Перспективный тематический план по изучению английского языка
Перспективный тематический план по изучению английского языка
На 36 часов
Theme |
Week load |
Aim |
Vocabulary |
Phonetics |
Grammar |
1. Acquaintance |
1
(2 hours) |
To teach children to greet and say goodbye in English. Work out the specific sounds of English. |
Good, morning, hello |
[gʊd] [mɔːnɪŋ] |
Good morning! Hello! |
To teach children to meet, and learn English language. To acquaint them with the new words. To go on working on specific sounds and pronunciation. |
Your, name |
[jʊəʳ] [neɪm] [wɛəʳ] [ɑːʳ]
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-What is your name? -My name is …. |
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2. My family |
2
(4 hours) |
To enrich the vocabulary of children new words related to the theme «My family» and learn to pronounce them, to practice specific sounds. |
A mother, a father |
[fɑːðəʳ] [huː] [maɪ] |
Who is it? It is a father. It is a mother. |
To go on filling children's vocabulary with new words on the theme «My family». To develop skills and oral communication skills. |
A sister, a brother |
[brʌðəʳ] [sɪstəʳ] |
Who is it? It is a sister. It is a brother. |
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To develop skills of oral speech. To go on filling children's vocabulary with new words on the theme. |
A grandmother, a grandfather |
[grænd] [ɪz] |
Who is it? It is a grandfather. It is a grandmother. |
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To go on forming children's skills and oral communication skills. To repeat the entire vocabulary on «My family». |
Who, it
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[huː] [fɑːðəʳ] |
Who is it? It is a father. It is a mother. It is a sister. It is a brother. |
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3. Me and my toys
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1
(2 hours)
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To introduce children to new words and phrases. To go on working on improvement of specific sounds. |
A doll, a ball
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[dɒl] [bɒl] |
What is it? It is a doll. It is a ball. |
To go on enriching children’s vocabulary. To bring up perseverance, patience, attentiveness. |
A teddy-bear, , a train |
[bɛəʳ] [treɪn] |
What is it? It is a teddy-bear. It is a train. |
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4. Colours |
2
(4 hours) |
To teach children to identify and name colours. To develop skills of oral speech: What colour? And to answer it. |
Colour, black, white |
[kʌləʳ] [ðɪs] [blæk] |
What colour is this? It is black. It is white. |
To go on enriching children's vocabulary with new words denoting colour. |
Green, yellow |
[grɪn] [jeləʊ] |
What colour? It is green. It is yellow. |
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To go on developing the skills of oral speech: What colour is it? |
Blue, red |
[bluː] |
What colour? It is blue. It is red. |
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To repeat the name of the primary colours. To bring up interest in learning English. |
Brown, orange
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[braʊn] [ɒrɪndʒ]
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What colour? It is brown. It is orange. |
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5. Shapes and size |
1
(2 hours) |
To introduce children to new words denoting the shape of the object. To watch for the correct pronunciation of specific sounds. |
Big, little |
[saɪz] [lɪtl] |
What size is this? It is big. It is little. |
To teach children to determine the size of the items. To bring up patience. |
A circle, a square |
[s3ːkl] [skwɛəʳ]
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What shape is this? It is a circle. It is a square. |
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6. Autumn |
1
(2 hours) |
To enrich the vocabulary of children new words related by the theme «Autumn» and to learn to pronounce them. |
Autumn, leave |
[siːzn] [ɔːtəm] [ɪz] |
What season is it now? It is autumn. What is this? It is leave. |
To develop spoken language. To bring up interest in English language as a means of communication. |
Tree, rain |
[reɪn] [triː] |
What is this? It is a tree. It is rain. |
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7. Fruits |
1
(2 hours) |
To acquaint children with lexical units on «Fruits». To train visual memory. |
An apple, a lemon |
[lemən] [æpl] |
What is this? It is an apple. It is a lemon. |
To go on filling children's vocabulary with new words on the subject. To practice the pronunciation of specific sounds. |
A banana, an apricot |
[bəˈnɑːnə] [eɪprɪkɒt] |
What is this? It is a banana. It is an apricot. |
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8. Vegetables |
1
(2 hours) |
To acquaint children with the name of vegetables. To develop children’s memory. |
A tomato, a potato
|
[təˈmeɪtəʊ] [pəˈteɪtəʊ]
|
What is this? It is a tomato. It is a potato. Give me, please tomato. |
To repeat names of vegetables. To train in the pronunciation of new words. |
A beet, a carrot |
[biːt] [kærət] |
What is this? It is a beet. It is a carrot. Give me, please carrot. |
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9. Parts of body |
2
(4 hours) |
To teach children to name body of parts and show them. To repeat of new phonetics. |
A head, a nose |
[hed] [nəʊz] |
What is this? It is a head. It is a nose.
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To introduce children to name parts of body. To develop children’s memory. To impart interest to English language. |
An eye, an ear |
[aɪ] [ɪəʳ] |
What is this? It is eye. It is ear. |
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To go on introducing and training children in the use of vocabulary on the subject «Parts of body». |
A finger, a body, |
[fɪŋgəʳ] [bɒdɪ]
|
What is this? It is a finger. It is a body. |
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To go on enriching the children’s vocabulary with new words on the theme «Parts of body». |
A foot, a knee |
[ʃɔːts] [niː]
|
What is this? It is a foot. It is a knee. |
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10. Clothes |
2
(4 hours) |
To introduce children with new words. To bring up interest in English language as a mean of communication. |
A dress, a T-shirt, |
[ʃ3ːt/]
|
What is this? It is a dress. It is a T-shirt.
|
To go on enriching the children’s vocabulary with new words on the theme «Clothes». |
A skirt, boots |
[ˈtrauzəz] [wɛəʳ] |
What is this? It is a skirt. What is this? These are boots.
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11. My motherland |
2
(4 hours)
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To go on filling children's vocabulary with new words on the theme. To bring up a sense of love and respect for their country. |
Republic, the flag |
[rɪˈpʌblɪk] [steɪt] |
Kazakhstan is the Republic. What is this? It is the state. |
To practice the pronunciation of specific sounds. To impart interest to English language. |
The Anthem, National Emblem
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[ˈænθəm] [kæpɪt] [ˈnæʃənl]
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What is this? This is the Anthem. This is the National Emblem. |
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12. Winter |
2
(4 hours)
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To go on enriching the children’s vocabulary with new words on the theme «Winter». |
Winter, snow |
[siːzn] [təʳ] |
What season is it now? It is winter. It is snow. |
To acquaint children with lexical units on «Winter». To train visual memory. |
Cold, frost |
[ɔː], [weðəʳ] |
What is the weather like today? It is cold. It is frost. |
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To develop spoken language. To bring up interest in English language as a mean of communication. |
Mittens, scarf |
[skɑːf] |
What is this? It is mittens. It is a scarf. Give me, please, mittens. |
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To repeat the entire vocabulary on «Winter». |
Season, weather |
[siːzn] [weðəʳ] |
What season is it now? It is winter. What is the weather like today? It is cold. |
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13. Domestic animals |
2 (4 hours) |
To introduce the children with new words, denoting animals. |
A cat, a dog |
[æ] [ʌ] |
What is this? It is a dog. It is a cat. I have a cat/ a dog
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To teach the children and to use them in oral speech. |
A pig, a cow |
[kaʊ] |
What is this? It is a pig. It is a cow. |
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To enrich the vocabulary of children new words by the theme “Domestic animals”. |
A horse, a sheep |
[hɔːs] |
What is this? It is a horse. It is a sheep |
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To go on filling children's vocabulary with new words on the theme. |
A duck, a cock |
[dʌk] |
What is this? It is a cock. It is a duck.
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14. Wild animals |
2 (4 hours) |
To introduce children to new words denoting to wild animals. |
A bear, a wolf |
[bɛəʳ] |
What is this? It is a bear. It is a wolf. |
To pay attention the correct pronunciation of specific sounds. |
A hare, a fox |
[hɛəʳ] |
What is this? It is a hare. It is a fox. |
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To develop spoken language. To bring up interest in English language. |
A lion, a monkey |
[mʌŋkɪ] |
What is this? It is a lion. It is a monkey. |
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To go on forming children's oral communication skills of dialogical speech. |
A zebra, a tiger |
[ˈtaɪgəʳ] |
What is this? It is a zebra. It is a tiger. |
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15. Subjects |
1
(2 hours) |
To introduce and to train children in the use of vocabulary by the theme «Subjects». |
Room, bedroom |
[rʊm]
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What is this? It is a room. It is a bedroom. It is a big bedroom. |
To go on forming children's oral communication skills. |
A bed, a chair |
[tʃɛəʳ]
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What is this? It is a bed. It is a chair. I have a chair. |
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16. Dishes |
1
(2 hours) |
To enrich the vocabulary of children new words by the theme “Dishes”. |
A plate, a spoon |
[ei] |
What is this? It is a plate. It is a spoon. Give me, please, a plate. |
To pay attention the correct pronunciation of specific sounds. |
A fork, a cup |
[fɔːk] |
What is this? It is a fork. It is a cup. Give me, please, a cup. |
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17. Professions |
2
(4 hours)
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To learn names of professions in English. To practice in vocabulary usage. |
A doctor, a teacher |
[tiːtʃəʳ]
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Who is this? It is a doctor. It is a teacher. This man is a doctor. |
To reinforce knowledge on the theme “Professions”. |
A cook, a pilot |
[ðɪs] |
Who is this? It is a cook. It is a pilot. This man is a cook. |
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To enrich the vocabulary of children new words. |
A driver, a builder |
[ˈpaɪ] [lət] [bɪldəʳ] |
Who is this? It is a driver. It is a builder. This man is a builder. |
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To train vocabulary in speech. |
A worker, a baker |
[beɪkəʳ] |
Who is this? It is a worker. It is a baker. This man is a baker. |
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18. Spring |
1
(2 hours) |
To enrich the vocabulary of children new words related to the theme «Spring». |
Spring, warm, |
[naʊ] [wɔːm] |
What season is it now? It is spring. What is the weather like today? It is warm. |
To broaden children’s outlook of seasons. |
The sun, shine |
[ʃaɪn] |
What is the weather like today? The sun shines. |
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19. Street |
1
(2 hours) |
To get acquainted with vocabulary. |
House, bus |
[haʊs] [bʌs] |
What is this? It is a house. It is a bus. I see a house. |
To pay attention the correct pronunciation of specific sounds. |
A door, a window |
[dɔːʳ] |
What is this? It is a door. It is a window. I see a door. |
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20. Food |
1 (2 hours) |
To teach children to name some food and to show them. |
Bread, meat |
[brɛd] |
What is this? It is bread. It is meat. I eat bread. |
To go on filling children's vocabulary with new words on the theme. |
Butter, jam |
[bʌtəʳ] [dʒæm] |
What is this? It is jam It is butter. I eat jam. |
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21. Drink |
1
(2 hours) |
To practice the pronunciation of specific sounds. |
Tea, juice |
[dʒuːs]
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What is this? It is juice. It is tea. I drink tea. |
To acquaint children with the name of drink. |
Milk, compote |
[ˈkɒm] [pəʊt] |
What is this? It is milk. It is compote. I drink milk. |
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22. Numbers |
2
(4 hours) |
To enrich the vocabulary of children new words related to the theme «Numbers». |
One, two |
[wʌn |
It is one. I have one ball. It is two. I have two balls. |
To train children in the correct pronunciation of words and sounds. |
Three, four |
[θriː] [fɔː] |
It is three. I have three balls. It is four. I have four balls. |
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To get acquainted with vocabulary. |
Five, six |
[faɪv] |
It is five. I have five balls. It is six. I have six balls. |
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To repeat the name of numbers. |
Seven, eight |
[‘sev(ə)n] [eɪt] |
It is seven. I have seven balls. It is eight. I have eight balls. |
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23. Birds |
2
(4 hours) |
To enrich the vocabulary of children new words by the theme “Birds”. |
Sparrow, raven |
[ˈspærəʊ] [ ˈreɪvn̩ ] |
What birds is it? It is a sparrow. It is a raven. |
To go on forming children's skills and oral communication skills. |
Pigeon, hen |
[ˈpɪdʒən] |
What birds is it? It is a pigeon. It is a hen. |
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To acquaint children with the name of birds. |
Swallow, owl |
[swɒləʊ] |
What birds is it? It is a swallow. It is an owl. |
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To broaden children’s outlook of seasons. To impart interest to English language. |
Swan, heron |
[swɒn] [herən] |
What birds is it? It is a swan. It is a heron |
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24. Summer |
1
(2 hours) |
To enrich the vocabulary of children new words related to the theme «Summer». |
Summer, hot |
[ˈsʌməʳ] |
What season is it now? It is spring. What is the weather like today? It is warm. |
To broaden children’s outlook of seasons. |
Sunflower, dandelion |
[dændɪ] [laɪən] |
What flower is it? It a sunflower. It is a dandelion. |
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25. Review |
1
(2 hours) |
To pay attention the correct pronunciation of specific sounds. |
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To repeat the entire vocabulary. |
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