2-сыныпқа арналған «Ағылшын тілі» оқу пәнінің үлгілік оқу бағдарламасын жүзеге асыру бойынша ұзақ мерзімді жоспар

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Reading time

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

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

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

2.2.4.1-  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

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

2.3.3.1-   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

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

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

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

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

2.5.11.1- use have got+noun to describe and ask about possessions

2.5.10.1-  use common present continuous forms [positive, negative, question]

2.3.3.1-   read and follow with considerable support simple, words, phrases and sentences on familiar topics