Календарно-тематическое планирование к УМК “Семья и друзья 2” (“Family and Friends 2”)

Календарно-тематическое планирование к
УМК “Семья и друзья 2”
(“Family and Friends 2”)
(Julie Penn)

УМК издательства РЕЛОД “Семья и друзья 2”(“ Family &Friends 2”) рассчитан на 94 урока и 5 уроков проверочных работ (Review). Общее количество учебных часов составляет 99 уроков в год или 3 урока в неделю.

Каждый раздел состоит из 6 уроков: 1-4 уроки каждого раздела являются обязательными, 5-6 уроки даны на закрепление усвоенного материала.

Календарно-тематическое планирование составлено из расчета 2 часов английского языка в неделю, куда в обязательном порядке войдут 1-4 уроки каждого раздела учебника и 2 дополнительных часа в которые можно включать материал из 5-6 уроков каждого раздела.

Lesson	Unit	Key language	Additional language	Lesson objectives	Materials	iTools		Grammar	Phonics	Skills	Further practice
Starter Lesson 1 (1)	Welcome back!		Welcome back, learning, end (v).	To recall the main characters from F&F1; To understand a short story.	CD #01-02; Starter story poster;	Starter-Song/Story		I’ve got brown hair. This is my cousin. He’s got green eyes. Where’s Billy? Is he under the bed? There is…There are…		Listening: identifying people from their descriptions; listening for specific information; Speaking: describing people’s appearance; introducing yourself and other people; talking about objects.	WB p.4; Student MultiROM/ Starter Unit, Song 1.
Lesson 2 (2)			Back.	To revise family words; To identify people from their descriptions; To describe people’s appearance; To act out a story.	CD #01-03; Starter story poster;	Starter/Words					WB p.5; Picture dictionary, WB p.108
Lesson 3 (3)			Bump, down, week.	To greet people and ask questions about them; to introduce someone to a friend; To say the days of the week.	CD# 04	Starter/Sentences/ Song					WB p.6; Student MultiROM/ Starter Unit, Song 2.
Lesson 4 (4)		.	White.	To ask and answer questions about toys; To ask and answer questions about colours; To write numbers 10-20 in digit form.	CD #04-05;	Starter-Words/ Sentences					WB p.7 Picture dictionary, WB p.109 Welcome back! test, Testing and Evaluation Book, p.6 ; Student MultiROM/ Starter Unit/Words, Grammar/Listen at home Track 1(Words and phrases) Track 2 ( Song), Track 3 ( Song).
Unit 1 Lesson 1 (5)	Our new things.	Classroom, table, computer, peg, pencil case, board.	Whiteboard, wow.	To identify common school things; To understand a short story.	CD # 01; 06-08; Story posters Starter and1; School things flashcards 1-6;	Unit 1- Words/Story		This/That is… These/Those are…	Review of the alphabet and initial sounds.	Reading: reading a text describing pictures; reading for specific words; Listening: identifying people and objects from their description; Speaking: asking and answering questions about a picture; Writing: capitaliza-tion; writing about my classroom.	WB p.8.
Lesson 2 (6)		This/That is the new computer. These/Those are new tables.		To say and write sentences with This is, That is, These are and Those are; To act out a story.	CD # 08; Story poster1; School things flashcards 1-6;	Unit 1- Grammar					WB p.9 Grammar reference, CB p.108 Student MultiROM/Unit1/Grammar
Lesson 3 (7)		|Poster, picture, drawers, cupboard.	What, have a look, work (n).	To identify more school things; To use classroom words in the context of a song.	CD # 09-10; School things flashcards 1-2, 4, 6-10. PMB p. 36 (Cut and make1); TB p.124	Unit 1- Words/Song					WB p.10 Picture dictionary, WB p.109; Extra writing worksheet, PMB p.2; Cut and make 1, PMB p.36; Student MultiROM/Unit 1/Words, Song
Lesson 4 (8)			Game, touch, knee, feet.	To revise the letters of the alphabet; To identify upper - and lower - case forms; To identify sounds the letters make at the beginning of words.	CD # 11-13; School things flashcards	Unit 1- Phonics					WB p.11 Student MultiROM/Unit 1/Phonics
Lesson 5 (9) optional			Bright, wall, sit, with, swimming pool.		CD # 10, 14.	Unit 1- Reading				Reading: read a text describing pictures; read for specific words.	WB p.12
Lesson 6 (10) optional					CD # 10, 15 School things flashcards;	Unit 1- Writing				Listening: identify people and objects from their description; Speaking: ask and answer questions about a picture; Writing: identify and write capital letters at the start of sentences and names; write about your classroom..	WB p.13; Values worksheet, PMB p.3 Unit 1 test, Testing and Evaluation Book p.7; Student MultiROM/ unit 1/Listen at home/Track 4 ( Words and phrases), 5 (Song), 6 (Phonics).
Unit 2 Lesson 1 (11)	They are happy now!	Hot, cold, hungry, thirty, happy, sad.	Babies, twins, cry (v).	To learn for feeling and emotions; To understand a short story.	CD # 10; Story posters 1 and 2; Feelings flashcards 11-16.	Unit 2- Words/Story		We’re /They’re happy. Are they hot? Yes, they are./ No, they aren’t.	Review of digraphs: ch sh th ch: chair teacher sh: shoe fish th: thumb bath	Reading: reading and understanding a poem; matching words with information in the poem; Listening: identifying feelings; Speaking: asking and answering questions about how people feel;; Writing: long and short forms; writing about my feelings.	WB p.14;
Lesson 2 (12)		We’re/ they’re happy. Are they hot? No, they aren’t./ Yes, they are.		To make sentences describing people’s feelings/ emotions; To ask questions about people’s feelings/ emotions; To use the contracted form of are; To act out a story.	CD # 18; Story poster 2; Feelings flashcards 11-16.	Unit 2- Grammar					WB p.15 Grammar reference, CB p.108 Student MultiROM/Unit2/Grammar
Lesson 3 (13)		Tired, angry, scared, brave.	Go to sleep, snore, hug (v) yourself, stamp (v).	To learn more words for feelings and emotions; To use words for feelings in the context of a song.	CD # 19-20; Feelings flashcards 11-20.	Unit 2- Song/Words.					WB p.16 Picture dictionary, WB p.110; Extra writing worksheet, PMB p.4; Student MultiROM/Unit2/Words, Song
Lesson 4 (14)		Chair, teacher, shoes, fish, thumb, bath..		To revise sounds made by the combinations ch, sh and th; To differentiate between the sounds.	CD # 11, 21-23; Phonics cards 1-3 ( chair, shoes, thumb).	Unit 2- Phonics					WB p.17 Student MultiROM/Unit 2/Phonics
Lesson 5 (15) optional			Feelings, feel, sometimes, always, behave (v), fear, gone, carry on, laugh (v), until.		CD # 20, 24; Feelings flashcards 11-20; a cut-up copy of the poem for each group of six children.	Unit 2- Reading				Reading: read and understand a poem; match words with information in the poem;	WB p.18
Lesson 6 (16) optional			Broken, poor, nearly, wake up.		CD # 25; Feelings flashcards 11-20.	Unit 2- Writing				Listening: identify people from descriptions of how they feel; Speaking: ask and answer questions about how people feel; Writing: identify and write long and short forms; write about your feelings.	WB p.19; Values worksheet, PMB p.5 Unit 2 test, Testing and Evaluation Book p.8; Student MultiROM Unit 2/Listen at home/Track 7 .( Words and phrases), 8 (Song), 9 (Phonics).
Unit 3 Lesson 1 (17)	I can ride a bike!	Ride a bike, ride a horse, skate (v), skateboard (v), play tennis, hlfe football.	Teach, behind, stop.	To identify different outdoor activities; To understand a short story.	CD # 20, 26-28; Story posters 2 and 3; Outdoor activities flashcards 21-26.	Unit 3- Words/Story		She can/can’t ride a bike. Can he play tennis? Yes, he can./ No, he can’t. Prepositions of place.	Review of CVC words: a e i o u a: cat van e: peg bed i: bin fig o: mop dog u: bus jug	Reading: reading and understanding information on a webpage; choosing the correct information from the text; Listening: identifying outdoor toys; Speaking: asking and answering questions about where things are; Writing: writing about what I can and can’t do.	WB p.20; Picture dictionary, WB p. 110.
Lesson 2 (18)		I can skate. I can’t skateboard. Can she play tennis? Yes, she can./ No, she can’t.		To write sentences with can and can’t; To ask and answer questions about what people can and can’t do; To act out a story.	CD # 28; Story poster 3; Outdoor activities flashcards 21-26;	Unit 3- Grammar					WB p.21 Grammar reference, CB p.108 Student MultiROM/Unit3/Grammar
Lesson 3 (19)		Behind, in front of, next to, between.	Anywhere, hiding.	To identify common prepositions; To use prepositions in the context or a song.	CD # 29-30; Prepositions of place flashcards 27-30; a soft toy, e. g. a teddy bear.	Unit 3- Song/Words.					WB p.22 Extra writing worksheet, PMB p.6; Student MultiROM/Unit3/Words, Song
Lesson 4 (20)		Cat, van, peg, bed, bin, fig, mop, dog, bus, jug.	By.	To revise sounds made by the letters a, e, i, o, and u; To differentiate between the sounds.	CD # 22,31-33; Phonics cards 4-8 ( cat, peg, bin, mop, bus)	Unit 3- Phonics					WB p.23 Student MultiROM/Unit 3/Phonics
Lesson 5 (21) optional			Perfect, aged, seat, wheel, children, grass, sand, take, young.		CD # 34; a piece of plain paper for each child; a set of pencils for each group of four to six children;	Unit 3- Reading				Reading: read and understand information on a webpage; find specific information in a text.	WB p.24.
Lesson 6 (22) optional			Skateboard (n), skates (n), outdoor ( adj).		CD # 35;	Unit 3- Writing				Listening: identify outdoor toys from their description; Writing: identify vowels at the start of words; write a or an before nouns and adjectives; write about what you can and can’t do. Speaking: ask and answer questions about things are.	WB p.25; Values worksheet, PMB p.7 Testing and Evaluation Book Unit 3 test, p.9 ; Summative test1,p.10;Skills test1,p.12; Student MultiROM unit 3/Listen at home/Track 11 ( Words and phrases), 12(Phonics).
Review 1: CB pages 26-27; review answers key, TB page 116.
Unit 4 Lesson 1 (23)	Have you got a milkshake?	Salad, fries, pizza, milkshake, cheese, sandwich, chicken.	Don’t worry, naughty.	To identify types of food; To understand a short story.	CD # 30,36-38; Story posters 3 and 4; Food flashcards 31-36;	Unit 4- Words/Story	Have you got a milkshake? Yes, I have./ No, I haven’t. Has he got fries? Yes, he has./ No, he hasn’t.		Consonant blends: gr br fr br: grass grapes br: brush bread fr: frog frisbee	Reading: reading and understanding information a caption story; finding specific information in a text; Listening: identifying which food items are available in a shop; Speaking: asking and answering questions about what someone has got; Writing: question marks and full stops; writing about my lunch.	WB p.28; Picture dictionary, WB p.111.
Lesson 2 (24)		Have you got a milkshake? Yes, I have./ No, I haven’t. Has he got a sandwich? Yes, he has./ No, he hasn’t.		To ask and answer questions about what people have got; To write short answer to questions; To act out a story.	CD # 38; Story poster 4; Food flashcards 31-36.	Unit 4- Grammar					WB p.29 Grammar reference, CB p.108 Student MultiROM/Unit4/Grammar
Lesson 3 (25)		Ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred.	Start ( v+ n), easy, if, try, number, high, done.	To learn the numbers ; To use numbers in the context or a song.	CD # 39-40; Numbers flashcards 37-46;PMB p.37 ( Cut and make 2); TB p. 125.	Unit 4- Song					WB p.30; Extra writing worksheet, PMB p.8 Cut and make 2, PMB p.37; Student MultiROM/Unit 4/Words, Song
Lesson 4 (26)		Grass, grapes, brush, bread, frog, Frisbee.		To pronounce the sounds made by the letter combinations gr, br,and fr; To differentiate between the sounds.	CD # 32, 41-43; Phonics cards 9-11( grass, brush, frog) ; three plain pieces of paper.	Unit 4- Phonics					WB p.31 Student MultiROM/Unit 4/Phonics
Lesson 5 (27) optional			Much, olive, sure.		CD # 44; a large piece of paper and set of coloured pencils for each group of six children.	Unit 4- Reading				Reading: read and understand a caption story; find specific information in a text.	WB p.32
Lesson 6 (28) optional			Buy.		CD # 45.	Unit 4- Writing				Listening: identify food items in a shop; Writing: write questions marks and full stops; write about your lunch; Speaking: ask and answer questions about with Have you got…?.	WB p.33; Values worksheet, PMB p.9 unit 4 test, Testing and Evaluation Book p.14 ; Student MultiROM unit 4/Listen at home/. Track 13 ( Words and phrases), 14 (Song), 15(Phonics).
Unit 5 Lesson 1 (29)	We’ve got English!	Art, math, English, science, PE, music.	Our, their, time, wear..	To identify school subjects; To understand a short story.	CD # 10, 46-48; Story posters 4 and 5; School subjects flashcards 47-52; items representing the different subjects, e. g. sports clothes for PE, a paintbrush for art, etc.	Unit 5- Words/Story	What have we got on Monday? We’ve got science. When have we got PE? our/ their		Consonant blends: dr tr cr dr: drum dress tr: truck tree cr: crayon crab	Reading: reading and understanding a webpage; finding specific details in text; Listening: identifying school rooms from their description; Speaking: asking and answering questions about different rooms in a school; Writing: capital letters; writing about my school subjects.	WB p.34; Picture dictionary, WB p.111.
Lesson 2 (30)		Our/their; What have we got on Monday? We’ve got English. When have we got PE? We’ve got PE on Thursday.		To write sentences with our and their; To ask questions about what subjects you have got on different days of the week; To act out a story.	CD # 52; Story poster 5; School subjects flashcards 47-52;	Unit 5- Grammar					WB p.35 Grammar reference, CB p.109 Student MultiROM/Unit5/Grammar
Lesson 3 (31)		Playground, spots field, art room, computer room,	Paint, headphones.	To identify rooms and areas in a school; To use these words in the context or a song.	CD # 49-50 School subjects flashcards 47-52; School rooms flashcards 53-56.	Unit 5- Song/Words.					WB p.36 Extra writing worksheet, PMB p.10; Student MultiROM/Unit 5/Words, Song
Lesson 4 (32)		Drum, dress, truck, tree crab, crayon.		To pronounce the sounds made by the letter combinations dr, tr,and cr; To differentiate between the sounds.	CD # 42, 51-53; Phonics cards 12-14( drum, truck, crayon) .	Unit 5- Phonics					WB p.37 Student MultiROM/Unit 5/Phonics
Lesson 5 (33) optional			Speak, study, read, primary, lesson.		CD #50, 54; a large piece of paper and set of coloured pencils for each group of six children.	Unit 5- Reading				Reading: read and understand a webpage; find specific details in a text.	WB p.38
Lesson 6 (34) optional			Break, time, learn.		CD # 55.	Unit 5- Writing				Listening: identify school rooms from their description Writing: identify and write capital letters in days of the week; write about your school subjects; Speaking: ask and answer questions about different rooms in a school..	WB p.39; Values worksheet, PMB p.11 unit 5 test, Testing and Evaluation Book p.15 ; Student MultiROM/Listen at home/. Track 16 ( Words and phrases), 17(Song), 18 (Phonics).
Unit 6 Lesson 1 (35)	Let’s play after school!	Help my mum, do my homework, visit my grandma, go swimming, have a music lesson, watch TV.	How about, well.	To identify after-school activities; To understand a short story.	CD # 50, 56-58; Story posters 5 and 6; After-school activities flashcards 57-62.	Unit 6- Words/Story	I visit my grandma every Tuesday. I go swimming every Thursday. I don’t watch TV.		Consonant blends: fl pl bl fl: flower flat pl: plum plate bl: blanket blue	Reading: reading and understanding a class poster; matching children with their after-school activities; Listening: choosing which activities children take part in; Speaking: taking about which after-school activities you do; Writing: verbs; writing about what I do after school.	WB p.40
Lesson 2 (36)		I visit my grandma every Tuesday. I go swimming every Thursday. I don’t have a music lesson.		To make positive and negative sentences about afrer - school activities; To choose verbs for different after-school activities; To say what you do on different days of week; To act out a story.	CD # 58; Story poster 6; After-school activities flashcards 57-62.	Unit 6- Grammar					WB p.41 Grammar reference, CB p.109 Student MultiROM/Unit6/Grammar
Lesson 3 (37)		Listen to music, play with friends, read a book, write an email.	After, a lot, on my own, cook (v).	To identify more after-school activities; To use phrases for after-school activities in the context or a song.	CD # 59-60; After - school activities flashcards 63-66.	Unit 6- Song/Words					WB p.42 Picture dictionary, WB p.112; Extra writing worksheet, PMB p.12; Student MultiROM/Unit 6/Words, Song
Lesson 4 (38)		Blanket, blue, flat, flower, plate, plum.		To pronounce the sounds made by the letter combinationsfl, pl,and bl; To differentiate between the sounds.	CD # 52, 61-63; Phonics cards 15-17 ( flower, plum, blanket) .	Unit 6- Phonics					WB p.43 Student MultiROM/Unit 6/Phonics
Lesson 5 (39) optional			Stories, CD, sport.		CD #60, 64; a piece of plain paper for each child; a set of coloured pencils for each group of four to six children.	Unit 6- Reading				Reading: read and understand a class poster; match children with after-school activities.	WB p.44
Lesson 6 (40) optional					CD # 65; After-school activities flashcards 57-66;	Unit 6- Writing				Listening: identify which activities children take part in; Writing: identify verbs; write about what you do after school; Speaking: talk about which after-school activities you do.	WB p.45; Values worksheet, PMB p.13 unit 6 test, Testing and Evaluation Book p.16 ; Summative test2,p.17;Skills test2,p.19; Student MultiROM/Listen at home/Track 19 ( Words and phrases), 20 (Song), 21 (Phonics).
Review 2: CB pages 46-47; review answers key, TB page 116.
Unit 7 Lesson 1 (41)	Let’s buy presents!	Chocolate, sweets, balloon, present, cake, card.	Birthday, tomorrow, scared of, asleep, someone.	To identify different party objects; To understand a short story.	CD # 40, 66-68; Story posters Starter to Unit 7; Special days flashcards 67-72; real objects from vocabulary list.	Unit 7- Words/Story	What do you like? I like/ don’t like balloons. What does he like? He likes/ doesn’t like chocolate.		Consonant blends: cl gl sl cl: cloud clock gl: gloves glue sl: slide slippers	Reading: reading and following instructions;finding specific information in a text; Listening: identify suitable presents; matching people with the correct present; Speaking: asking questions about likes and dislikes; Writing: long and short forms; writing about presents.	WB p.48
Lesson 2 (42)		What do you like? I like/don’t like balloons. What does he like? He likes/ doesn’t like chocolate.		To express likes and dislikes; To ask and answer questions about people like; To act out a story.	CD # 68; Story poster 7; Special days flashcards 67-72;.	Unit 7- Grammar					WB p.49 Grammar reference, CB p.109 Student MultiROM/Unit7/Grammar
Lesson 3 (43)		Neighbour, pastries, nuts, tie.	Or.	To identify more words for gifts; To use these words in the context or a song.	CD # 69-70; Special days flashcards 67-76.	Unit 7- Song/Wods.					WB p.50 Picture dictionary, WB p.112; Extra writing worksheet, PMB p.14; Student MultiROM/Unit 7/Words, Song
Lesson 4 (44)		Cloud, clock, gloves, glue, slide, slippers.	Take off, outside, sky.	To pronounce the sounds made by the letter combinationscl, gl,and sl; To differentiate between the sounds.	CD # 62, 71-73; Phonics cards 18-20 (cloud, gloves, slide); Phonics cards 9-17.	Unit 7- Phonics					WB p.51 Student MultiROM/Unit 7/Phonics
Lesson 5 (45) optional			In half, think about, front, smile (v), everything, give.		CD # 70,74; a set of coloured pencils for each group of four to six children; a rectangle of card for yourself; a rectangle of card for each child;	Unit 7- Reading				Reading: read and follow instructions on making a card; find specific information in a text.	WB p.52
Lesson 6 (46) optional					CD # 75; Special days flashcards 67-76.	Unit 7- Writing				Listening: match children with the presents they would like; Writing: write long and short forms; write about presents for your mum; Speaking: ask and answer question about likes and dislikes.	WB p.53; Values worksheet, PMB p.15 unit 7 test, Testing and Evaluation Book p.21 ; Student MultiROM/Listen at home/ Track 22( Words and phrases), 23 (Song), 24 (Phonics). .
Unit 8 Lesson 1 (47)	What’s the time?	Get up, have breakfast, go to school, go home, have dinner, go to bed.	At night.	To identify everyday activities; To understand a short story.	CD # 60, 76-78; Story posters 7 and 8; Everyday activities flashcards 77-82;	Unit 8- Words/Story	What’s time? It’s seven o’clock. He gets up at six o’clock.		Consonant blends: sm sn st sk sm: smile small sn: snow snake st: stairs star sk: sky skates	Reading: reading and understanding a text about someone’s daily routine; finding specific details in a text; Listening: listening for times and activities; drawing the times when people do certain activities; Speaking: talking about what someone does at different times of day; Writing: identifying Wh-questions; writing about my day.	WB p.54; Picture dictionary, WB p.113.
Lesson 2 (48)		What’s the time? It’s seven o’clock. He gets up at six o’clock.		To say what people do at different times of the day; To ask and answer the questions What’s the time?;To act out a story.	CD # 78; Story poster 8; Everyday activinies flashcards 77-82; a toy clock.	Unit 8- Grammar					WB p.55 Grammar reference, CB p.109 Student MultiROM/Unit8/Grammar
Lesson 3 (49)		In the morning, in the evening, in the afternoon, at night.	Brush my teeth, goodnight.	To identify different times of the day; To use the phrases in the context or a song.	CD # 79-80; Everyday activities flashcards 77-82; Times of the day flashcards 83-86; PMB p. 38(Cut and make 3),TB p.125.	Unit 8- Song/Words					WB p.56 Extra writing worksheet, PMB p.16; Cut and make 3, PMB p.38;Student MultiROM/Unit 8/Words, Song
Lesson 4 (50)		Smile, small, snow, snake, stairs, star, sky, skates.	Time for.	To pronounce the sounds made by the letter combinationssm, sn, st and sk; To differentiate between the sounds.	CD # 72, 81-83; Phonics cards 21-24 (smile, snow, stairs, sky).	Unit 8- Phonics					WB p.57 Student MultiROM/Unit 8/Phonics
Lesson 5 (51) optional			Get dressed, cereal, go by bus, so.		CD # 80, 84; PMB clocks from lesson 3.	Unit 8- Reading				Reading: read and understand information about someone’s daily routine ; find specific details in a text.	WB p.58
Lesson 6 (52) optional			|Plane.		CD # 85; Everyday activities flashcards 77-82; a set of questions and a set of answers from Exercise 3 cut into strips for each group of six children.	Unit 8- Writing				Listening: listen for times when people do activities; Writing: identify and write the question words What, and Where; write about your day; Speaking: talk about what someone does at different times of the day.	WB p.59; Values worksheet, PMB p.17 unit 8 test, Testing and Evaluation Book p.22 ; Student MultiROM unit 8/Listen at home/ Track 25 ( Words and phrases), 26 (Song), 27 (Phonics). .
Unit 9 Lesson 1 (53)	Where does she work?	Hospital, school, airport, police station, fire station, shop.	Work (v), fantastic.	To identify different places; To understand a short story.	CD # 80, 86-88; Story posters 8 and 9; Places flashcards 87-92.	Unit 9- Words/Story	Where does she work? She works in a bank. Does she work in a shop? Yes, she does./ No, she doesn’t.		Long vowels: a+ magic e lake face gate plane	Reading: reading and understanding an interview about someone’s job; Listening: listening for details in an interview; Speaking: asking and answering questions about a job; Writing: using commas with and in lists; writing about where my family works.	WB p.60
Lesson 2 (54)		Where does she work? She works in a bank. Does she work in a shop? Yes, she does./ No, she doesn’t.		To ask and answer questions about people where people work; To write short answers; To act out a story.	CD # 88; Story poster 9; Places flashcards 87-92.	Unit 9- Grammar					WB p.61 Grammar reference, CB p.110 Student MultiROM/Unit9/Grammar
Lesson 3 (55)		Station, zoo, supermarket, bank.	Place, thing, out and about, dark, shopping (n).	To identify more words for places; To use place words in the context or a song.	CD # 89-90; Places flashcards 87-96;.	Unit 9- Song/Words.					WB p.62 Picture dictionary, WB p.113; Extra writing worksheet, PMB p.18; Student MultiROM/Unit 9/Words, Song
Lesson 4 (56)		Face, gate, lake, plane.		To pronounce the sounds in the middle of words; To understand how magic e at the end of words changes the vowels sound.	CD # 82, 91-93; Phonics cards 4 (cat), 25-28 ( lake, gate, face, plane).	Unit 9- Phonics					WB p.63 Student MultiROM/Unit 9/Phonics
Lesson 5 (57) optional			At the moment, cute, feed, vegetable, job..		CD #94; a plain piece of paper for each child; coloured pencils for each group of children.	Unit 9- Reading				Reading: read and understand an interview about someone’s job; read for specific details.	WB p.64
Lesson 6 (58) optional			Inside.		CD # 95.	Unit 9- Writing				Listening: listen for specific information in an interview;Writing: identify and write commas and and in lists; write about where ypur family works; Speaking: ask and answer question about someone’s job.	WB p.65; Values worksheet, PMB p.19 unit 9 test, Testing and Evaluation Book p.23 ; Summative test3,p.24;Skills test3,p.26; Student MultiROM/Listen at home/ Track 28 ( Words and phrases), 29 (Song), 30 (Phonics). .
Review 3: CB pages 66-67; review answers key, TB page 116.
Unit 10 Lesson 1 (59)	It’s hot today!	Raining, windy, hot, cold, snowing, sunny.	Weather, like ( prep), sun hat, catch, quick, key, wet.	To identify different types of weather; To understand a short story.	CD # 90, 96-98; Story posters 9 and 10; Weather flashcards 97-102;	Unit 10- Words/Story	What’s the weather like? It’s windy/ raining/hot. Put on/don’t put on your coat.		Long vowels: i+ magic e bike white kite line nine.	Reading: reading and understanding a weather report; matching images with information in a text; Listening: identifying the weather at certain times form the weather report; Speaking: talking about weather on different days; Writing: verbs and adjectives; writing about the weather.	WB p.68; Picture dictionary, WB p.114;
Lesson 2 (60)		What’s weather like? It’s windy/ raining/hot. Put on your hat. Don’t put on your coat.		To ask and answer the questions What’s the weather like? To give positive and negative commands; To act out a story.	CD # 98; Story poster 10; Weather flashcards 97-102;	Unit 10- Grammar					WB p.69 Grammar reference, CB p.110 Student MultiROM/Unit10/Grammar
Lesson 3 (61)		Fly a kite, make a snowman, wear coats, go outside.	High up.	To identify different weather activities; To use weather words in the context or a song.	CD #; Weather flashcards 97-102; Weather activities flashcards 103-106.	Unit 10- Song/Words.					WB p.70 Extra writing worksheet, PMB p.20; Student MultiROM/Unit 10/Words, Song
Lesson 4 (62)		Bike, kite, nine, white, line.	All together.	To pronounce the sounds in the middle of words; To understand how magic e at the end of words changes the vowels sound.	CD # 92, 101-103; Phonics cards 6 (bin), 29-33 (bike, kite, nine, white, line); Phonics cards 25-28 ( for revision), plus eight other cards taken at random.	Unit 10- Phonics					WB p.71 Student MultiROM/Unit10/Phonics
Lesson 5 (63) optional			News, warm, raincoat, sun, sunglasses, fly, away.		CD # 100,104; a piece of card or paper for each child; PMB p.39 ( Cut and make 4) TB p.125.	Unit 10- Reading				Reading: read and understand a weather report; match images with information from the text.	WB p.72; Cut and make 4, PMB p.39.
Lesson 6 (64) optional			Be careful, get wet, keep.		CD # 100,105; Weather/Weather activities flashcards 97-106.	Unit 10- Writing				Listening: Identify different types of weather from a report; Writing: identify verbs and adjectives; write about the weather; Speaking: talk about the weather on different days of week..	WB p.73; Values worksheet, PMB p.21; unit 10 test, Testing and Evaluation Book p.28 ; Summative test3,p.24;Skills test3,p.26; Student MultiROM/Listen at home/ Track 31 ( Words and phrases), 32 (Song), 33(Phonics). .
Unit 11 Lesson 1 (65)	What are you wearing?	Skirt, scarf, gloves, jeans, boots, shirt.	People.	To identify different types of clothing; To understand a short story.	CD # 100, 106-108; Story posters 10 and 11; Clothes flashcards 107-112;	Unit 11- Words/Story	Present continuous: What are you wearing?/ What’s he wearing? I’m wearing a blue skirt./ He’s wearing red trousers.		Long vowels: o + magic e nose bone rope home stone	Reading: reading and understanding a poem; finding specific information in a text; Listening: identifying people by their clothing; Speaking: describing what people are wearing; Writing: writing the time; writing about my clothes.	WB p.74; Picture dictionary, WB p.114.
Lesson 2 (66)		What are you wearing? I’m wearing a blue skirt? What’s she wearing? She’s wearing red trousers.		To ask an answer questions about what people are wearing; To act out a story.	CD # 108; Story poster 11; Clothes flashcards 107-112;	Unit 11- Grammar					WB p.75 Grammar reference, CB p.110 Student MultiROM/Unit11/Grammar
Lesson 3 (67)		O’clock, quarter past, quarter to.	Platform, here comes…, slow.	To say what time it is; To use time words in the context or a song.	CD # 109-110; Time flashcards 113-116; a toy clock or a PMB clock from Unit 8.	Unit 11- Song/Words.					WB p.76; Extra writing worksheet, PMB p.22; Student MultiROM/Unit 11/Words, Song
Lesson 4 (68)		Nose, rope, stone, bone, home.	Hurry up.	To pronounce the sounds in the middle of words; To differentiate between the sounds; To understand how magic e at the end of words changes the vowels sound.	CD # 102, 111-113; Phonics cards 7 (mop), 34-38 (nose, rope, stone, bone, home); Phonics card 29 (bike).	Unit 11- Phonics					WB p.77 Student MultiROM/Unit11/Phonics
Lesson 5 (69) optional			Coach, pass by, wave (v), get on, sit down, seaside, town.		CD #110, 114; a copy of the poem, cut into verses, for each group of five children.	Unit 11- Reading				Reading: read and understand a poem; find specific information in a text.	WB p.78;
Lesson 6 (70) optional					CD # 115; a toy clock or a PMB clock from Unit 8.	Unit 11- Writing				Listening: identify people from description of their clothing; Speaking: describe what people are wearing; Writing: differentiate between to and past; write about your clothes.	WB p.79; Values worksheet, PMB p.23; unit 11 test, Testing and Evaluation Book p.29; Student MultiROM/Listen at home/ Track 34 ( Words and phrases), 35 (Song), 36(Phonics). .
Unit 12 Lesson 1 (71)	You’re sleeping!	Wedding, guests, coke, bride, invitation.	Watch (v), video (n), dance (v), sleep.	To identify words related to weddings; To understand a short story.	CD # 110, 116-118; Story posters 11 and 12; Celebration flashcards 117-122; a wedding magazine or photos of a wedding.	Unit 12- Words/Story	Present continuous: What are you / they doing? I’m/ We’re/ They’re talking. What’s he /she doing? He’s/ She’s eating.		Long vowels: u + magic e June tube flute cube	Reading: reading and understanding a descriptive email; completing questions with information from a text; Listening: listening for details to distinguish between photos; Speaking: talking about what people are doing; Writing: I present continuous verbs; writing about a party.	WB p.80; Picture dictionary, WB p.115.
Lesson 2 (72)		What are you/ they doing? I’m/ We’re/ They’re talking. What’s he’ she doing? He/ She’s eating.		To ask and answer the question about what people are doing; To act out a story.	CD # 118; Story poster 12; Celebrations flashcards 117-122;	Unit 12- Grammar					WB p.81 Grammar reference, CB p.111 Student MultiROM/Unit12/Grammar
Lesson 3 (73)		Make a cake, wash the car, brush my hair, take photos.	Get ready, suit (n), by my side, excited, can’t wait.	To identify things people do to get ready for a celebration; To use these words and phrases in the context or a song.	CD # 119-120; Celebrations flashcards 117-122; Getting ready flashcards 123-126;	Unit 12- Song/Words.					WB p.82 Picture dictionary, WB p.114; Extra writing worksheet, PMB p.24; Student MultiROM/Unit 12/Words, Song
Lesson 4 (74)		Cube, flute, June, tube.	Month.	To pronounce the sounds in the middle of words; To differentiate between the sounds; To understand how magic e at the end of words changes the vowels sound.	CD # 112, 121-123; Phonics cards 8 ( bus), 39-42 (June, flute, tube, cube); Phonics cards 25-38.	Unit 12- Phonics					WB p.83 Student MultiROM/Unit12/Phonics
Lesson 5 (75) optional			Summer, party, clean (v), letters, think, send, soon.		CD #120, 124; a hand-draw picture of people doing different things at a party; a plain piece of paper for each child.	Unit 12- Reading				Reading: read and understand a descriptive email; complete questions with information from a text;	WB p.84;
Lesson 6 (76) optional					CD # 125; Getting ready flashcards 123-126.	Unit 12- Writing				Listening: identify people from their descriptions Speaking: talk about what people are doing; Writing: I identify and write ing at the end of present continuous verbs; write about a party.	WB p.85; Values worksheet, PMB p.25; unit 12 test, Testing and Evaluation Book p.30 ; Summative test4,p.31;Skills test4,p.33; Student MultiROM/Listen at home/ Track 37 ( Words and phrases), 38 (Song), 39(Phonics). .
Review 4: CB pages 86-87; review answers key, TB page 116.
Unit 13 Lesson 1 (77)	Look at all the animals!	Cow, goat, horse, sheep, donkey, goose.	Than, mummy, daddy, other.	To identify different animals; To understand a short story.	CD # 120,126-128; Story posters 12 and 13; Farm animals flashcards 127-132;	Unit 13- Words/Story	Comparatives This cow is bigger than that cow.		Long vowels: ee tree cheese green feet three	Reading: reading and understanding a leaflet about a school visit to a farm; finding specific information in a text; Listening: matching pictures to rules; Speaking: giving positive and negative rules; Writing: using and to connect sentences; writing about a farm visit.	WB p.88; Picture dictionary, WB p.115.
Lesson 2 (78)		This cow is bigger than that cow. The girl is taller than the boy.	Hen.	To compare the size of animals and the height of people; To write comparative sentences; To act out a story.	CD # 128; Story poster 13; Farm animals flashcards 127-132;	Unit 13- Grammar					WB p.89 Grammar reference, CB p.111 Student MultiROM/Unit13/Grammar
Lesson 3 (79)		Loud, quiet, fast, slow.	Farm, cheep, cluck, clop, clip, trot.	To identify adjectives for describing animals; To use adjectives in the context or a song.	CD # 129-130; Adjectives flashcards 133-136; Farm animals flashcards 127-132.	Unit 13- Song					WB p.90 Extra writing worksheet, PMB p.26; Student MultiROM/Unit 13/Words, Song
Lesson 4 (80)		Cheese, feet, green, three, tree.	Piece.	To pronounce the sounds at the end and in the middle of words.	CD # 122, 131-133; Phonics cards 43-47 (tree, green, three, cheese, feet).	Unit 13- Phonics					WB p.91 Student MultiROM/Unit 13/Phonics
Lesson 5 (81) optional			Trip (n), leave, bring, rule, run away, finaly.		CD #130, 134; A piece of plain paper for each child; a set of coloured pencils for each group of six children; PMB p. 40 ( Cut and make 5); TB p. 125.	Unit 13- Reading				Reading: read and understand an information leaflet; find specific information in a text;	WB p.92; Cut and make 5, PMB p.40.
Lesson 6 (82) optional			Bite (v), scare, friendly, sink (n).		CD # 135;	Unit 13- Writing				Listening: match pictures to rules; Speaking: give positive and negative rules; Writing: write sentences with or without and; write about a farm visit.	WB p.93; Values worksheet, PMB p.27; unit 13 test, Testing and Evaluation Book p.35 ; Student MultiROM/Listen at home/ Track 40( Words and phrases), 41 (Song), 42(Phonics).
Unit 14 Lesson 1 (83)	Look at the photos!	Kind, naughty, wet, dry, fridge, photo.	Just, duck.	To identify adjectives for describing people; To understand a short story.	CD # 130, 136-138; Story posters 13 and 14; Memories flashcards 137-142; four pieces of plain paper.	Unit 14- Words/Story	Past simple I/He/ She was happy. I/ \He/ She wasn’t happy. You were kind. They weren’t dry.		Short and long vowels cub cube tap tape pip pipe	Reading: reading and understanding a school newspaper article; reading for specific details; Listening: identifying people from their description; Speaking: talking about what people were in a play that took place in the past; Writing: writing about me and my friends ;	WB p.94; Picture dictionary, WB p.116.
Lesson 2 (84)		I was happy. She wasn’t wet. You were kind. They weren’t sad.		To talk about people in the past; To use adjectives to describe people; To act out a story.	CD # 138; Story poster 14; Memories flashcards 137-142;	Unit 14- Grammar					WB p.95 Grammar reference, CB p.111 Student MultiROM/Unit14/Grammar
Lesson 3 (85)		Tidy, untidy, floor, rubbish.	Each, tidy up..	To identify words for describing rooms; To use these words in the context or a song.	CD # 139-140; Trying up flashcards 143-146; Special days flashcards 67-72.	Unit 14- Song/ Words.					WB p.96 Extra writing worksheet, PMB p.28; Student MultiROM/Unit 14/Words, Song
Lesson 4 (86)		Cub, cube, pip, pipe, tap, tape.		To understand how magic e at the end of words changes the vowels sound; To recognize the sounds of long and short vowels.	CD # 132, 141-143; Phonics cards 42, 48-52 (cube, cub, tap, tape, pip, pipe).	Unit 14- Phonics					WB p.97 Student MultiROM/Unit14/Phonics
Lesson 5 (87) optional			Play (n), year, wolf, hood, costume, scary, proud, act (v), hard work, brilliant, ready.		CD #144.	Unit 14- Reading				Reading: read and understand a school newspaper article; read for specific details.	WB p.98;
Lesson 6 (88) optional					CD #145.	Unit 14- Writing				Listening: listen for specific detail; Speaking: talk about people’s costumes; Writing: identify and write and and or in positive and negative sentences; writing about yourself and your friends ;	WB p.99; Values worksheet, PMB p.29; unit 14 test, Testing and Evaluation Book p.36 ; Student MultiROM/Listen at home/ Track 43( Words and phrases), 44 (Song), 45 (Phonics). .
Unit 15 Lesson 1 (89)	Well done!	Man, men, woman, women, child, children.	Prize-giving, prize, winner, some, any.	To use singular and plural forms of man, woman, and child; To understand a short story.	CD # 140, 146-148; Story posters 8- 15; People flashcards 147-152; magazines.	Unit 15- Words/Story	Past simple There were some teachers. There weren’t any children. Irregular plurals.		ng/ nk ng: ring king swing nk: bank sink pink	Reading: reading and understanding a fairytale; developing comprehension skills ; Listening: ordering the events in a story; Speaking: describing what someone/ something is doing; asking and answering questions about feelings; Writing: irregular plurals; writing about a school open day.	WB p.100; Picture dictionary, WB p.116.
Lesson 2 (90)		There were some teachers. There weren’t any children. How many men were there?		To talk situations in the past; To use some and any in positive and negative sentences; To ask and answer questions with How many…To act out a story.	CD # 148; Story poster 15; People flashcards 147-152;	Unit 15- Grammar					WB p.101 Grammar reference, CB p.111 Student MultiROM/Unit15/Grammar
Lesson 3 (91)		First, second, third, fourth.	Race, heavy, lose, runner.	To identify ordinal numbers; To use ordinal numbers in the context or a song.	CD # 149-150; Ordinal numbers flashcards 153-156.	Unit 15- Song					WB p.102 Extra writing worksheet, PMB p.30; Student MultiROM/Unit15/Words, Song
Lesson 4 (92)		King, ring, swing, bank, pink, sink.		To pronounce the sounds at the end of words.	CD # 142, 151-153; Phonics cards 53-56 (ring, king, bank, sink).	Unit 15- Phonics					WB p.103 Student MultiROM/Unit15/Phonics
Lesson 5 (93) optional			Fairground, round and round, field, move, hurrah!, real, fresh, miss (v), go back.		CD #154; pictures of fairgrounds taken from the Internet.	Unit 15- Reading				Reading: read and understand a fairytale; develop reading comprehension skills;	WB p.104;
Lesson 6 (94) optional					CD #155.	Unit 15- Writing				Listening: put events into chronological order; Speaking: describe what something is doing; ask and answer questions about feelings; Writing: differentiate between plural forms s and ies; write about a school open day.	WB p.105; Values worksheet, PMB p.31; unit 15 test, Testing and Evaluation Book p.37 Summative test 5,p.38;Skills test 5,p.40; ; Student MultiROM/Listen at home/ Track 46 ( Words and phrases), 47 (Song), 48(Phonics). .
Review 5: CB pages 106-107; review answers key, TB page 116.