12+ Свидетельство СМИ ЭЛ № ФС 77 - 70917 Лицензия на образовательную деятельность №0001058 |
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Козлова Дарья Ивановна18 |
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]
| -What is your name? -My name is …. | ||
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. | ||
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. | ||
To go on forming children's skills and oral communication skills. To repeat the entire vocabulary on «My family». | Who, it
| [huː] [fɑːðəʳ] | Who is it? It is a father. It is a mother. It is a sister. It is a brother. | ||
3. Me and my toys
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1
(2 hours)
| To introduce children to new words and phrases. To go on working on improvement of specific sounds. | A doll, a ball
| [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. | ||
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. | ||
To go on developing the skills of oral speech: What colour is it? | Blue, red | [bluː] | What colour? It is blue. It is red. | ||
To repeat the name of the primary colours. To bring up interest in learning English. | Brown, orange
| [braʊn] [ɒrɪndʒ]
| What colour? It is brown. It is orange. | ||
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]
| What shape is this? It is a circle. It is a square. | ||
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. | ||
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. | ||
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. | ||
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. | ||
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. | ||
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. | ||
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.
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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)
| 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
| [ˈænθəm] [kæpɪt] [ˈnæʃənl]
| What is this? This is the Anthem. This is the National Emblem. | ||
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12. Winter | 2
(4 hours)
| 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. | ||
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. | ||
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. | ||
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. | ||
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 | ||
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. | ||
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. | ||
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. | ||
15. Subjects |
1
(2 hours) | To introduce and to train children in the use of vocabulary by the theme «Subjects». | Room, bedroom | [rʊm]
| 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]
| What is this? It is a bed. It is a chair. I have a chair. | ||
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. | ||
17. Professions |
2
(4 hours)
| To learn names of professions in English. To practice in vocabulary usage. | A doctor, a teacher | [tiːtʃəʳ]
| 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. | ||
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. | ||
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. | ||
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. | ||
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. | ||
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. | ||
21. Drink |
1
(2 hours) | To practice the pronunciation of specific sounds. | Tea, juice | [dʒuːs]
| 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. | ||
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. | ||
To get acquainted with vocabulary. | Five, six | [faɪv] | It is five. I have five balls. It is six. I have six balls. | ||
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. | ||
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. | ||
To acquaint children with the name of birds. | Swallow, owl | [swɒləʊ] | What birds is it? It is a swallow. It is an owl. | ||
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 | ||
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. | ||
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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