considerable support simple, words, phrases and sentences on familiar topics; 2.5.9.1- use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts |
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What can animals do? | 2.1.4.1- recognise with support short basic questions relating to features such as colour and number;
2.5.10.1- use common present continuous forms [positive, negative, question]; 2.5.13.1- use can to talk about ability and to make requests and offers; use can / can’t to talk about permission; 2.5.17.1- use me, too to give short answers |
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Sea Adventures | 2.1.3.1- understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number;
2.2.3.1- use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines; 2.3.1.1- read and spell out words for others; 2.4.5.1- write letters and familiar high frequency words when read aloud or spelt out for learners |
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Travel | A to B | 2.2.3.1- use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines;
2.5.9.1- use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts; 2.5.14.1- 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; 2.5.14.2- use prepositions of time: on, in, at to talk about days and times |
Types of vehicle | 2.2.4.1- respond to basic supported questions giving personal and factual information;
2.3.3.1- read and follow with considerable support simple, words, phrases and sentences on familiar topics; 2.5.13.1- use can to talk about ability and to make requests and offers; use can / can’t to talk about permission |
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My plane | 2.2.1.1- make basic statements related to personal information, people and objects on familiar topics and classroom routines;
2.5.11.1- use have got+noun to describe and ask about possessions |
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Bike Story | 2.1.3.1- understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number;
2.5.10.1- use common present continuous forms [positive, negative, question] |
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Altogether Now | 2.2.4.1- respond to basic supported questions giving personal and factual information;
2.3.3.1- read and follow with considerable support simple, words, phrases and sentences on familiar topics |