Қазақстан Республикасы

Білім және ғылым министрінің

2018 жылғы 10 мамырдағы
№ 199 бұйрығына
5-қосымша
Қазақстан Республикасы
Білім және ғылым министрінің
2013 жылғы 3 сәуірдегі
№ 115 бұйрығына
179-қосымша

Бастауыш білім беру деңгейінің 1-4-сыныптарына арналған "Ағылшын

тілі" пәнінен үлгілік оқу бағдарламасы
Chapter 1. General provisions
1. The Subject Programme was developed in accordance with the State
Compulsory Education Standard (primary, lower secondary, and upper secondary
education) approved by Republic of Kazakhstan government decree № 1080 dated 23
August 2012.
2. The English curriculum aims to develop learners who gain the A 1 level of
language skills through the following:
1)varied tasks which foster analysis, evaluation and creative thinking;
2)exposure to a wide variety of spoken and written sources;
3)stimulating and challenging subject matter.
3. In the primary school years, the content of the programme is aimed at
developing learners’ ability to use English in daily exchanges and providing a sound
basis for further study. The primary English language programme aims to develop
learners’ English language skills, develop learners’ interest and self-confidence, and
instil a positive attitude towards learning English.
4. Each Subject Programme implements trilingual education. It means that both
learning and extracurricular activities are done in three languages (Kazakh, Russian,
and English). With each subject contributing to the creation of a multilingual learning
environment, the Subject Programme enforces the trilingual education policy.
5. The Subject Programme cultivates basic values of education through the joint
development of personality and universal skills. The basic values are patriotism
towards Kazakhstan and civil responsibility, respect, cooperation, labour and
creativity, openness, and life-long education. These values are to guide the learner on
a permanent basis, motivating their behaviour and daily activity.
Chapter 2. Description of the organisational requirements for the
English language programme
6. Distribution of annual number of teaching hours per grades:
1) in the 1st grade have 2 hours a week, 66 hours a year;
2) in the 2d grade have 2 hours a week, 68 hours a year;
3) in the 3d grade have 2 hours a week, 68 hours a year;
4) in the 4th grade have 2 hours a week, 68 hours a year.
 7. The basic programme content for 1st grade:
1)listening: short basic instructions for a limited range of classroom routines
spoken slowly and distinctly, basic common personal questions spoken slowly and
distinctly, common names and names of places, spoken form of a limited range of
everyday and classroom words, short basic questions about what something is,
sounds of phonemes and phoneme blends, names of letters of the alphabet;
2)speaking: basic personal statements about people, objects and classroom
routines, questions in basic exchanges about people, objects and classroom routine,
pronouncing familiar words and expressions intelligibly, basic supported questions
about people, objects and classroom routines, making introductions and requests in
basic interactions with others;
3)reading: sounding and naming the letters of the alphabet, recognising initial
letters in names and places, identifying some familiar sight words from local
environment, using the alphabet to place the first letters of word in alphabetical order;
4)use of English: singular nouns, plural nouns – to talk about people and places,
cardinal numbers 1 – 20 to count; basic adjectives to describe people and things;
determiners a, an, some, the, this, these to indicate what/where something is;
interrogative pronouns which, what, where, how to ask basic questions;
demonstrative pronouns this, these that, those to indicate things; personal subject and
object pronouns to give basic personal information; simple imperative forms
[positive] for basic commands or instructions; common present simple forms
[positive, negative and question] to give basic personal information.
8. The basic programme content for 2nd grade:
1)listening: a range of short basic supported classroom instructions, an increasing
range of common personal questions; the main points of short, slow and carefully
articulated talk on routine and familiar topics features such as colour and number;
short basic questions relating to features such as colour and number; identifying
missing phonemes in incomplete words; some specific information in short, slow,
carefully articulated talk on routine and familiar topics; usage of contextual clues to
predict content in short, supported talk on routine and familiar topics; short narratives
spoken slowly and distinctly on routine and familiar topics; the spoken form of
familiar words and expressions;
2)speaking: basic statements related to personal information, people and objects
on familiar topics and classroom routines; questions in order to satisfy basic needs
and find information on familiar topics and classroom routines; usage of a limited
range of basic words, phrases and short sentences to describe objects, activities and
classroom routines; responding to basic supported questions giving personal and
factual information; short answers appropriately in short, basic exchanges and take
turns when speaking with others in a limited range of short, basic exchanges; placing
the stress correctly on familiar polysyllabic words; simple instructions for others to
follow;
3)reading: identifying, remembering and sounding out high-frequency sound and
letter patterns; reading and following with considerable support simple, words,
phrases and sentences on familiar topics; the main points of simple sentences on
familiar topics by using contextual clues; understanding with considerable and
particularly visual support, some specific information in short, simple texts on
familiar topics;
4)writing: short responses at phrase level to questions and other prompts with
support; letters and familiar high frequency words when read aloud or spelt; short
phrases to identify people, places and objects; letters and familiar high frequency
words when read aloud or spelt out for learners; upper and lower case letters
accurately when writing familiar high frequency words; spelling some familiar high-
frequency words accurately during guided writing activities; a full stop when writing
very high-frequency short sentences in guided writing activity;
5)use of English: singular nouns, plural nouns – including some common
irregular plural forms in giving simple descriptions; cardinal numbers 1-50 to count;
common adjectives in descriptions and to talk about simple feelings; determiners a,
an, the, some, any, this, these, that, those to identify things; interrogative pronouns
including which, what, where, whose to ask who people are and what they are doing;
demonstrative pronouns this, these, that, those to make and respond to requests for
information; personal subject and object pronouns to describe people and things;
simple imperative forms [positive and negative] for basic commands and instructions;
use common present simple forms [positive, negative, question] and contractions to
talk about what you want and like and habits and facts; common present continuous
forms [positive, negative, question]; have got + noun to describe and ask about
possessions; basic adverbs of place here/there to say where things are; can to talk
about ability and to make requests and offers, can/can’t to talk about permission;
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; prepositions of time: on, in, at
to talk about days and times; would you like + noun, to enquire,
like + verb + ing to express likes and dislikes; conjunctions and, or, but to link
words and phrases; me, too to give short answers.
9. The basic programme content for 3rd grade:
1)listening: short supported classroom instructions in an increasing range of
classroom routines; a limited range of short supported questions which ask for
personal information; the main points of short, slow, carefully articulated talk on a
limited range of general and some curricular topics; a limited range of short
supported questions on general and some curricular topics; distinguishing between
phonemically distinct words; some specific information and detail of short, supported
information or talk on a limited range of general and some curricular topics;
contextual clues to predict content in short supported talk on a limited range of
general and some curricular topics; short, narratives on a limited range of general and
some curricular topics; short basic words that are spelt out;
2)speaking: basic statements which provide personal information on a limited
range of general topics; questions to find out about present experiences on a limited
range of general and some curricular topics; short, basic description of people and
objects, begin to describe past experiences on a limited range of general and some
curricular topics; responding to questions on a limited range of general and some
curricular topics; pronouncing familiar words and short phrases intelligibly when
reading aloud; taking turns when speaking with others in a limited range of short,
basic exchanges; contributing a limited range of suitable words, phrases, and
sentences including giving opinions during short pair, group and whole class
exchanges; recounting very short, basic stories and events on a limited range of
general and some curricular topics;
3)reading: recognising, identifying and sounding with support a limited range of
familiar words in simple sentences; rereading and usual support very short simple
fiction and non-fiction texts on a limited range of general and curricular topics; using
with some support a simple picture dictionary; the main points of short simple texts
on a limited range of familiar general and some curricular topics by using contextual
clues; understanding with considerable support, some specific information and detail
in short, simple texts on a limited range of general and some curricular topics;
4)writing: planning, writing and checking short sentences with considerable
support on a limited range of personal, general and some curricular topics; words and
phrases of regular size and shape; short phrases to identify people, places and objects;
short basic sentences with appropriate spaces between words; linking with support
words or phrases using basic coordinating connectors; upper and lower case letters
accurately when writing names, places and short sentences during guided writing
activities; spelling a growing number of familiar high-frequency words accurately
during guided writing activities; appropriate use of a full stop during guided writing
of short, familiar sentences;
5)use of English: singular nouns, plural nouns – including some common
irregular plural forms, possessive forms‘s/s’ with proper names and nouns to talk
about ownership; cardinal numbers 1 – 100 to count and ordinal numbers 1 – 10;
adjectives, including possessive adjectives, on a limited range of general and some
curricular topics to describe things, simple one-syllable and some two-syllable
adjectives [comparative form] to make comparisons; determiners a, an, the, some,
any, this, these, that, those to refer to things on a limited range general and some
curricular topics; use interrogative pronouns including: which, what, where, whose,
how many, what kind of … on a limited range of familiar topics; demonstrative
pronouns this, these, that, those in open and closed questions; personal object
pronouns [indirect] in conjunction with direct object nouns to describe actions and
events. Imperative forms [positive and negative] to give short instructions on limited
range of familiar topics; common present simple forms [positive, negative, question]
and contractions to talk about what you want and like, habits and facts, simple future
timetabled events, use common past simple forms to describe actions and feelings;
common present continuous forms, including short answers and contractions, to talk
about what is happening now; has got/have got there is/are statement and question
forms including short answers and contractions; adverbs of time and frequency:
sometimes, often, always, never to indicate when and how often, begin to use simple
adverbs of manner example given well, badly; can to make requests and ask
permission, must/mustn’t/have to to talk about obligation; 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 last week; would you like to to invite and use
appropriate responses yes please, no thanks, let’s + verb, verbs go enjoy like + verb +
ing; conjunctions and, or, but to link words and phrases; me, too and I don’t to give
short answers.
10. The basic programme content for 4th grade:
1)listening: an increasing range of classroom instructions; an increasing range of
supported questions which ask for personal information; the main points of short
supported talk on an increasing range of general and some curricular topics; an
increasing range of short supported questions on general and some curricular topics;
identifying initial, middle and final phonemes and blends; some specific information
and detail of short supported talk on an increasing range of general and some
curricular topics; contextual clues to predict content and meaning in short supported
talk on an increasing range of general and some curricular topics; short, supported
narratives on an increasing range of general and some curricular topics; recognising
words that are spelt out from a limited range of general and curriculum topics, words
similar to words in student native language;
2)speaking: basic statements which provide information on an increasing range of
general and some curricular topics; questions to find out about present and possibly
past experiences on an increasing range of general and some curricular topics; short,
basic description of people and objects; escribing past experiences on an increasing
range of general and some curricular topics; responding to questions on an increasing
range of general and some curricular topics; pronouncing an increasing range of
words, short phrases and simple sentences intelligibly; turns when speaking with
others in a growing range of short, basic exchanges; basic likes and dislikes,
recounting short, basic stories and events on a limited range of general and some
curricular topics;
3)reading: recognising, identifying and sounding with support a growing range of
language at text level; short simple fiction and non-fiction texts with some support;
basic opinions in short, simple texts on an increasing range of general range of
general and some curricular topics; finding with support books, worksheets and other
print materials in a class or school library according to classification; the main points
of short simple texts on a growing range general and some curricular topics by using
contextual clues; understanding with some support some specific information and
detail in short, simple texts on a growing range of general and some curricular topics;
4)writing: planning, writing and checking sentences with support on a range of
basic personal, general and some curricular topics; joined-up handwriting in a limited
range of written work; short sentences which describe people, places and objects with
support; a sequence of short sentences in a paragraph to give basic personal
information; linking sentences using basic coordinating connectors; upper and lower
case letters accurately when writing names, places and short sentences when writing
independently; spelling most familiar high-frequency words accurately when writing
independently; appropriate use of full stops and question marks, at sentence level
with some accuracy when writing independently;
5)use of English: singular nouns, plural nouns – including some common
irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label
things; cardinal numbers 1 – 1000 and ordinal numbers 1 – 100; adjectives, including
possessive adjectives, on a growing range of general and some curricular topics to
describe things; simple one-syllable and some two-syllable adjectives [comparative
and superlative] to make comparisons; determiners a, an, the, zero article, some, any,
this, these, that, those to refer to things on a growing range of general and some
curricular topics; interrogative pronouns who, what and where, how many, how
much, how often, how big, what kind of to ask questions on growing range of
familiar topics; demonstrative pronouns this, these, that, those and object pronouns in
short statements, questions and responses; personal subject and object pronouns,
including indirect object pronouns and use possessive pronouns mine, yours to give
personal information and describe actions and events; imperative forms [positive and
negative] to give short instructions on a growing range of familiar topics; use
common simple present forms, including short answer forms and contractions, to give
personal information and talk about habitual actions, facts and future timetabled
events continue to use common past simple forms [regular and irregular] to describe
actions and feelings and narrate simple events including short answer forms and
contractions; common present continuous forms, including short answers and
contractions, to talk about what is happening now and future arrangements on a
limited range of personal and familiar topics, -ing forms swimming, spelling as nouns
to describe familiar and classroom activities; has got/ have got there is/are statement,
negative, question forms including short and full answers and contractions; adverbs
of time and frequency: sometimes, often, always, never to indicate when and how
often, begin to use simple adverbs of manner example given well, badly, common -ly
manner adverbs to describe actions example given slowly, quickly; can to make
requests and ask permission; must/mustn’t/have to to talk about obligation, use have
+ object + infinitive to talk about obligations; prepositions of location, position and
direction: at, in, on, behind, between, in front of, near, next to, opposite, above, up,
down, on the right, on the left, prepositions of time: in, on, at, before, after,
with/without to indicate, accompaniment with for instrument and for to indicate
recipient; would you like to to invite and use appropriate responses yes please, no
thanks, let’s + verb, verbs go enjoy like + verb + ing; infinitive of purpose to describe
simple actions and verbs want, start + infinitive, declarative what [a/an] + adjective +
noun to show feelings; conjunctions and, or, but, because to link words and phrases;
me, too and I don’t to give short answers; when clauses to describe simple present
and past actions on personal and familiar topics.
11. Types of speech activity:
1) strand 1 "Listening": a learner understands the main ideas of a short talk on
familiar topics, recognizes familiar words and phrases, understands short questions
about colours and numbers, uses contextual clues to predict the content and meaning
of a short talk on familiar topics, understands the general meaning of short stories
pronounced slowly and clearly;
2) strand 2 "Speaking": a learner formulates basic utterances about themselves,
formulates questions, responds to questions, pronounces basic words and phrases
describing things and events demonstrating correct intonation and stress, expresses
what he/she likes and dislikes;
3) strand 3 "Reading": a learner uses an illustrated dictionary, reads and
understands short fiction and non-fiction texts about social and everyday-life matters,
determines the main idea of short texts, identifies specific information and details in
short texts, identifies universal human values in works of Kazakh and world
literature;
4) strand 4 "Writing": a learner writes frequently used words correctly
demonstrating their knowledge of the differences between their spelling and
pronunciation, writes short dictated sentences, uses end-of-sentence punctuation
marks correctly;
5) strand 5: "Use of English": a learner expresses themselves using basic modals
and common present and past simple and continuous forms to describe events and
give personal information.
Chapter 3. Learning objectives system
12. Education aims in the programme are presented by the codes. The first
number in the code is a grade, the second one is the number of the strand, the third
and fourth ones are the number of the aim. For example, 1.1.2.1 "1" is grade, "1" is
number of strand, "1.2" are numbers number of the aim.
13. The English language learning objectives system:
1) strand 1 "Listening":
Grade 1 Grade 2 Grade 3 Grade 4
working towards A1 low A1 mid A1 high A1
1.1.1.1 recognise short
3.1.1.1 understand
basic instructions for a 2.1.1.1 understand a
short supported 4.1.1.1 understand an
limited range of range of short basic
classroom instructions increasing range of
classroom routines supported classroom
in an increasing range classroom instructions
spoken slowly and instructions
of classroom routines
distinctly
1.1.2.1 recognise with
2.1.2.1 recognise with 3.1.2.1 understand a 4.1.2.1 understand an
support a limited range
considerable support an limited range of short increasing range of
of basic common
increasing range of supported questions supported questions
personal questions
common personal which ask for personal which ask for personal
spoken slowly and
questions information information
distinctly
1.1.3.1 recognise with 2.1.3.1 understand the 3.1.3.1 understand the
4.1.3.1 understand the
support common names main points of short, main points of short,
main points of short
and names of places, slow and carefully slow, carefully
supported talk on an
recognise the spoken articulated talk on articulated talk on a
increasing range of
form of a limited range routine and familiar limited range of
general and some
of everyday and topics features such as general and some
curricular topics
classroom words colour and number curricular topics
4.1.4.1 understand an
2.1.4.1 recognise with 3.1.4.1 understand a
1.1.4.1 recognise with increasing range of
support short basic limited range of short
support short basic short supported
questions relating to supported questions on
questions about what questions on general
features such as colour general and some
something is and some curricular
and number curricular topics
topics
1.1.5.1 recognise the 2.1.5.1 identify missing 3.1.5.1 distinguish 4.1.5.1 identify initial,
sounds of phonemes and phonemes in incomplete between phonemically middle and final
phoneme blends words distinct words phonemes and blends
2.1.6.1 understand some 3.1.6.1 understand 4.1.6.1 understand
 specific information in some specific some specific
short, slow, carefully information and information and detail
articulated talk on detail of short, of short, supported talk
routine and familiar supported information on an increasing range
topics or talk on a limited of general and some
range of general and curricular topics
some curricular
topics
4.1.7.1 use contextual
3.1.7.1 use contextual
2.1.7.1 use contextual clues to predict content
clues to predict content
clues to predict content and meaning in short
in short, supported talk
in short, supported talk supported talk on an
on a limited range of
on routine and familiar increasing range of
general and some
topics general and some
curricular topics
curricular topics
4.1.8.1 understand
2.1.8.1 understand short 3.1.8.1 understand
short, supported
narratives spoken short, narratives on a
narratives on an
slowly and distinctly on limited range of
increasing range of
routine and familiar general and some
general and some
topics curricular topics
curricular topics
4.1.9.1 recognise words
1.1.9.1 recognise the 2.1.9.1 recognise the 3.1.9.1 recognise short
that are spelt out from a
names of letters of the spoken form of familiar basic words that are
limited range of general
alphabet words and expressions spelt out
and curriculum topics
4.1.10.1 recognise
words similar to words
in student native
language
2) strand 2 "Speaking":
Grade 1 Grade 2 Grade 3 Grade 4
working
low A1 mid A1 high A1
towards A1
1.2.1.1 make
2.2.1.1 make basic 3.2.1.1 make basic
basic personal
statements related to statements which 4.2.1.1 make basic statements
statements
personal information, provide personal which provide information on
about people,
people and objects on information on a an increasing range of general
objects and
familiar topics and limited range of general and some curricular topics
classroom
classroom routines topics
routines
1.2.2.1 ask
2.2.2.1 ask questions in 3.2.2.1 ask questions to
questions in 4.2.2.1 ask questions to find
order to satisfy basic find out about present
basic exchanges out about present and possibly
needs and find experiences on a
about people, past experiences on an
information on familiar limited range of general
objects and increasing range of general and
topics and classroom and some curricular
classroom some curricular topics
routines topics
routines
1.2.3.1 2.2.3.1 use a limited 3.2.3.1 give short, basic 4.2.3.1 give short, basic
pronounce range of basic words, description of people description of people and
familiar words phrases and short and objects on a limited objects on a limited range of
and expressions sentences to describe range of general and general and some curricular
intelligibly objects, activities and some curricular topics topics, begin to describe past
classroom routines experiences on an increasing
range of general and some
curricular topics
1.2.4.1 respond
to basic
2.2.4.1 respond to basic 3.2.4.1 respond to
supported 4.2.4.1 respond to questions on
supported questions questions on a limited
questions about an increasing range of general
giving personal and range of general and
people, objects and some curricular topics
factual information some curricular topics
and classroom
routines
3.2.5.1 pronounce
2.2.5.1 begin to 4.2.5.1 pronounce an
1.2.5.1 use familiar words and
articulate clearly the increasing range of words,
words in short short phrases
difference between short phrases and simple
exchanges intelligibly when
various sounds sentences intelligibly
reading aloud
2.2.6.1 use short
1.2.6.1 make
answers appropriately in
introductions 3.2.6.1 take turns when 4.2.6.1 take turns when
short, basic exchanges
and requests in speaking with others in speaking with others in a
and take turns when
basic a limited range of short, growing range of short, basic
speaking with others in
interactions basic exchanges exchanges
a limited range of short,
with others
basic exchanges
3.2.7.1 contribute a
limited range of 4.2.7.1 contribute a growing
2.2.7.1 place stress suitable words, phrases, range of suitable words,
correctly on familiar and sentences including phrases, and sentences during
polysyllabic words giving opinions during short pair, group and whole
short pair, group and class exchanges
whole class exchanges
4.2.8.1 express basic likes and
3.2.8.1 recount very
dislikes,
2.2.8.1 give simple short, basic stories and
recount short, basic stories and
instructions for others to events on a limited
events on a limited range of
follow range of general and
general and some curricular
some curricular topics
topics
3) strand 3 "Reading":
Grade 1 Grade 2 Grade 3 Grade 4
working
low A1 mid A1 high A1
towards A1
1.3.1.1
3.3.1.1 recognise, identify 4.3.1.1 recognise, identify
recognise
2.3.1.1 read and spell out and sound with support a and sound with support a
sound and
words for others limited range of familiar growing range of
name the letters
words in simple sentences language at text level
of the alphabet
1.3.2.1 4.3.2.1 read and
2.3.2.1 identify, remember 3.3.2.1 read and follow
recognise understand with some
and sound out high- with limited support
initial letters in support short simple
frequency sound and letter familiar instructions for
names and fiction and non-fiction
patterns classroom activities
places texts
1.3.3.1 2.3.3.1 read and follow 3.3.3.1 begin to read with
4.3.3.1 recognise basic
recognise and with considerable support rereading and usual
opinions in short, simple
identify some simple, words, phrases and support very short simple
texts on an increasing
familiar sight sentences on familiar and fiction and non-fiction
range of general range of
words from general topics and familiar texts on a limited range of
general and some
local instructions for classroom general and curricular
curricular topics
environment activities topics
1.3.4.1 use the
4.3.4.1 find with support
alphabet to
2.3.4.1 begin to use with 3.3.4.1 use with some books, worksheets and
place the first
support a simple picture support a simple picture other print materials in a
letters of word
dictionary dictionary class or school library
in alphabetical
according to classification
order
3.3.5.1 understand the 4.3.5.1 understand the
2.3.5.1 understand the main main points of short main points of short
points of simple sentences simple texts on a limited simple texts on a growing
on familiar topics by using range of familiar general range general and some
contextual clues and some curricular topics curricular topics by using
by using contextual clues contextual clues
3.3.6.1 understand with 4.3.6.1 understand with
2.3.6.1 understand with
considerable support, some support some
considerable and
some specific information specific information and
particularly visual support,
and detail in short, simple detail in short, simple
some specific information
texts on a limited range of texts on a growing range
in short, simple texts on
general and some of general and some
familiar topics
curricular topics curricular topics
4) strand 4 "Writing":
Grade 1 Grade 2 Grade 3 Grade 4
working
towards low A1 mid A1 high A1
A1
3.4.1.1 plan, write and check
2.4.1.1 write with
short sentences with 4.4.1.1 plan, write and check
support short responses
considerable support on a sentences with support on a
at phrase level to
limited range of personal, range of basic personal, general
questions and other
general and some curricular and some curricular topics
prompts
topics
2.4.2.1 write letters and
3.4.2.1 write words and 4.4.2.1 begin to use joined-up
familiar high frequency
phrases of regular size and handwriting in a limited range
words when read aloud
shape of written work
or spelt
2.4.3.1 write short
3.4.3.1 write short phrases to 4.4.3.1 write with support short
phrases to identify
identify people, places and sentences which describe
people, places and
objects people, places and objects
objects
3.4.4.1 write with support 4.4.4.1 write with support a
short basic sentences with sequence of short sentences in a
appropriate spaces between paragraph to give
words basic personal information
2.4.5.1 write letters and 3.4.5.1 link with support 4.4.5.1 link with some support
 familiar high frequency words or phrases using basic sentences using basic
words when read aloud coordinating connectors coordinating connectors
or spelt out for learners
2.4.6.1 use with support 3.4.6.1 use upper and lower 4.4.6.1 use upper and lower
upper and lower case case letters accurately when case letters accurately when
letters accurately when writing names, places and writing names, places and short
writing names and short sentences during guided sentences when writing
address writing activities independently
3.4.7.1 spell a growing
2.4.7.1 spell some 4.4.7.1 spell most familiar
number
familiar high-frequency high-frequency words
of familiar high-frequency
words accurately during accurately when writing
words accurately during
guided writing activities independently
guided writing activities
2.4.8.1 include a full 4.4.8.1 to include appropriate
3.4.8.1 include appropriate use
stop when writing very use of full stops and question
of a full stop during guided
high-frequency short marks, at sentence level with
writing of short, familiar
sentences in guided some accuracy when writing
sentences
writing activity independently
5) strand 5 "Use of English":
Grade 1 Grade 2 Grade 3 Grade 4
working towards
low A1 mid A1 high A1
A1
2.5.1.1 use
3.5.1.1 use singular
singular nouns,
nouns, plural nouns – 4.5.1.1 use singular nouns, plural
plural nouns –
1.5.1.1 use singular including some common nouns – including some common
including some
nouns, plural nouns irregular plural forms irregular plural – and
common
– to talk about use possessive forms ‘s/s’ uncountable nouns, possessive
irregular plural
people and places with proper names and ‘s/s’ to name, describe and label
forms in giving
nouns to talk about things
simple
ownership
descriptions
2.5.2.1 use 3.5.2.1 use cardinal
1.5.2.1 use cardinal
cardinal numbers 1 – 100 to count 4.5.2.1 use cardinal numbers 1 –
numbers 1 – 20 to
numbers 1 – 50 and ordinal numbers 1 – 1000 and ordinal numbers 1– 100
count
to count 10
3.5.3.1 use adjectives,
including possessive
4.5.3.1 use adjectives, including
adjectives, on a limited
2.5.3.1 use possessive adjectives, on a
range of general and some
1.5.3.1 use basic common growing range of general and
curricular topics to
adjectives to adjectives in some curricular topics to describe
describe things, use
describe people descriptions and things, use simple one-syllable
simple one-syllable and
and things to talk about and some two-syllable adjectives
some two-syllable
simple feelings [comparative and superlative] to
adjectives [comparative
make comparisons
form] to make
comparisons
1.5.4.1 use 2.5.4.1 use 3.5.4.1 use determiners a, 4.5.4.1 use determiners a, an, the,
determiners a, an, determiners a, an, the, some, any, this, zero article, some, any, this,
some, the, this, an, the, some, these, that, those to refer these, that, those to refer to things
these to indicate any, this, these, to things on a limited on a growing range of general
what/where that, those to range general and some and some curricular topics
something is identify things curricular topics
2.5.5.1 use
interrogative
1.5.5.1 use 3.5.5.1 use interrogative 4.5.5.1 use interrogative
pronouns
interrogative pronouns including: pronouns who, what and where,
including
pronouns which, which, what, where, how many, how much, how
which, what,
what, where, how whose, how many, what often, how big, what kind of to
where, whose to
to ask basic kind of … on a limited ask questions on growing range
ask who people
questions range of familiar topics of familiar topics
are and what
they are doing
2.5.6.1 use
demonstrative
1.5.6.1 use 4.5.6.1 use demonstrative
pronouns this, 3.5.6.1 use demonstrative
demonstrative pronouns this, these, that, those
these, that, those pronouns this, these, that,
pronouns this, and object pronouns in short
to make and those in open and closed
these that, those to statements, questions and
respond to questions
indicate things responses
requests for
information
1.5.7.1 use 2.5.7.1 use 4.5.7.1 use personal subject and
3.5.7.1 use personal object
personal subject personal subject object pronouns, including
pronouns [indirect] in
and object and object indirect object pronouns and use
conjunction with direct
pronouns to give pronouns to possessive pronouns mine, yours
object nouns to describe
basic personal describe people to give personal information and
actions and events
information and things describe actions and events
2.5.8.1 use
simple
1.5.8.1 use simple 3.5.8.1 use imperative
imperative 4.5.8.1 use imperative forms
imperative forms forms [positive and
forms [positive [positive and negative] to give
[positive] for basic negative] to give short
and negative] short instructions on a growing
commands or instructions on limited
for basic range of familiar topics
instructions range of familiar topics
commands and
instructions
4.5.9.1 use common simple
2.5.9.1 use 3.5.9.1 use common
present forms, including short
common present present simple forms
answer forms and contractions, to
1.5.9.1 use simple forms [positive, negative,
give personal information and
common present [positive, question] and contractions
talk about habitual actions, facts
simple forms negative, to talk about what you
and future timetabled events
[positive, negative question] and want and like, habits and
continue to use common past
and question] to contractions to facts, simple future
simple forms [regular and
give basic personal talk about what timetabled events, use
irregular] to describe actions and
information you want and common past simple
feelings and narrate simple
like and habits forms to describe actions
events including short answer
and facts and feelings
forms and contractions
4.5.10.1 use common present
2.5.10.1 use 3.5.10.1 use common
continuous forms, including short
common present present continuous forms,
answers and contractions, to talk
continuous including short answers
about what is happening now and
forms [positive, and contractions, to talk
future arrangements on a limited
negative, about what is happening
range of personal and familiar
question] now
topics, use -ing forms swimming,
 spelling as nouns to describe
familiar and classroom activities
2.5.11.1 use 3.5.11.1 use has got/ have
1.5.11.1 use there 4.5.11.1 use has got/ have got
have got + noun got there is/are statement
is/there are to make there is/are statement, negative,
to describe and and question forms
short statements question forms including short
ask about including short answers
and ask questions and full answers and contractions
possessions and contractions
4.5.12.1 use adverbs of time and
3.5.12.1 use adverbs of
frequency: sometimes, often,
time and frequency:
2.5.12.1 use always, never to indicate when
sometimes, often, always,
basic adverbs of and how often, begin to use
never to indicate when
place here/there simple adverbs of manner
and how often,
to say where example given well, badly, use
begin to use simple
things are common -ly manner adverbs to
adverbs of manner
describe actions example given
example given well, badly
slowly, quickly
2.5.13.1 use can
to talk about 4.5.13.1 use can to make requests
3.5.13.1 use can to make
ability and to and ask permission, use
1.5.13.1 use can/ requests and ask
make requests must/mustn’t/have to to talk
can’t to describe permission, use
and offers, use about obligation, use have +
ability must/mustn’t/have to to
can/can’t to talk object + infinitive to talk about
talk about obligation
about obligations
permission
2.5.14.1 use
basic
1.5.14.1 use basic prepositions of
3.5.14.1 use prepositions 4.5.14.1 use prepositions of
prepositions of location and
of location and position: location, position and direction:
location and position: at,
at, behind, between, in, in at, in, on, behind, between, in
position example behind,
front of, near, next to, on, front of, near, next to, opposite,
given in, at, next between, in, in
under, above to describe above, up, down, on the right, on
to, near, on, to front of, near,
where people and things the left, use prepositions of time:
describe where next to, on, to
are, use prepositions of in, on, at, before, after, use
people and things to describe
time: on, in, at to talk with/without to indicate
are, use basic where people
about days and times and accompaniment with for
prepositions of and things are,
no preposition next/last instrument and for to indicate
time: on to talk use prepositions
week recipient
about days of time: on, in,
at to talk about
days and times
4.5.15.1 use would you like to to
invite and use appropriate
3.5.15.1 use would you responses yes please, no thanks,
like to to invite and use use let’s + verb, verbs go enjoy
appropriate responses yes like + verb + ing, begin use
please, no thanks, use let’s infinitive of purpose to describe
+ verb, verbs go enjoy simple actions and verbs want,
like + verb + ing start + infinitive, use declarative
what [a/an] + adjective + noun to
show feelings
2.5.16.1 use 3.5.16.1 use conjunctions 4.5.16.1 use conjunctions and, or,
 conjunctions and, or, but to link words but, because to link words and
and, or, but to and phrases phrases
link words and
phrases
4.5.17.1 use me, too and I don’t
2.5.17.1 use me, 3.5.17.1 use me, too and I to give short answers, use when
too to give short don’t to give short clauses to describe simple present
answers answers and past actions on personal and
familiar topics
14. This program is implemented in accordance with the Long-Term Plan for the
Standard Subject program in school subject "English language" for 1-4 grades of
primary education on the updated content (according to the app).

Бастауыш білім беру деңгейінің

1-4-сыныптарына арналған
"Ағылшын тілі" пәнінен үлгілік
оқу бағдарламасына
қосымша

Бастауыш білім беру деңгейінің 1-4-сыныптарына арналған "Ағылшын

тілі" пәнінен үлгілік оқу бағдарламасын жүзеге асыру бойынша ұзақ
мерзімді жоспар
1)grade 1:
Cross
curricular Topics Learning objectives
units
Term 1
1.1.3.1 recognise with support common names and names of places,
recognise the spoken form of a limited range of everyday and classroom
Greetings
words;
and names
1.2.1.1 make basic personal statements about people, objects and
classroom routines
1.1.3.1 recognise with support common names and names of places,
recognise the spoken form of a limited range of everyday and classroom
words;
All about
1.1.9.1 recognise the names of letters of the alphabet;
me Colours
1.2.3.1 pronounce familiar words and expressions intelligibly;
1.5.3.1 use basic adjectives to describe people and things;
1.5.6.1 use demonstrative pronouns this, these that, those to indicate
things
1.1.1.1 recognise short basic instructions for a limited range of classroom
routines spoken slowly and distinctly;
1 – 20
1.2.3.1 pronounce familiar words and expressions intelligibly;
1.5.2.1 use cardinal numbers 1 – 20 to count
1.1.1.1 recognise short basic instructions for a limited range of
classroom routines spoken slowly and distinctly;
Classroom
My school 1.1.3.1 recognise with support common names and names of places,
objects
recognise the spoken form of a limited range of everyday and classroom
words;
 1.1.9.1 recognise the names of letters of the alphabet;
1.2.3.1 pronounce familiar words and expressions intelligibly;
1.5.1.1 use singular nouns, plural nouns – to talk about people and
places;
1.5.4.1 use determiners a, an, some, the, this, these to indicate
what/where something is;
1.5.6.1 use demonstrative pronouns this, these that, those to indicate
things;
1.5.14.1 use basic prepositions of location and position example given
in, at, next to, near, on, to describe where people and things are, use basic
prepositions of time, on to talk about days
1.1.1.1 recognise short basic instructions for a limited range of
classroom routines spoken slowly and distinctly;
1.1.3.1 recognise with support common names and names of places,
recognise the spoken form of a limited range of everyday and classroom
Classroom
words;
routines
1.2.3.1 pronounce familiar words and expressions intelligibly;
1.5.8.1 use simple imperative forms [positive] for basic commands or
instructions;
1.5.13.1 use can/can’t to describe ability
1.2.1.1 make basic personal statements about people, objects and
classroom routines;
Describing 1.2.2.1 ask questions in basic exchanges about people, objects and
things classroom routines;
1.2.6.1 make introductions and requests in basic interactions with others;
1.5.3.1 use basic adjectives to describe people and things
Term 2
1.1.3.1 recognise with support common names and names of places,
recognise the spoken form of a limited range of everyday and classroom
words;
1.2.2.1 ask questions in basic exchanges about people, objects and
classroom routines;
1.2.4.1 respond to basic supported questions about people, objects and
Family and
classroom routines;
friends
1.5.1.1 use singular nouns, plural nouns – to talk about people and
places;
1.5.4.1 use determiners a, an, some, the, this, these to indicate
what/where something is;
My family 1.5.7.1 use personal subject and object pronouns to give basic personal
and friends information
1.1.9.1 recognise the names of letters of the alphabet;
1.5.3.1 use basic adjectives to describe people and things;
1.5.11.1 use there is/there are to make short statements and ask
In my house questions;
1.5.14.1 use basic prepositions of location and position example given
in, at, next to, near, on, to describe where people and things are, use basic
prepositions of time: on to talk about days
1.1.3.1 recognise with support common names and names of places,
Days of the recognise the spoken form of a limited range of everyday and classroom
week words;
1.2.1.1 make basic personal statements about people, objects and
 classroom routines;
1.2.3.1 pronounce familiar words and expressions intelligibly;
1.3.2.1 recognise initial letters in names and places
1.1.1.1 recognise short basic instructions for a limited range of classroom
routines spoken slowly and distinctly;
1.1.3.1 recognise with support common names and names of places,
recognise the spoken form of a limited range of everyday and classroom
words;
Animals
1.2.3.1 pronounce familiar words and expressions intelligibly;
1.2.5.1 use words in short exchanges;
1.3.1.1 recognise sound and name the letters of the alphabet;
1.5.2.1 use cardinal numbers 1 – 20 to count;
1.5.13.1 use can/can’t to describe ability
1.1.3.1 recognise with support common names and names of places,
recognise the spoken form of a limited range of everyday and classroom
words;
Hot and cold 1.2.5.1 use words in short exchanges;
1.5.3.1 use basic adjectives to describe people and things;
The world
1.5.7.1 use personal subject and object pronouns to give basic personal
around us
information
1.1.4.1 recognise with support short basic questions about what
something is;
1.2.1.1 make basic personal statements about people, objects and
classroom routines;
1.2.3.1 pronounce familiar words and expressions intelligibly;
1.3.1.1 recognise sound and name the letters of the alphabet;
In 1.3.2.1 recognise initial letters in names and places;
Kazakhstan 1.3.4.1 use the alphabet to place the first letters of word in alphabetical
order;
1.5.11.1 use there is/there are to make short statements and ask
questions;
1.5.14.1 use basic prepositions of location and position example given
in, at, next to, near, on, to describe where people and things are, use basic
prepositions of time: on to talk about days
Term 3
1.1.2.1 recognise with support a limited range of basic common personal
questions spoken slowly and distinctly;
1.1.4.1 recognise with support short basic questions about what
something is;
Getting to
1.2.5.1 use words in short exchanges;
school
1.5.5.1 use interrogative pronouns which, what, where, how to ask basic
questions;
1.5.9.1 use common present simple forms [positive, negative and
Travel question] to give basic personal information
1.1.2.1 recognise with support a limited range of basic common personal
questions spoken slowly and distinctly;
1.5.9.1 use common present simple forms [positive, negative and
This is the
question] to give basic personal information; 1.2.5.1 use words in short
way...
exchanges;
1.3.4.1 use the alphabet to place the first letters of word in alphabetical
order
 1.1.3.1 recognise with support common names and names of places,
recognise the spoken form of a limited range of everyday and classroom
words;
1.2.3.1 pronounce familiar words and expressions intelligibly;
1.5.5.1 use interrogative pronouns which, what, where, how to ask basic
Where is it? questions;
1.5.8.1 use simple imperative forms [positive] for basic commands or
instructions;
1.5.14.1 use basic prepositions of location and position example given
in, at, next to, near, on, to describe where people and things are, use basic
prepositions of time: on to talk about days
1.1.1.1 recognise short basic instructions for a limited range of classroom
routines spoken slowly and distinctly;
The big red 1.1.5.1 recognise the sounds of phonemes and phoneme blends;
bus 1.2.5.1 use words in short exchanges;
1.5.6.1 use demonstrative pronouns this, these that, those to indicate
things
1.1.1.1 recognise short basic instructions for a limited range of
classroom routines spoken slowly and distinctly;
1.2.6.1 make introductions and requests in basic interactions with others;
Happy 1.3.3.1 recognise and identify some familiar sight words from local
Birthday environment;
1.5.2.1 use cardinal numbers 1 – 20 to count;
1.5.5.1 use interrogative pronouns which, what, where, how to ask basic
questions
1.1.3.1 recognise with support common names and names of places,
Springtime
recognise the spoken form of a limited range of everyday and classroom
Traditions in words;
and Kazakhstan
1.2.3.1 pronounce familiar words and expressions intelligibly
folklore
1.1.1.1 recognise short basic instructions for a limited range of
Hats and classroom routines spoken slowly and distinctly;
masks 1.2.6.1 make introductions and requests in basic interactions with others;
1.5.11.1 use there is/there are to make short statements and ask questions
1.1.3.1 recognise with support common names and names of places,
recognise the spoken form of a limited range of everyday and classroom
words;
Story time
1.2.5.1 use words in short exchanges;
1.2.4.1 respond to basic supported questions about people, objects and
classroom routines
Term 4
1.1.4.1 recognise with support short basic questions about what
something is;
1.2.1.1 make basic personal statements about people, objects and
classroom routines;
Things I
1.2.2.1 ask questions in basic exchanges about people, objects and
Food and like classroom routines;
drink 1.2.5.1 use words in short exchanges;
1.3.4.1 use the alphabet to place the first letters of word in alphabetical
order
1.2.5.1 use words in short exchanges;
Hot or cold
1.5.7.1 use personal subject and object pronouns to give basic personal
 information;
1.5.9.1 use common present simple forms [positive, negative and
question] to give basic personal information
1.1.3.1 recognise with support common names and names of places,
recognise the spoken form of a limited range of everyday and classroom
Animals words;
like 1.2.5.1 use words in short exchanges ;
1.5.9.1 use common present simple forms [positive, negative and
question] to give basic personal information
1.1.2.1 recognise with support a limited range of basic common personal
questions spoken slowly and distinctly;
Nice or
1.2.3.1 pronounce familiar words and expressions intelligibly;
nasty
1.5.5.1 use interrogative pronouns which, what, where, how to ask basic
questions
1.2.1.1 make basic personal statements about people, objects and
classroom routines;
Hands and 1.5.1.1 use singular nouns, plural nouns – to talk about people and
Head places;
1.5.9.1 use common present simple forms [positive, negative and
question] to give basic personal information
1.1.1.1 recognise short basic instructions for a limited range of
classroom routines spoken slowly and distinctly;
1.2.4.1 respond to basic supported questions about people, objects and
classroom routines;
1.3.3.1 recognise and identify some familiar sight words from local
Let’s move environment;
1.5.8.1 use simple imperative forms [positive] for basic commands or
instructions;
Health and 1.5.14.1 use basic prepositions of location and position example given in,
body at, next to, near, on, to describe where people and things are, use basic
prepositions of time: on to talk about days
1.1.5.1 recognise the sounds of phonemes and phoneme blends;
1.2.2.1 ask questions in basic exchanges about people, objects and
classroom routines;
Making a
1.5.4.1 use determiners a, an, some, the, this, these to indicate
puppet
what/where something is;
1.5.8.1 use simple imperative forms [positive] for basic commands or
instructions
1.1.4.1 recognise with support short basic questions about what
something is;
A special
1.2.5.1 use words in short exchanges;
dance
1.5.6.1 use demonstrative pronouns this, these that, those to indicate
things
2)grade 2:
Cross
curricular Topics Learning objectives
units
Term 1
2.1.2.1 recognise with considerable support an increasing range of
All about me Hello again 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
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
I can... 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,
use can/can’t to talk about permission
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
My clothes and objects on familiar topics and classroom routines;
and things 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
2.1.3.1 understand the main points of short, slow and carefully
articulated talk on routine and familiar topics features such as colour
Friends’ and number;
names 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
2.1.1.1 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
My family sounds;
and friends 2.2.6.1 use short answers appropriately in short, basic exchanges and
Helping take turns when speaking with others in a limited range of short, basic
hands 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
People I 2.1.3.1 understand the main points of short, slow and carefully
know 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
Term 2
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
Counting and number;
and 2.1.5.1 identify missing phonemes in incomplete words;
Measuring 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
2.1.4.1 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
Around to describe objects, activities and classroom routines;
school 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, use prepositions of time: on, in, at to talk about days and
My school times
2.1.2.1 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;
School days 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
2.2.2.1 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
Class factual information;
Photos 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
The world Different 2.1.3.1 understand the main points of short, slow and carefully
around us Places 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
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;
2.2.7.1 place stress correctly on familiar polysyllabic words;
2.3.3.1 read and follow with considerable support simple, words,
Reading
phrases and sentences on familiar topics;
Signs
2.3.5.1 understand the main points of simple sentences on familiar
topics by using contextual clues;
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
2.1.3.1 understand the main points of short, slow and carefully
articulated talk on routine and familiar topics features such as colour
and number;
Where’s it 2.1.5.1 identify missing phonemes in incomplete words;
from? 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
2.1.5.1 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;
Days Out 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
Term 3
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;
Our body 2.3.6.1 understand with considerable and particularly visual support,
some specific information in short, simple texts on familiar topics;
Health and 2.5.6.1 use demonstrative pronouns this, these, that, those to make and
body respond to requests for information
2.1.1.1 understand a range of short basic supported classroom
instructions;
Let’s
2.1.4.1 recognise with support short basic questions relating to features
measure
such as colour and number;
2.5.2.1 use cardinal numbers 1 – 50 to count
 2.1.4.1 recognise with support short basic questions relating to features
such as colour and number;
Hats and 2.2.8.1 give simple instructions for others to follow give simple
Bats instructions for others to follow;
2.3.1.1 read and spell out words for others;
2.3.4.1 begin to use with support a simple picture dictionary
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,
Reading
phrases and sentences on familiar topics;
time
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
2.1.1.1 understand a range of short basic supported classroom
instructions;
2.2.4.1 respond to basic supported questions giving personal and
factual information;
Special
2.5.8.1 use simple imperative forms [positive and negative] for basic
Days
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
2.1.7.1 use contextual clues to predict content in short, supported talk
on routine and familiar topics;
Home 2.1.9.1 recognise the spoken form of familiar words and expressions;
Traditions cooking 2.2.3.1 use a limited range of basic words, phrases and short sentences
and customs to describe objects, activities and classroom routines;
2.3.1.1 read and spell out words for others
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;
2.1.6.1 understand some specific information in short, slow, carefully
articulated talk on routine and familiar topics;
What’s it
2.2.4.1 respond to basic supported questions giving personal and
for?
factual information;
2.4.7.1 spell some familiar high-frequency words accurately during
guided writing activities;
2.4.8.1 include a full stop when writing very high-frequency short
sentences in guided writing activity
Term 4
2.1.8.1 understand short narratives spoken slowly and distinctly on
routine and familiar topics;
2.2.3.1 use a limited range of basic words, phrases and short sentences
The weather
to describe objects, activities and classroom routines;
The natural 2.5.3.1 use common adjectives in descriptions and to talk about simple
environment feelings
2.1.4.1 recognise with support short basic questions relating to features
Changing such as colour and number;
seasons 2.2.7.1 place stress correctly on familiar polysyllabic words;
2.3.3.1 read and follow with considerable support simple, words,
 phrases and sentences on familiar topics;
2.3.6.1 understand with considerable and particularly visual support,
some specific information in short, simple texts 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
2.1.4.1 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,
What can question];
animals do? 2.5.13.1 use can to talk about ability and to make requests and offers,
use can/can’t to talk about permission;
2.5.16.1 use conjunctions and, or, but to link words and phrases;
2.5.17.1 use me, too to give short answers
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;
Sea 2.2.3.1 use a limited range of basic words, phrases and short sentences
Adventures 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
2.2.3.1 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
A to B 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, use prepositions of time: on, in, at to talk about days and
times
2.2.4.1 respond to basic supported questions giving personal and
factual information;
Types of 2.3.3.1 read and follow with considerable support simple, words,
vehicle phrases and sentences on familiar topics;
2.5.13.1 use can to talk about ability and to make requests and offers,
Travel use can/can’t to talk about permission
2.2.1.1 make basic statements related to personal information, people
My plane and objects on familiar topics and classroom routines;
2.5.11.1 use have got + noun to describe and ask about possessions
2.1.8.1 understand short narratives spoken slowly and distinctly on
routine and familiar topics;
Bike Story
2.5.10.1 use common present continuous forms [positive, negative,
question]
2.2.4.1 respond to basic supported questions giving personal and
factual information;
Altogether 2.3.3.1 read and follow with considerable support simple, words,
Now phrases and sentences on familiar topics;
2.4.8.1 include a full stop when writing very high-frequency short
sentences in guided writing activity
3)grade 3:
Cross
curricular Topics Learning objectives
units
Term 1
3.1.5.1 distinguish between phonemically distinct words;
3.2.1.1 make basic statements which provide personal information on a
limited range of general topics;
3.5.5.1 use interrogative pronouns including: which, what, where,
Animal
whose, how many, what kind of … on a limited range of familiar topics;
types
3.5.14.1 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 last week
3.1.6.1 understand some specific information and detail of short,
supported information or talk on a limited range of general and some
curricular topics;
Body parts 3.2.1.1 make basic statements which provide personal information on a
limited range of general topics;
Animals 3.3.1.1 recognise, identify and sound with support a limited range of
familiar words in simple sentences
3.1.2.1 understand a limited range of short supported questions which
ask for personal information;
3.1.9.1 recognise short basic words that are spelt out;
Animal 3.4.1.1 plan, write and check short sentences with considerable support
Song and on a limited range of personal, general and some curricular topics;
Dance 3.5.4.1 use determiners a, an, the, some, any, this, these, that, those to
refer to things on a limited range general and some curricular topics;
3.5.10.1 use common present continuous forms, including short answers
and contractions, to talk about what is happening now
3.1.1.1 understand short supported classroom instructions in an
increasing range of classroom routines;
Craft project
3.2.6.1 take turns when speaking with others in a limited range of short,
basic exchanges
3.1.6.1 understand some specific information and detail of short,
supported information or talk on a limited range of general and some
curricular topics;
3.1.7.1 use contextual clues to predict content in short, supported talk on
Day & a limited range of general and some curricular topics;
Night 3.2.4.1 respond to questions on a limited range of general and some
curricular topics;
3.3.5.1 understand the main points of short simple texts on a limited
Light & range of familiar general and some curricular topics by using contextual
Dark clues
3.1.6.1 understand some specific information and detail of short,
supported information or talk on a limited range of general and some
curricular topics;
Sources of 3.2.1.1 make basic statements which provide personal information on a
light limited range of general topics;
3.3.3.1 begin to read with rereading and usual support very short simple
fiction and non-fiction texts on a limited range of general and curricular
topics;
 3.5.3.1 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;
3.5.13.1 use can to make requests and ask permission, use
must/mustn’t/have to to talk about obligation
3.1.5.1 distinguish between phonemically distinct words;
3.1.8.1 understand short, narratives on a limited range of general and
some curricular topics;
3.2.3.1 give short, basic description of people and
objects, begin to describe past experiences
on a limited range of general and some curricular
Out at night topics;
3.2.6.1 take turns when speaking with others in a limited range of short,
basic exchanges;
3.4.5.1 link with support words or phrases using basic coordinating
connectors ;
3.4.7.1 spell a growing number of familiar high-frequency words
accurately during guided writing activities
Term 2
3.1.8.1 understand short, narratives on a limited range of general and
some curricular topics;
3.2.1.1 make basic statements which provide personal information on a
limited range of general topics;
3.2.2.1 ask questions to find out about present experiences on a limited
range of general and some curricular topics;
3.2.4.1 respond to questions on a limited range of general and some
Times of my curricular topics;
day 3.4.1.1 plan, write and check short sentences with considerable support
on a limited range of personal, general and some curricular topics;
3.5.2.1 use cardinal numbers 1 – 100 to count and ordinal numbers 1 –
10;
3.5.14.1 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 last week
Time
3.1.7.1 use contextual clues to predict content in short, supported talk on
a limited range of general and some curricular topics;
3.2.2.1 ask questions to find out about present experiences on a limited
range of general and some curricular topics;
3.2.6.1 take turns when speaking with others in a limited range of short,
basic exchanges;
3.3.1.1 recognise, identify and sound with support a limited range of
Days of the familiar words in simple sentences;
week 3.4.4.1 write with support short basic sentences with appropriate spaces
between words;
3.4.6.1 use upper and lower case letters accurately when writing names,
places and short sentences during guided writing activities;
3.5.2.1 use cardinal numbers 1 – 100 to count and ordinal numbers 1 –
10;
3.5.9.1 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, use common past simple forms to
describe actions and feelings;
3.5.17.1 use me, too and I don’t to give short answers
3.1.7.1 use contextual clues to predict content in short, supported talk on
a limited range of general and some curricular topics;
3.1.8.1 understand short, narratives on a limited range of general and
some curricular topics;
3.1.9.1 recognise short basic words that are spelt out;
3.2.6.1 take turns when speaking with others in a limited range of short,
basic exchanges;
3.3.3.1 begin to read with rereading and usual support very short simple
fiction and non-fiction texts on a limited range of general and curricular
At the right
topics;
time
3.3.6.1 understand with considerable support, some specific information
and detail in short, simple texts on a limited range of general and some
curricular topics;
3.5.2.1 use cardinal numbers 1 – 100 to count and ordinal numbers 1 –
10;
3.5.14.1 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 last week
3.1.1.1 understand short supported classroom instructions in an
increasing range of classroom routines;
3.1.6.1 understand some specific information and detail of short,
supported information or talk on a limited range of general and some
curricular topics;
3.2.3.1 give short, basic description of people and objects, begin to
describe past experiences on a limited range of general and some
Four walls
curricular topics;
3.3.4.1 use with some support a simple picture dictionary;
3.3.5.1 understand the main points of short simple texts on a limited
range of familiar general and some curricular topics by using contextual
clues;
3.5.11.1 use has got/have got there is/are statement and question forms
including short answers and contractions
Buildings 3.4.7.1 spell a growing number of familiar high-frequency words
accurately during guided writing activities;
3.5.1.1 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;
3.5.3.1 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
Our town
form] to make comparisons;
3.5.9.1 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, use common past simple forms to
describe actions and feelings;
3.5.14.1 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 last week
3.1.4.1 understand a limited range of short supported questions on
general and some curricular;
3.2.2.1 ask questions to find out about present experiences on a limited
range of general and some curricular topics;
3.3.3.1 begin to read with rereading and usual support very short simple
fiction and non-fiction texts on a limited range of general and curricular
Around the
topics;
house
3.4.1.1 plan, write and check short sentences with considerable support
on a limited range of personal, general and some curricular topics;
3.4.4.1 write with support short basic sentences with appropriate spaces
between words ;
3.5.4.1 use determiners a, an, the, some, any, this, these, that, those to
refer to things on a limited range general and some curricular topics
Term 3
3.1.8.1 understand short, narratives on a limited range of general and
some curricular topics;
3.2.3.1 give short, basic description of people and objects, begin to
describe past experiences on a limited range of general and some
curricular topics;
3.2.5.1 pronounce familiar words and short phrases intelligibly when
reading aloud;
3.2.7.1 contribute a limited range of suitable words, phrases, and
sentences including giving opinions during short pair, group and whole
Musical
class exchanges;
instruments
3.2.8.1 recount very short, basic stories and events on a limited range of
general and some curricular topics;
3.3.1.1 recognise, identify and sound with support a limited range of
familiar words in simple sentences;
3.3.2.1 read and follow with limited support familiar instructions for
classroom activities;
3.5.12.1 use adverbs of time and frequency: sometimes, often, always,
never to indicate when and how often, begin to use simple adverbs of
Art & Music manner example given well, badly
3.1.1.1 understand short supported classroom instructions in an
increasing range of classroom routines;
3.1.3.1 understand the main points of short, slow, carefully articulated
Drawing
talk on a limited range of general and some curricular topics;
chairs
3.3.4.1 use with some support a simple picture dictionary;
3.5.11.1 use has got/have got there is/are statement and question forms
including short answers and contractions
3.1.5.1 distinguish between phonemically distinct words;
3.2.4.1 respond to questions on a limited range of general and some
curricular topics;
My music 3.4.3.1 write short phrases to identify people, places and objects;
3.4.5.1 link with support words or phrases using basic coordinating
connectors;
3.5.17.1 use me, too and I don’t to give short answers
3.1.8.1 understand short, narratives on a limited range of general and
Shadow
some curricular topics;
puppet show
3.4.1.1 plan, write and check short sentences with considerable support
 on a limited range of personal, general and some curricular topics;
3.4.6.1 use upper and lower case letters accurately when writing names,
places and short sentences during guided writing activities;
3.4.8.1 include appropriate use of a full stop during guided writing of
short, familiar sentences
3.1.2.1 understand a limited range of short supported questions which
ask for personal information;
3.1.8.1 understand short, narratives on a limited range of general and
some curricular topics;
3.2.8.1 recount very short, basic stories and events on a limited range of
general and some curricular topics;
3.3.5.1 understand the main points of short simple texts on a limited
range of familiar general and some curricular topics by using contextual
clues;
Exploring
3.3.6.1 understand with considerable support, some specific information
space
and detail in short, simple texts on a limited range of general and some
curricular topics;
3.4.1.1 plan, write and check short sentences with considerable support
on a limited range of personal, general and some curricular topics;
3.4.2.1 write words and phrases of regular size and shape;
3.5.9.1 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, use common past simple forms to
describe actions and feelings
3.1.6.1 understand some specific information and detail of short,
supported information or talk on a limited range of general and some
curricular topics;
3.2.3.1 give short, basic description of people and objects, begin to
Explorers &
describe past experiences on a limited range of general and some
Inventors
curricular topics;
3.2.4.1 respond to questions on a limited range of general and some
curricular topics;
3.2.5.1 pronounce familiar words and short phrases intelligibly when
reading aloud;
3.2.7.1 contribute a limited range of suitable words, phrases, and
Marco Polo
sentences including giving opinions during short pair, group and whole
class exchanges;
3.3.6.1 understand with considerable support, some specific information
and detail in short, simple texts on a limited range of general and some
curricular topics;
3.4.2.1 write words and phrases of regular size and shape;
3.4.3.1 write short phrases to identify people, places and objects;
3.4.6.1 use upper and lower case letters accurately when writing names,
places and short sentences during guided writing activities;
3.5.15.1 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
3.1.9.1 recognise short basic words that are spelt out;
3.2.2.1 ask questions to find out about present experiences on a limited
range of general and some curricular topics;
Bright ideas
3.5.3.1 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;
3.5.6.1 use demonstrative pronouns this, these, that, those in open and
closed questions;
3.5.7.1 use personal object pronouns [indirect] in conjunction with
direct object nouns to describe actions and events
3.1.7.1 use contextual clues to predict content in short, supported talk on
a limited range of general and some curricular topics;
3.1.8.1 understand short, narratives on a limited range of general and
Inventions
some curricular topics;
in
3.2.2.1 ask questions to find out about present experiences on a limited
Kazakhstan
range of general and some curricular topics;
3.4.5.1 link with support words or phrases using basic coordinating
connectors
Term 4
3.2.5.1 pronounce familiar words and short phrases intelligibly when
reading aloud;
3.3.1.1 recognise, identify and sound with support a limited range of
Rain, rain
familiar words in simple sentences;
3.3.2.1 read and follow with limited support familiar instructions for
classroom activities
3.1.4.1 understand a limited range of short supported questions on
general and some curricular;
3.1.5.1 distinguish between phonemically distinct words;
By the sea 3.4.7.1 spell a growing number of familiar high-frequency words
accurately during guided writing activities;
3.5.10.1 use common present continuous forms, including short answers
Water, and contractions, to talk about what is happening now
water 3.1.1.1 understand short supported classroom instructions in an
everywhere increasing range of classroom routines;
3.3.2.1 read and follow with limited support familiar instructions for
classroom activities;
3.3.5.1 understand the main points of short simple texts on a limited
range of familiar general and some curricular topics by using contextual
A beach clues;
story 3.3.6.1 understand with considerable support, some specific information
and detail in short, simple texts on a limited range of general and some
curricular topics;
3.4.8.1 include appropriate use of a full stop during guided writing of
short, familiar sentences;
3.5.15.1 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
3.1.7.1 use contextual clues to predict content in short, supported talk on
a limited range of general and some curricular topics;
3.2.8.1 recount very short, basic stories and events on a limited range of
general and some curricular topics;
3.3.3.1 begin to read with rereading and usual support very short simple
Fun places
Having fun fiction and non-fiction texts on a limited range of general and curricular
topics;
3.3.5.1 understand the main points of short simple texts on a limited
range of familiar general and some curricular topics by using contextual
clues;
 3.3.6.1 understand with considerable support, some specific information
and detail in short, simple texts on a limited range of general and some
curricular topics;
3.4.7.1 spell a growing number of familiar high-frequency words
accurately during guided writing activities;
3.5.9.1 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, use common past simple forms to
describe actions and feelings;
3.5.17.1 use me, too and I don’t to give short answers
3.1.1.1 understand short supported classroom instructions in an
increasing range of classroom routines;
3.3.6.1 understand with considerable support, some specific information
and detail in short, simple texts on a limited range of general and some
curricular topics;
Number
3.5.2.1 use cardinal numbers 1 – 100 to count and ordinal numbers 1 –
games
10;
3.5.8.1 use imperative forms [positive and negative] to give short
instructions on limited range of familiar topics;
3.5.11.1 use has got/have got there is/are statement and question forms
including short answers and contractions
3.1.6.1 understand some specific information and detail of short,
supported information or talk on a limited range of general and some
curricular topics;
3.2.4.1 respond to questions on a limited range of general and some
curricular topics;
3.3.4.1 use with some support a simple picture dictionary;
3.5.3.1 use adjectives, including possessive adjectives, on a limited
Flying kites range of general and some curricular topics to describe things, use
simple one-syllable and some two-syllable adjectives [comparative
form] to make comparisons;
3.5.8.1 use imperative forms [positive and negative] to give short
instructions on limited range of familiar topics;
3.5.10.1 use common present continuous forms, including short answers
and contractions, to talk about what is happening now;
3.5.16.1 use conjunctions and, or, but to link words and phrases
4)grade 4:
Cross curricular
Topics Learning objectives
units
Term 1
4.1.2.1 understand an increasing range of supported questions
which ask for personal information;
4.2.4.1 respond to questions on an increasing range of general
and some curricular topics;
Kazakhstan in 4.4.4.1 write with support a sequence of short sentences in a
Children’s
the paragraph to give basic personal information;
games 1
World of Sport 4.5.12.1 use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often, begin to use
simple adverbs of manner example given well, badly, use
common -ly manner adverbs to describe actions example given
slowly, quickly;
 4.5.17.1 use me, too and I don’t to give short answers, use
when clauses to describe simple present and past actions on
personal and familiar topics
4.2.4.1 respond to questions on an increasing range of general
and some curricular topics;
4.3.2.1 ask questions to find out about present and possibly past
experiences on an increasing range of general and some
curricular topics;
Children’s 4.4.3.1 write with support short sentences which describe
games 2 people, places and objects;
4.5.5.1 use interrogative pronouns who, what and where, how
many, how much, how often, how big, what kind of to ask
questions on growing range of familiar topics;
4.5.8.1 use imperative forms [positive and negative] to give
short instructions on a growing range of familiar topics
4.1.4.1 understand an increasing range of short supported
questions on general and some curricular topics;
4.2.4.1 respond to questions on an increasing range of general
and some curricular topics;
4.4.1.1 plan, write and check sentences with support on a range
Olympic Games of basic personal, general and some curricular topics;
4.4.4.1 write with support a sequence of short sentences in a
paragraph to give basic personal information;
4.5.5.1 use interrogative pronouns who, what and where, how
many, how much, how often, how big, what kind of to ask
questions on growing range of familiar topics
4.1.8.1 understand short, supported narratives on an increasing
range of general and some curricular topics;
4.2.5.1 pronounce an increasing range of words, short phrases
and simple sentences intelligibly;
4.3.3.1 recognise basic opinions in short, simple texts on an
Aesop’s Fables increasing range of general range of general and some
1 curricular topics;
4.5.12.1 use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often, begin to use
simple adverbs of manner example given well, badly, use
common -ly manner adverbs to describe actions example given
slowly, quickly
4.1.3.1 understand the main points of short supported talk on an
increasing range of general and some curricular topics;
4.1.8.1 understand short, supported narratives on an increasing
range of general and some curricular topics;
4.2.8.1 express basic likes and dislikes, recount short, basic
stories and events on a limited range of general and some
Aesop’s Fables curricular topics;
2 4.5.3.1 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to describe
things, use simple one-syllable and some two-syllable
adjectives [comparative and superlative] to make comparisons;
4.5.12.1 use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often, begin to use
simple adverbs of manner example given well, badly, use
 common -ly manner adverbs to describe actions example given
slowly, quickly
4.1.4.1 understand an increasing range of short supported
questions on general and some curricular topics;
4.2.2.1 ask questions to find out about present and possibly past
experiences on an increasing range of general and some
curricular topics;
Traditional 4.4.7.1 spell most familiar high-frequency words accurately
stories 1 when writing independently;
4.5.15.1 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, begin use infinitive of purpose to describe
simple actions and verbs want, start + infinitive, use declarative
what [a/an] + adjective + noun to show feelings
4.1.8.1 understand short, supported narratives on an increasing
range of general and some curricular topics;
4.2.3.1 give short, basic description of people and objects,
begin to describe past experiences on an increasing range of
general and some curricular topics;
4.2.4.1 respond to questions on an increasing range of general
and some curricular topics;
4.4.1.1 plan, write and check sentences with support on a range
Traditional
of basic personal, general and some curricular topics;
stories 2
4.5.3.1 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to describe
things, use simple one-syllable and some two-syllable
Values in adjectives [comparative and superlative] to make comparisons;
Myths and 4.5.7.1 use personal subject and object pronouns, including
Legends indirect object pronouns and use possessive pronouns mine,
yours to give personal information and describe actions and
events
4.1.5.1 identify initial, middle and final phonemes and blends;
4.3.5.1 understand the main points of short simple texts on a
growing range general and some curricular topics by using
contextual clues;
People and 4.4.2.1 begin to use joined-up handwriting in a limited range of
places written work;
4.5.3.1 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to describe
things, use simple one-syllable and some two-syllable
adjectives [comparative and superlative] to make comparisons
4.4.7.1 spell most familiar high-frequency words accurately
when writing independently;
4.5.1.1 use singular nouns, plural nouns – including some
common irregular plural – and uncountable nouns, possessive
‘s/s’ to name, describe and label things;
Dragons and
4.5.15.1 use would you like to to invite and use appropriate
creatures 1
responses yes please, no thanks, use let’s + verb, verbs go enjoy
like + verb + ing, begin use infinitive of purpose to describe
simple actions and verbs want, start + infinitive, use declarative
what [a/an] + adjective + noun to show feelings;
4.5.16.1 use conjunctions and, or, but, because to link words
 and phrases
4.2.4.1 respond to questions on an increasing range of general
and some curricular topics;
4.2.6.1 take turns when speaking with others in a growing range
of short, basic exchanges;
4.3.3.1 recognise basic opinions in short, simple texts on an
increasing range of general range of general and some
curricular topics;
4.4.3.1 write with support short sentences which describe
people, places and objects;
Dragons and
4.5.12.1 use adverbs of time and frequency: sometimes, often,
creatures 2
always, never to indicate when and how often, begin to use
simple adverbs of manner example given well, badly, use
common -ly manner adverbs to describe actions example given
slowly, quickly;
4.5.15.1 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, begin use infinitive of purpose to describe
simple actions and verbs want, start + infinitive, use declarative
what [a/an] + adjective + noun to show feelings
Term 2
4.2.3.1 give short, basic description of people and objects,
begin to describe past experiences on an increasing range of
general and some curricular topics;
4.2.6.1 take turns when speaking with others in a growing range
of short, basic exchanges;
4.3.4.1 find with support books, worksheets and other print
materials in a class or school library according to classification;
Treasure maps1 4.5.1.1 use singular nouns, plural nouns – including some
common irregular plural – and uncountable nouns, possessive
‘s/s’ to name, describe and label things;
4.5.4.1 use determiners a, an, the, zero article, some, any, this,
these, that, those to refer to things on a growing range of
general and some curricular topics;
4.5.8.1 use imperative forms [positive and negative] to give
short instructions on a growing range of familiar topics
Treasure and
Heritage 4.1.3.1 understand the main points of short supported talk on an
increasing range of general and some curricular topics;
4.2.4.1 respond to questions on an increasing range of general
and some curricular topics;
4.4.1.1 plan, write and check sentences with support on a range
of basic personal, general and some curricular topics;
4.5.8.1 use imperative forms [positive and negative] to give
short instructions on a growing range of familiar topics;
Treasure map 2
4.5.11.1 use has got/have got there is/are statement, negative,
question forms including short and full answers and
contractions;
4.5.14.1 use prepositions of location, position and direction, at,
in, on, behind, between, in front of, near, next to, opposite,
above, up, down, on the right, on the left, use prepositions of
time, in, on, at, before, after , use with/without to indicate
accompaniment with for instrument and for to indicate recipient
 4.3.3.1 recognise basic opinions in short, simple texts on an
increasing range of general range of general and some
curricular topics;
Treasure and
4.4.1.1 plan, write and check sentences with support on a range
numbers1
of basic personal, general and some curricular topics;
4.5.2.1 use cardinal numbers 1 – 1000 and ordinal numbers 1 –
100
4.1.4.1 understand an increasing range of short supported
questions on general and some curricular topics;
4.2.5.1 pronounce an increasing range of words, short phrases
and simple sentences intelligibly;
Treasure and
4.4.2.1 begin to use joined-up handwriting in a limited range of
numbers 2
written work;
4.5.5.1 use interrogative pronouns who, what and where, how
many, how much, how often, how big, what kind of to ask
questions on growing range of familiar topics
4.1.3.1 understand the main points of short supported talk on an
increasing range of general and some curricular topics;
4.2.3.1 give short, basic description of people and objects,
begin to describe past experiences on an increasing range of
Our planet’s general and some curricular topics;
treasure 1 4.3.3.1 recognise basic opinions in short, simple texts on an
increasing range of general range of general and some
curricular topics;
4.4.4.1 write with support a sequence of short sentences in a
paragraph to give basic personal information
4.1.8.1 understand short, supported narratives on an increasing
range of general and some curricular topics;
4.2.6.1 take turns when speaking with others in a growing range
of short, basic exchanges;
Our planet’s 4.2.8.1 express basic likes and dislikes, recount short, basic
treasure 2 stories and events on a limited range of general and some
curricular topics;
4.3.5.1 understand the main points of short simple texts on a
growing range general and some curricular topics by using
contextual clues
4.1.1.1 understand an increasing range of classroom
instructions;
4.2.1.1 make basic statements which provide information on an
increasing range of general and some curricular topics;
4.3.1.1 recognise, identify and sound with support a growing
range of language at text level;
Professions Body language 4.4.2.1 begin to use joined-up handwriting in a limited range of
and ways of written work;
Communication 4.5.1.1 use singular nouns, plural nouns – including some
common irregular plural – and uncountable nouns, possessive
‘s/s’ to name, describe and label things;
4.5.6.1 use demonstrative pronouns this, these, that, those and
object pronouns in short statements, questions and responses
Communicating 4.1.1.1 understand an increasing range of classroom
around the world instructions;
 4.1.3.1 understand the main points of short supported talk on an
increasing range of general and some curricular topics;
4.1.10.1 recognise words similar to words in student native
language;
4.2.1.1 make basic statements which provide information on an
increasing range of general and some curricular topics;
4.3.1.1 recognise, identify and sound with support a growing
range of language at text level;
4.4.6.1 use upper and lower case letters accurately when
writing names, places and short sentences when writing
independently
4.1.2.1 understand an increasing range of supported questions
which ask for personal information;
4.2.3.1 give short, basic description of people and objects,
begin to describe past experiences on an increasing range of
general and some curricular topics;
4.4.4.1 write with support a sequence of short sentences in a
paragraph to give basic personal information;
Technology
4.5.3.1 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to describe
things, use simple one-syllable and some two-syllable
adjectives [comparative and superlative] to make comparisons;
4.5.11.1 use has got/have got there is/are statement, negative,
question forms including short and full answers and
contractions
Term 3
4.1.9.1 recognise words that are spelt out from a limited range
of general and curriculum topics;
4.2.1.1 make basic statements which provide information on an
increasing range of general and some curricular topics;
4.3.5.1 understand the main points of short simple texts on a
growing range general and some curricular topics by using
contextual clues;
4.4.5.1 link with some support sentences using basic
coordinating connectors;
Weather 1
4.4.7.1 spell most familiar high-frequency words accurately
when writing independently;
4.5.10.1 use common present continuous forms, including short
answers and contractions, to talk about what is happening now
Hot and Cold and future arrangements on a limited range of personal and
familiar topics, use -ing forms swimming, spelling as nouns to
describe familiar and classroom activities;
4.5.16.1 use conjunctions and, or, but, because to link words
and phrases
4.1.4.1 understand an increasing range of short supported
questions on general and some curricular topics;
4.2.2.1 ask questions to find out about present and possibly past
experiences on an increasing range of general and some
Weather 2
curricular topics;
4.2.4.1 respond to questions on an increasing range of general
and some curricular topics;
4.2.7.1 contribute a growing range of suitable words, phrases,
 and sentences during short pair, group and whole class
exchanges;
4.3.6.1 understand with some support some specific
information and detail in short, simple texts on a growing range
of general and some curricular topics;
4.4.7.1 spell most familiar high-frequency words accurately
when writing independently;
4.4.8.1 to include appropriate use of full stops and question
marks, at sentence level with some accuracy when writing
independently
4.1.3.1 understand the main points of short supported talk on an
increasing range of general and some curricular topics;
4.1.6.1 understand some specific information and detail of
short, supported talk on an increasing range of general and
some curricular topics;
4.1.7.1 use contextual clues to predict content and meaning in
short supported talk on an increasing range of general and some
curricular topics;
4.2.6.1 take turns when speaking with others in a growing range
Volcanoes
of short, basic exchanges;
4.3.3.1 recognise basic opinions in short, simple texts on an
increasing range of general range of general and some
curricular topics;
4.3.5.1 understand the main points of short simple texts on a
growing range general and some curricular topics by using
contextual clues;
4.4.2.1 begin to use joined-up handwriting in a limited range of
written work
4.3.6.1 understand with some support some specific
information and detail in short, simple texts on a growing range
of general and some curricular topics;
4.5.13.1 use can to make requests and ask permission, use
must/mustn’t/have to to talk about obligation, use have + object
+ infinitive to talk about obligations;
4.5.14.1 use prepositions of location, position and direction: at,
Snow and ice
in, on, behind, between, in front of, near, next to, opposite,
above, up, down, on the right, on the left, use prepositions of
time : in, on, at, before, after, use with/without to indicate
accompaniment with for instrument and for to indicate
recipient;
4.5.16.1 use conjunctions and, or, but, because to link words
and phrases
4.2.5.1 pronounce an increasing range of words, short phrases
and simple sentences intelligibly;
4.4.7.1 spell most familiar high-frequency words accurately
when writing independently;
4.5.9.1 use common simple present forms, including short
Healthy World Healthy bodies 1
answer forms and contractions, to give personal information
and talk about habitual actions, facts and future timetabled
events continue to use common past simple forms [regular and
irregular] to describe actions and feelings and narrate simple
events including short answer forms and contractions;
 4.5.12.1 use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often, begin to use
simple adverbs of manner example given well, badly, use
common -ly manner adverbs to describe actions example given
slowly, quickly
4.1.10.1 recognise words similar to words in student native
language;
4.2.6.1 take turns when speaking with others in a growing range
of short, basic exchanges;
4.4.2.1 begin to use joined-up handwriting in a limited range of
written work;
4.4.7.1 spell most familiar high-frequency words accurately
when writing independently;
Healthy bodies 2 4.5.3.1 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to describe
things, use simple one-syllable and some two-syllable
adjectives [comparative and superlative] to make comparisons;
4.5.10.1 use common present continuous forms, including short
answers and contractions, to talk about what is happening now
and future arrangements on a limited range of personal and
familiar topics, use -ing forms swimming, spelling as nouns to
describe familiar and classroom activities
4.2.7.1 contribute a growing range of suitable words, phrases,
and sentences including giving opinions during short pair,
group and whole class exchanges;
4.4.1.1 plan, write and check sentences with support on a range
of basic personal, general and some curricular topics;
4.4.2.1 begin to use joined-up handwriting in a limited range of
Save our
written work;
animals 1
4.5.1.1 use singular nouns, plural nouns – including some
common irregular plural – and uncountable nouns, possessive
‘s/s’ to name, describe and label things;
4.5.5.1 use interrogative pronouns who, what and where, how
many, how much, how often, how big, what kind of to ask
questions on growing range of familiar topics
4.1.3.1 understand the main points of short supported talk on an
increasing range of general and some curricular topics;
4.2.3.1 give short, basic description of people and objects,
begin to describe past experiences on an increasing range of
Save our
general and some curricular topics;
animals 2
4.3.2.1 read and understand with some support short simple
fiction and non-fiction texts;
4.4.5.1 link with some support sentences using basic
coordinating connectors
4.1.3.1 understand the main points of short supported talk on an
increasing range of general and some curricular topics;
4.1.4.1 understand an increasing range of short supported
Help the planet questions on general and some curricular topics;
1 4.2.6.1 take turns when speaking with others in a growing range
of short, basic exchanges;
4.3.2.1 read and understand with some support short simple
fiction and non-fiction texts;
 4.5.12.1 use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often, begin to use
simple adverbs of manner example given well, badly, use
common -ly manner adverbs to describe actions example given
slowly, quickly
4.1.5.1 identify initial, middle and final phonemes and blends;
4.2.4.1 respond to questions on an increasing range of general
and some curricular topics;
4.2.8.1 express basic likes and dislikes, recount short, basic
stories and events on a limited range of general and some
Help the planet
curricular topics;
2
4.3.5.1 understand the main points of short simple texts on a
growing range general and some curricular topics by using
contextual clues;
4.5.8.1 use imperative forms [positive and negative] to give
short instructions on a growing range of familiar topics
Term 4
4.1.5.1 identify initial, middle and final phonemes and blends;
4.3.3.1 recognise basic opinions in short, simple texts on an
increasing range of general range of general and some
curricular topics;
4.4.7.1 spell most familiar high-frequency words accurately
when writing independently;
4.5.3.1 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to describe
Into Space 1
things, use simple one-syllable and some two-syllable
adjectives [comparative and superlative] to make comparisons;
4.5.5.1 use interrogative pronouns who, what and where, how
many, how much, how often, how big, what kind of to ask
questions on growing range of familiar topics;
4.5.13.1 use can to make requests and ask permission, use
must/mustn’t/have to to talk about obligation, use have + object
+ infinitive to talk about obligations
Journey 4.2.6.1 take turns when speaking with others in a growing range
into Space of short, basic exchanges;
4.3.6.1 understand with some support some specific
Into Space 2 information and detail in short, simple texts on a growing range
of general and some curricular topics;
4.4.4.1 write with support a sequence of short sentences in a
paragraph to give basic personal information
4.1.6.1 understand an increasing range of short supported
questions on general and some curricular topics;
4.3.1.1 recognise, identify and sound with support a growing
range of language at text level;
4.3.4.1 find with support books, worksheets and other print
Planets 1 materials in a class or school library according to classification;
4.4.4.1 write with support a sequence of short sentences in a
paragraph to give basic personal information;
4.5.2.1 use cardinal numbers 1 – 1000 and ordinal numbers 1 –
100;
4.5.17.1 use me, too and I don’t to give short answers, use
 when clauses to describe simple present and past actions on
personal and familiar topics
4.1.4.1 understand an increasing range of short supported
questions on general and some curricular topics;
4.2.4.1 respond to questions on an increasing range of general
and some curricular topics;
4.3.5.1 understand the main points of short simple texts on a
growing range general and some curricular topics by using
contextual clues;
4.4.2.1 begin to use joined-up handwriting in a limited range of
written work;
Planets 2
4.5.1.1 use singular nouns, plural nouns – including some
common irregular plural – and uncountable nouns, possessive
‘s/s’ to name, describe and label things
4.5.2.1 use cardinal numbers 1 – 1000 and ordinal numbers 1 –
100;
4.5.3.1 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to describe
things, use simple one-syllable and some two-syllable
adjectives [comparative and superlative] to make comparisons
4.1.5.1 identify initial, middle and final phonemes and blends;
4.1.8.1 understand short, supported narratives on an increasing
range of general and some curricular topics;
4.2.4.1 respond to questions on an increasing range of general
and some curricular topics;
4.3.6.1 understand with some support some specific
information and detail in short, simple texts on a growing range
of general and some curricular topics;
4.4.7.1 spell most familiar high-frequency words accurately
Aliens 1 when writing independently;
4.5.3.1 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to describe
things, use simple one-syllable and some two-syllable
adjectives [comparative and superlative] to make comparisons;
4.5.4.1 use determiners a, an, the, zero article, some, any, this,
these, that, those to refer to things on a growing range of
general and some curricular topics;
4.5.16.1 use conjunctions and, or, but, because to link words
and phrases
4.3.5.1 understand the main points of short simple texts on a
growing range general and some curricular topics by using
contextual clues;
4.4.1.1 plan, write and check sentences with support on a range
of basic personal, general and some curricular topics;
4.4.5.1 link with some support sentences using basic
Aliens 2 coordinating connectors;
4.5.9.1 use common simple present forms, including short
answer forms and contractions, to give personal information
and talk about habitual actions, facts and future timetabled
events continue to use common past simple forms [regular and
irregular] to describe actions and feelings and narrate simple
events including short answer forms and contractions
 4.1.6.1 understand some specific information and detail of
short, supported talk on an increasing range of general and
some curricular topics;
4.2.3.1 give short, basic description of people and objects,
begin to describe past experiences on an increasing range of
general and some curricular topics;
4.3.3.1 recognise basic opinions in short, simple texts on an
increasing range of general range of general and some
curricular topics;
4.4.1.1 plan, write and check sentences with support on a range
Slow machines 1 of basic personal, general and some curricular topics;
4.4.7.1 spell most familiar high-frequency words accurately
when writing independently;
4.5.5.1 use interrogative pronouns who, what and where, how
many, how much, how often, how big, what kind of to ask
questions on growing range of familiar topics;
4.5.12.1 use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often, begin to use
simple adverbs of manner example given well, badly, use
common -ly manner adverbs to describe actions example given
slowly, quickly
4.1.6.1 understand some specific information and detail of
short, supported talk on an increasing range of general and
some curricular topics;
4.2.1.1 make basic statements which provide information on an
increasing range of general and some curricular topics;
Machines
4.3.2.1 read and understand with some support short simple
fiction and non-fiction texts;
Slow machines 2
4.4.5.1 link with some support sentences using basic
coordinating connectors;
4.5.1.1 use singular nouns, plural nouns – including some
common irregular plural – and uncountable nouns, possessive
‘s/s’ to name, describe and label things;
4.5.6.1 use demonstrative pronouns this, these, that, those and
object pronouns in short statements, questions and responses
4.1.5.1 identify initial, middle and final phonemes and blends;
4.2.4.1 respond to questions on an increasing range of general
and some curricular topics;
4.2.7.1 contribute a growing range of suitable words, phrases,
and sentences including giving opinions during short pair,
group and whole class exchanges;
4.3.1.1 recognise, identify and sound with support a growing
range of language at text level;
Fast machines 1 4.4.2.1 begin to use joined-up handwriting in a limited range of
written work;
4.5.3.1 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to describe
things, use simple one-syllable and some two-syllable
adjectives [comparative and superlative] to make comparisons;
4.5.14.1 use prepositions of location, position and direction: at,
in, on, behind, between, in front of, near, next to, opposite,
above, up, down, on the right, on the left, use prepositions of
 time : in, on, at, before, after,
use with/without to indicate accompaniment with for
instrument and for to indicate recipient
4.2.4.1 respond to questions on an increasing range of general
and some curricular topics;
4.2.6.1 take turns when speaking with others in a growing range
of short, basic exchanges;
4.4.4.1 write with support a sequence of short sentences in a
paragraph to give basic personal information;
4.4.7.1 spell most familiar high-frequency words accurately
when writing independently;
Fast machines 2 4.5.3.1 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to describe
things, use simple one-syllable and some two-syllable
adjectives [comparative and superlative] to make comparisons;
4.5.13.1 use can to make requests and ask permission,
use must/mustn’t/have to to talk about obligation, use have +
object + infinitive to talk about obligations;
4.5.16.1 use conjunctions and, or, but, because to link words
and phrases
4.1.8.1 understand short, supported narratives on an increasing
range of general and some curricular topics;
4.4.8.1 to include appropriate use of full stops and question
marks, at sentence level with some accuracy when writing
independently;
4.5.4.1 use determiners a, an, the, zero article, some, any, this,
these, that, those to refer to things on a growing range of
general and some curricular topics;
Robots 1
4.5.11.1 use has got/have got there is/are statement, negative,
question forms including short and full answers and
contractions;
4.5.14.1 use prepositions of location, position and direction: at,
in, on, behind, between, in front of, near, next to, opposite,
above, up, down, on the right, on the left, use prepositions of
time: in, on, at, before, after, use with/without to indicate
accompaniment with for instrument and for to indicate recipient
4.1.8.1 understand short, supported narratives on an increasing
range of general and some curricular topics;
4.3.2.1 read and understand with some support short simple
fiction and non-fiction texts;
4.3.4.1 find with support books, worksheets and other print
materials in a class or school library according to classification;
4.3.6.1 understand with some support some specific
information and detail in short, simple texts on a growing range
Robots 2
of general and some curricular topics;
4.4.5.1 link with some support sentences using basic
coordinating connectors;
4.5.13.1 use can to make requests and ask permission, use
must/mustn’t/have to to talk about obligation, use have + object
+ infinitive to talk about obligations;
4.5.15.1 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, begin use infinitive of purpose to describe
simple actions and verbs want, start + infinitive, use declarative
what [a/an] + adjective + noun to show feelings

© 2012. Қазақстан Республикасы Әділет министрлігінің "Республикалық

құқықтық ақпарат орталығы" ШЖҚ РМК