179 Английский язык - 1-4 - рус

Приложение 5
к приказу Министра образования

и науки Республики Казахстан
от «10» мая 2018 года № 199
Приложение 179
к приказу Министра образования
и науки Республики Казахстан
от «3» апреля 2013 года № 115
Типовая учебная программа

по предмету «Английский язык» для 1-4 классов
уровня начального образования
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.
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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
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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
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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;
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,
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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
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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;
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
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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.
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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 2.1.1.1 understand a 3.1.1.1 understand 4.1.1.1 understand an
short basic range of short basic short supported increasing range of
instructions for a supported classroom classroom instructions classroom instructions
limited range of instructions in an increasing range
classroom routines of classroom routines
spoken slowly and
distinctly
1.1.2.1 recognise 2.1.2.1 recognise with 3.1.2.1 understand a 4.1.2.1 understand an
with support a considerable support limited range of short increasing range of
limited range of an increasing range of supported questions supported questions
basic common common personal which ask for personal which ask for personal
personal questions questions information information
spoken slowly and
distinctly
1.1.3.1 recognise 2.1.3.1 understand the 3.1.3.1 understand the 4.1.3.1 understand the
with support main points of short, main points of short, main points of short
common names and slow and carefully slow, carefully supported talk on an
names of places, articulated talk on articulated talk on a increasing range of
recognise the routine and familiar limited range of general and some
spoken form of a topics features such as general and some curricular topics
limited range of colour and number curricular topics
everyday and
classroom words
1.1.4.1 recognise 2.1.4.1 recognise with 3.1.4.1 understand a 4.1.4.1 understand an
with support short support short basic limited range of short increasing range of
basic questions questions relating to supported questions short supported
about what features such as colour on general and some questions on general
something is and number curricular topics and some curricular
topics
1.1.5.1 recognise 2.1.5.1 identify 3.1.5.1 distinguish 4.1.5.1 identify initial,
the sounds of missing phonemes in between phonemically middle and final
phonemes and incomplete words distinct words phonemes and blends
phoneme blends
2.1.6.1 understand 3.1.6.1 understand 4.1.6.1 understand
some specific some specific some specific
information in short, information and information and detail
slow, carefully detail of short, of short, supported talk
articulated talk on supported information on an increasing range
routine and familiar or talk on a limited of general and some
topics range of general and curricular topics
some curricular
topics
2.1.7.1 use contextual 3.1.7.1 use contextual 4.1.7.1 use contextual
clues to predict clues to predict clues to predict content
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content in short, content in short, and meaning in short

supported talk on supported talk on a supported talk on an
routine and familiar limited range of increasing range of
topics general and some general and some
curricular topics curricular topics
2.1.8.1 understand 3.1.8.1 understand 4.1.8.1 understand
short narratives short, narratives on a short, supported
spoken slowly and limited range of narratives on an
distinctly on routine general and some increasing range of
and familiar topics curricular topics general and some
curricular topics
1.1.9.1 recognise 2.1.9.1 recognise the 3.1.9.1 recognise 4.1.9.1 recognise words
the names of letters spoken form of short basic words that that are spelt out from a
of the alphabet familiar words and are spelt out limited range of
expressions general and curriculum
topics
4.1.10.1 recognise
words similar to words
in student native
language
2) strand 2 «Speaking»:

1.2.1.1 make basic 2.2.1.1 make basic 3.2.1.1 make basic 4.2.1.1 make basic
personal statements statements related to statements which statements which
about people, objects personal information, provide personal provide information on
and classroom people and objects on information on a an increasing range of
routines familiar topics and limited range of general and some
classroom routines general topics curricular topics
1.2.2.1 ask 2.2.2.1 ask questions 3.2.2.1 ask questions 4.2.2.1 ask questions to
questions in basic in order to satisfy to find out about find out about present
exchanges about basic needs and find present experiences on and possibly past
people, objects and information on a limited range of experiences on an
classroom routines familiar topics and general and some increasing range of
classroom routines curricular topics general and some
curricular topics
1.2.3.1 pronounce 2.2.3.1 use a limited 3.2.3.1 give short, 4.2.3.1 give short, basic
familiar words and range of basic words, basic description of description of people
expressions phrases and short people and objects on and objects on a limited
intelligibly sentences to describe a limited range of range of general and
objects, activities and general and some some curricular topics,
classroom routines curricular topics begin to describe past
experiences on an
increasing range of
general and some
curricular topics
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1.2.4.1 respond to 2.2.4.1 respond to 3.2.4.1 respond to 4.2.4.1 respond to

basic supported basic supported questions on a limited questions on an
questions about questions giving range of general and increasing range of
people, objects and personal and factual some curricular topics general and some
classroom routines information curricular topics
1.2.5.1 use words in 2.2.5.1 begin to 3.2.5.1 pronounce 4.2.5.1 pronounce an
short exchanges articulate clearly the familiar words and increasing range of
difference between short phrases words, short phrases
various sounds intelligibly when and simple sentences
reading aloud intelligibly
1.2.6.1 make 2.2.6.1 use short 3.2.6.1 take turns 4.2.6.1 take turns when
introductions and answers appropriately when speaking with speaking with others in
requests in basic in short, basic others in a limited a growing range of
interactions with exchanges and take range of short, basic short, basic exchanges
others turns when speaking exchanges
with others in a
limited range of short,
basic exchanges
2.2.7.1 place stress 3.2.7.1 contribute a 4.2.7.1 contribute a
correctly on familiar limited range of growing range of
polysyllabic words suitable words, suitable words, phrases,
phrases, and sentences and sentences during
including giving short pair, group and
opinions during short whole class exchanges
pair, group and whole
class exchanges
2.2.8.1 give simple 3.2.8.1 recount very 4.2.8.1 express basic
instructions for others short, basic stories and likes and dislikes,
to follow events on a limited recount short, basic
range of general and stories and events on a
some curricular topics limited range of general
and some curricular
topics
3) strand 3 «Reading»:

1.3.1.1 recognise 2.3.1.1 read and spell 3.3.1.1 recognise, 4.3.1.1 recognise,
sound and name the out words for others identify and sound identify and sound with
letters of the with support a limited support a growing
alphabet range of familiar range of language at
words in simple text level
sentences
1.3.2.1 recognise 2.3.2.1 identify, 3.3.2.1 read and 4.3.2.1 read and
initial letters in remember and sound follow with limited understand with some
names and places out high-frequency support familiar support short simple
sound and letter instructions for fiction and non-fiction
patterns classroom activities texts
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1.3.3.1 recognise 2.3.3.1 read and 3.3.3.1 begin to read 4.3.3.1 recognise basic
and identify some follow with with rereading and opinions in short,
familiar sight words considerable support usual support very simple texts on an
from local simple, words, phrases short simple fiction increasing range of
environment and sentences on and non-fiction texts general range of general
familiar and general on a limited range of and some curricular
topics and familiar general and curricular topics
instructions for topics
classroom activities
1.3.4.1 use the 2.3.4.1 begin to use 3.3.4.1 use with some 4.3.4.1 find with
alphabet to place the with support a simple support a simple support books,
first letters of word picture dictionary picture dictionary worksheets and other
in alphabetical order print materials in a class
or school library
according to
classification
2.3.5.1 understand the 3.3.5.1 understand the 4.3.5.1 understand the
main points of simple main points of short main points of short
sentences on familiar simple texts on a simple texts on a
topics by using limited range of growing range general
contextual clues familiar general and and some curricular
some curricular topics topics by using
by using contextual contextual clues
clues
2.3.6.1 understand 3.3.6.1 understand 4.3.6.1 understand with
with considerable and with considerable some support some
particularly visual support, some specific specific information
support, some specific information and detail and detail in short,
information in short, in short, simple texts simple texts on a
simple texts on on a limited range of growing range of
familiar topics general and some general and some
curricular topics curricular topics
4) strand 4 «Writing»:

2.4.1.1 write with 3.4.1.1 plan, write 4.4.1.1 plan, write and
support short and check short check sentences with
responses at phrase sentences with support on a range of
level to questions andconsiderable support basic personal, general
other prompts on a limited range of and some curricular
personal, general and topics
some curricular
topics
2.4.2.1 write letters 3.4.2.1 write words 4.4.2.1 begin to use
and familiar high and phrases of regular joined-up handwriting
frequency words when size and shape in a limited range of
read aloud or spelt written work
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2.4.3.1 write short 3.4.3.1 write short 4.4.3.1 write with

phrases to identify phrases to identify support short sentences
people, places and people, places and which describe people,
objects objects places and objects
3.4.4.1 write with 4.4.4.1 write with
support short basic support a sequence of
sentences with short sentences in a
appropriate spaces paragraph to give
between words basic personal
information
2.4.5.1 write letters 3.4.5.1 link with 4.4.5.1 link with some
and familiar high support words or support sentences using
frequency words when phrases using basic basic coordinating
read aloud or spelt out coordinating connectors
for learners connectors
2.4.6.1 use with 3.4.6.1 use upper and 4.4.6.1 use upper and
support upper and lower case letters lower case letters
lower case letters accurately when accurately when writing
accurately when writing names, places names, places and short
writing names and and short sentences sentences when writing
address during guided writing independently
activities
2.4.7.1 spell some 3.4.7.1 spell a 4.4.7.1 spell most
familiar high- growing number familiar high-frequency
frequency words of familiar high- words accurately when
accurately during frequency words writing independently
guided writing accurately during
activities guided writing
activities
2.4.8.1 include a full 3.4.8.1 include 4.4.8.1 to include
stop when writing appropriate use of a appropriate use of full
very high-frequency full stop during guided stops and question
short sentences in writing of short, marks, at sentence level
guided writing activity familiar sentences with some accuracy
when writing
independently
5) strand 5 «Use of English»:

1.5.1.1 use singular 2.5.1.1 use singular 3.5.1.1 use singular 4.5.1.1 use singular
nouns, plural nouns nouns, plural nouns – nouns, plural nouns – nouns, plural nouns –
– to talk about including some including some including some
people and places common irregular common irregular common irregular
plural forms in giving plural forms plural – and
simple descriptions use possessive forms uncountable nouns,
‘s/s’ with proper possessive ‘s/s’ to
names and nouns to name, describe and
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talk about ownership label things

1.5.2.1 use cardinal 2.5.2.1 use cardinal 3.5.2.1 use cardinal 4.5.2.1 use cardinal
numbers 1 – 20 to numbers 1 – 50 to numbers 1 – 100 to numbers 1 – 1000 and
count count count and ordinal ordinal numbers 1– 100
numbers 1 – 10
1.5.3.1 use basic 2.5.3.1 use common 3.5.3.1 use adjectives, 4.5.3.1 use adjectives,
adjectives to adjectives in including possessive including possessive
describe people and descriptions and to adjectives, on a adjectives, on a
things talk about simple limited range of growing range of
feelings general and some general and some
curricular topics to curricular topics to
describe things, use describe things, use
simple one-syllable simple one-syllable and
and some two-syllable some two-syllable
adjectives adjectives [comparative
[comparative form] to and superlative] to
make comparisons make comparisons
1.5.4.1 use 2.5.4.1 use 3.5.4.1 use 4.5.4.1 use determiners
determiners a, an, determiners a, an, the, determiners a, an, the, a, an, the, zero article,
some, the, this, these some, any, this, these, some, any, this, these, some, any, this, these,
to indicate that, those to identify that, those to refer to that, those to refer to
what/where things things on a limited things on a growing
something is range general and range of general and
some curricular topics some curricular topics
1.5.5.1 use 2.5.5.1 use 3.5.5.1 use 4.5.5.1 use interrogative
interrogative interrogative pronouns interrogative pronouns pronouns who, what
pronouns which, including which, including: which, and where, how many,
what, where, how to what, where, whose to what, where, whose, how much, how often,
ask basic questions ask who people are how many, what kind how big, what kind of
and what they are of … on a limited to ask questions on
doing range of familiar growing range of
topics familiar topics
1.5.6.1 use 2.5.6.1 use 3.5.6.1 use 4.5.6.1 use
demonstrative demonstrative demonstrative demonstrative pronouns
pronouns this, these pronouns this, these, pronouns this, these, this, these, that, those
that, those to that, those to make that, those in open and and object pronouns in
indicate things and respond to closed questions short statements,
requests for questions and responses
information
1.5.7.1 use personal 2.5.7.1 use personal 3.5.7.1 use personal 4.5.7.1 use personal
subject and object subject and object object pronouns subject and object
pronouns to give pronouns to describe [indirect] in pronouns, including
basic personal people and things conjunction with indirect object pronouns
information direct object nouns to and use possessive
describe actions and pronouns mine, yours to
events give personal
information and
describe actions and
events
14
1.5.8.1 use simple 2.5.8.1 use simple 3.5.8.1 use imperative 4.5.8.1 use imperative
imperative forms imperative forms forms [positive and forms [positive and
[positive] for basic [positive and negative] to give shortnegative] to give short
commands or negative] for basic instructions on limitedinstructions on a
instructions commands and range of familiar growing range of
instructions topics familiar topics
1.5.9.1 use common 2.5.9.1 use common 3.5.9.1 use common 4.5.9.1 use common
present simple forms present simple forms present simple forms simple present forms,
[positive, negative [positive, negative, [positive, negative, including short answer
and question] to give question] and question] and forms and contractions,
basic personal contractions to talk contractions to talk to give personal
information about what you want about what you want information and talk
and like and habits and like, habits and about habitual actions,
and facts facts, simple future facts and future
timetabled events, use timetabled events
common past simple continue to use
forms to describe common past simple
actions and feelings forms [regular and
irregular] to describe
actions and feelings and
narrate simple events
including short answer
forms and contractions
2.5.10.1 use common 3.5.10.1 use common 4.5.10.1 use common
present continuous present continuous present continuous
forms [positive, forms, including short forms, including short
negative, question] answers and answers and
contractions, to talk contractions, to talk
about what is about what is
happening now 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
1.5.11.1 use there 2.5.11.1 use have 3.5.11.1 use has got/ 4.5.11.1 use has got/
is/there are to make got + noun to describe have got there is/are have got there is/are
short statements and and ask about statement and statement, negative,
ask questions possessions question forms question forms
including short including short and full
answers and answers and
contractions contractions
2.5.12.1 use basic 3.5.12.1 use adverbs 4.5.12.1 use adverbs of
adverbs of place of time and frequency: time and frequency:
here/there to say sometimes, often, sometimes, often,
where things are always, never to always, never to
15
indicate when and indicate when and how

how often, often, begin to use
begin to use simple simple adverbs of
adverbs of manner manner example given
example given well, well, badly, use
badly common -ly manner
adverbs to describe
actions example given
slowly, quickly
1.5.13.1 use can/ 2.5.13.1 use can to 3.5.13.1 use can to 4.5.13.1 use can to
can’t to describe talk about ability and make requests and ask make requests and ask
ability to make requests and permission, use permission, use
offers, use can/can’t must/mustn’t/have to must/mustn’t/have to to
to talk about to talk about talk about obligation,
permission obligation use have + object +
infinitive to talk about
obligations
1.5.14.1 use basic 2.5.14.1 use basic 3.5.14.1 use 4.5.14.1 use
prepositions of prepositions of prepositions of prepositions of location,
location and position location and position: location and position: position and direction:
example given in, at, at, behind, between, at, behind, between, at, in, on, behind,
next to, near, on, to in, in front of, near, in, in front of, near, between, in front of,
describe where next to, on, to next to, on, under, near, next to, opposite,
people and things to describe where above to describe above, up, down, on the
are, use basic people and things are, where people and right, on the left, use
prepositions of time: use prepositions of things are, use prepositions of time: in,
on to talk about days time: on, in, at to talk prepositions of time: on, at, before, after, use
about days and times on, in, at to talk about with/without to indicate
days and times and no accompaniment with
preposition next/last for instrument and for
week to indicate recipient
3.5.15.1 use would 4.5.15.1 use would you
you like to to invite like to to invite and use
and use appropriate appropriate responses
responses yes please, yes please, no thanks,
no thanks, use let’s + use let’s + verb, verbs
verb, verbs go enjoy go enjoy like + verb +
like + verb + ing 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
2.5.16.1 use 3.5.16.1 use 4.5.16.1 use
conjunctions and, or, conjunctions and, or, conjunctions and, or,
but to link words and but to link words and but, because to link
phrases phrases words and phrases
16
2.5.17.1 use me, too 3.5.17.1 use me, too 4.5.17.1 use me, too
to give short answers and I don’t to give and I don’t to give short
short answers answers, use when
clauses to describe
simple present 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).
17
Приложение
к Типовой учебной программе
по предмету «Английский язык»
для 1-4 классов уровня
начального образования
Долгосрочный план по реализации

Типовой учебной программы по предмету «Английский язык»
для 1-4 классовуровня начального образования
1) grade 1:
Cross curricular units Topics Learning objectives

Term 1
All about me Greetings 1.1.3.1 recognise with support common names and names
and names of places, recognise the spoken form of a limited range of
everyday and classroom words;
1.2.1.1 make basic personal statements about people,
objects and classroom routines
Colours 1.1.3.1 recognise with support common names and names
of places, recognise the spoken form of a limited range of
1.1.9.1 recognise the names of letters of the alphabet;
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 – 20 1.1.1.1 recognise short basic instructions for a limited
range of classroom routines spoken slowly and distinctly;
intelligibly;
1.5.2.1 use cardinal numbers 1 – 20 to count
My school Classroom 1.1.1.1 recognise short basic instructions for a limited
objects range of classroom routines spoken slowly and distinctly;
1.1.3.1 recognise with support common names and names
1.1.9.1 recognise the names of letters of the alphabet;
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;
18
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
Classroom 1.1.1.1 recognise short basic instructions for a limited
routines range of classroom routines spoken slowly and distinctly;
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
Describing 1.2.1.1 make basic personal statements about people,
things objects and classroom routines;
1.2.2.1 ask questions in basic exchanges about people,
objects and 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
My family and friends Family and 1.1.3.1 recognise with support common names and names
friends of places, recognise the spoken form of a limited range of
1.2.4.1 respond to basic supported questions about
people, objects and classroom routines;
people and places;
1.5.7.1 use personal subject and object pronouns to give
basic personal information
In my house 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 questions;
people and things are, use basic prepositions of time: on
to talk about days
Days of the 1.1.3.1 recognise with support common names and names
week of places, recognise the spoken form of a limited range of
19

intelligibly;
1.3.2.1 recognise initial letters in names and places
The world around us Animals 1.1.1.1 recognise short basic instructions for a limited
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
Hot and 1.1.3.1 recognise with support common names and names
cold of places, recognise the spoken form of a limited range of
1.5.3.1 use basic adjectives to describe people and things;
basic personal information
In 1.1.4.1 recognise with support short basic questions about
Kazakhstan what something is;
intelligibly;
1.3.1.1 recognise sound and name the letters of the
alphabet;
1.3.2.1 recognise initial letters in names and places;
1.3.4.1 use the alphabet to place the first letters of word in
alphabetical order;
and ask questions;
to talk about days
Term 3
Travel Getting to 1.1.2.1 recognise with support a limited range of basic
school common personal questions spoken slowly and distinctly;
1.1.4.1 recognise with support short basic questions about
what something is;
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,
20
negative and question] to give basic personal information

This is the 1.1.2.1 recognise with support a limited range of basic
way... common personal questions spoken slowly and distinctly;
negative and question] to give basic personal information;
alphabetical order
Where is it? 1.1.3.1 recognise with support common names and names
intelligibly;
how to ask basic questions;
to talk about days
The big red 1.1.1.1 recognise short basic instructions for a limited
bus range of classroom routines spoken slowly and distinctly;
1.1.5.1 recognise the sounds of phonemes and phoneme
blends;
to indicate things
Traditions and Happy 1.1.1.1 recognise short basic instructions for a limited
folklore Birthday range of classroom routines spoken slowly and distinctly;
1.3.3.1 recognise and identify some familiar sight words
from local environment;
how to ask basic questions
Springtime 1.1.3.1 recognise with support common names and names
in of places, recognise the spoken form of a limited range of
Kazakhstan everyday and classroom words;
intelligibly
Hats and 1.1.1.1 recognise short basic instructions for a limited
masks range of classroom routines spoken slowly and distinctly;
and ask questions
Story time 1.1.3.1 recognise with support common names and names
21

people, objects and classroom routines
Term 4
Food and drink Things I 1.1.4.1 recognise with support short basic questions about
like what something is;
alphabetical order
Hot or cold 1.2.5.1 use words in short exchanges;
basic personal information;
Animals 1.1.3.1 recognise with support common names and names
like of places, recognise the spoken form of a limited range of
1.2.5.1 use words in short exchanges ;
Nice or 1.1.2.1 recognise with support a limited range of basic
nasty common personal questions spoken slowly and distinctly;
intelligibly;
how to ask basic questions
Health and body Hands and 1.2.1.1 make basic personal statements about people,
Head objects and classroom routines;
people and places;
Let’s move 1.1.1.1 recognise short basic instructions for a limited
people, objects and classroom routines;
1.3.3.1 recognise and identify some familiar sight words
from local environment;
example given in, at, next to, near, on, to describe
where people and things are, use basic prepositions of
22
time: on to talk about days

Making a 1.1.5.1 recognise the sounds of phonemes and phoneme
puppet blends;
commands or instructions
A special 1.1.4.1 recognise with support short basic questions about
dance what something is;
to indicate things
2) grade 2:

Term 1
All about me Hello again 2.1.2.1 recognise with considerable support an increasing
range of 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
I can... 2.1.1.1 understand a range of short basic supported
classroom instructions;
2.1.2.1 recognise with considerable support an increasing
2.2.2.1 ask questions in order to satisfy basic needs and
find information on familiar topics and classroom
routines;
2.2.4.1 respond to basic supported questions giving
personal and factual information;
2.2.8.1 give simple instructions for others to follow;
2.5.13.1 use can to talk about ability and to make requests
and offers, use can/can’t to talk about permission
My clothes 2.1.1.1 understand a range of short basic supported
and things classroom instructions;
2.2.1.1 make basic statements related to personal
information, people and objects on familiar topics and
classroom routines;
2.5.1.1 use singular nouns, plural nouns – including some
common irregular plural forms in giving simple
23
descriptions;
2.5.3.1 use common adjectives in descriptions and to talk
about simple feelings
My family and friends Friends’ 2.1.3.1 understand the main points of short, slow and
names carefully articulated talk on routine and familiar topics
features such as colour and number;
2.3.1.1 read and spell out words for others;
when read aloud or spelt
Helping 2.1.1.1 understand a range of short basic supported
hands 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 sounds;
2.2.6.1 use short answers appropriately in short, basic
exchanges and take turns when speaking with others in a
limited range of short, basic exchanges;
2.4.1.1 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;
People I 2.1.3.1 understand the main points of short, slow and
know carefully articulated talk on routine and familiar topics
2.2.1.1 make basic statements related to personal
classroom routines;
classroom routines;
about simple feelings;
Term 2
My school Counting 2.1.1.1 understand a range of short basic supported
and classroom instructions;
Measuring 2.1.3.1 understand the main points of short, slow and
carefully articulated talk on routine and familiar topics
2.1.5.1 identify missing phonemes in incomplete words;
2.3.4.1 begin to use with support a simple picture
24
dictionary;
2.5.11.1 use have got + noun to describe and ask about
possessions
Around 2.1.4.1 recognise with support short basic questions
school relating to features such as colour and number;
classroom routines;
2.4.3.1 write short phrases to identify people, places and
objects;
2.5.14.1 use basic prepositions of location and position:
at, behind, between, in, in front of, near, next to, on, to to
describe where people and things are, use prepositions of
time: on, in, at to talk about days and times
School days 2.1.2.1 recognise with considerable support an increasing
2.1.3.1 understand the main points of short, slow and
carefully articulated talk on routine and familiar topics
classroom routines;
2.4.7.1 spell some familiar high-frequency words
accurately during guided writing activities
Class 2.2.2.1 ask questions in order to satisfy basic needs and
Photos find information on familiar topics and classroom
routines;
2.5.7.1 use personal subject and object pronouns to
describe people and things
The world around us Different 2.1.3.1 understand the main points of short, slow and
Places carefully articulated talk on routine and familiar topics
classroom routines;
2.5.5.1 use interrogative pronouns including which, what,
where, whose to ask who people are and what they are
doing;
25
2.5.12.1 use basic adverbs of place here/there to say

where things are
Reading 2.2.1.1 make basic statements related to personal
Signs information, people and objects on familiar topics and
classroom routines;
routines;
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;
2.3.5.1 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;
Where’s it 2.1.3.1 understand the main points of short, slow and
from? carefully articulated talk on routine and familiar topics
classroom routines;
words, phrases and sentences on familiar topics
Days Out 2.1.5.1 identify missing phonemes in incomplete words;
routines;
2.5.4.1 use determiners a, an, the, some, any, this, these,
that, those to identify things
Term 3
Health and body Our body 2.2.3.1 use a limited range of basic words, phrases and
classroom routines;
2.3.6.1 understand with considerable and particularly
visual support, some specific information in short, simple
texts on familiar topics;
to make and respond to requests for information
Let’s 2.1.1.1 understand a range of short basic supported
measure classroom instructions;
2.1.4.1 recognise with support short basic questions
relating to features such as colour and number;
26
2.5.2.1 use cardinal numbers 1 – 50 to count

Hats and 2.1.4.1 recognise with support short basic questions
Bats relating to features such as colour and number;
2.2.8.1 give simple instructions for others to follow give
simple instructions for others to follow;
2.3.4.1 begin to use with support a simple picture
dictionary
Reading 2.2.4.1 respond to basic supported questions giving
time personal and factual information;
objects;
Traditions and Special 2.1.1.1 understand a range of short basic supported
customs Days classroom instructions;
2.5.8.1 use simple imperative forms [positive and
negative] for basic commands and instructions;
negative, question] and contractions to talk about what
you want and like and habits and facts
Home 2.1.7.1 use contextual clues to predict content in short,
cooking supported talk on routine and familiar topics;
2.1.9.1 recognise the spoken form of familiar words and
expressions;
classroom routines;
2.3.1.1 read and spell out words for others
What’s it 2.1.3.1 understand the main points of short, slow and
for? carefully articulated talk on routine and familiar topics
2.1.6.1 understand some specific information in short,
slow, carefully articulated talk on routine and familiar
topics;
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
The natural The weather 2.1.8.1 understand short narratives spoken slowly and
environment distinctly on routine and familiar topics;
27

classroom routines;
about simple feelings
Changing 2.1.4.1 recognise with support short basic questions
seasons relating to features such as colour and number;
2.2.7.1 place stress correctly on familiar polysyllabic
words;
2.3.6.1 understand with considerable and particularly
visual support, some specific information in short, simple
texts on familiar topics;
you want and like and habits and facts
What can 2.1.4.1 recognise with support short basic questions
animals do? relating to features such as colour and number;
2.5.10.1 use common present continuous forms [positive,
negative, question];
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
Sea 2.1.3.1 understand the main points of short, slow and
Adventures carefully articulated talk on routine and familiar topics
classroom routines;
when read aloud or spelt out for learners
Travel A to B 2.2.3.1 use a limited range of basic words, phrases and
classroom routines;
you want and like and habits and facts;
2.5.14.1 use basic prepositions of location and position:
at, behind, between, in, in front of, near, next to, on, to to
describe where people and things are, use prepositions of
time: on, in, at to talk about days and times
Types of 2.2.4.1 respond to basic supported questions giving
vehicle personal and factual information;
28

My plane 2.2.1.1 make basic statements related to personal
classroom routines;
2.5.11.1 use have got + noun to describe and ask about
possessions
Bike Story 2.1.8.1 understand short narratives spoken slowly and
distinctly on routine and familiar topics;
2.5.10.1 use common present continuous forms [positive,
negative, question]
Altogether 2.2.4.1 respond to basic supported questions giving
Now personal and factual information;
2.4.8.1 include a full stop when writing very high-
frequency short sentences in guided writing activity
3) grade 3:

Term 1
Animals Animal 3.1.5.1 distinguish between phonemically distinct words;
types 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, whose, how many, what kind of … on a
limited range of familiar topics;
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
Body parts 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;
3.2.1.1 make basic statements which provide
personal information on a limited range of general
topics;
3.3.1.1 recognise, identify and sound with support a
limited range of familiar words in simple sentences
Animal 3.1.2.1 understand a limited range of short supported
Song and questions which ask for personal information;
Dance 3.1.9.1 recognise short basic words that are spelt out;
3.4.1.1 plan, write and check short sentences with
considerable support on a limited range of personal,
that, those to refer to things on a limited range general
29
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
Craft 3.1.1.1 understand short supported classroom instructions
project in an increasing range of classroom routines;
3.2.6.1 take turns when speaking with others in a limited
range of short, basic exchanges
Light & Dark Day & 3.1.6.1 understand some specific information and detail
Night of short, supported information or talk on a limited range
3.1.7.1 use contextual clues to predict content in short,
supported talk on a limited range of general and some
curricular topics;
3.2.4.1 respond to questions on a limited range of general
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
Sources of 3.1.6.1 understand some specific information and detail
light of short, supported information or talk on a limited range
3.2.1.1 make basic statements which provide personal
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
Out at night 3.1.5.1 distinguish between phonemically distinct words;
3.1.8.1 understand short, narratives on a limited range of
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;
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
30
Time Times of 3.1.8.1 understand short, narratives on a limited range of

my day general and some curricular topics;
3.2.1.1 make basic statements which provide personal
3.2.2.1 ask questions to find out about present
experiences 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;
Days of the 3.1.7.1 use contextual clues to predict content in short,
week supported talk on a limited range of general and some
curricular topics;
curricular topics;
limited range of familiar words in simple sentences;
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;
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
At the right 3.1.7.1 use contextual clues to predict content in short,
time supported talk on a limited range of general and some
curricular topics;
3.1.9.1 recognise short basic words that are spelt out;
31

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;
numbers 1 – 10;
Buildings Four walls 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
3.2.3.1 give short, basic description of people and objects,
begin to describe past experiences on a limited range of
3.3.4.1 use with some support a simple picture dictionary;
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
Our town 3.4.7.1 spell a growing number of familiar high-
activities;
common irregular plural forms, use possessive forms
‘s/s’ with proper names and nouns to talk about
ownership;
comparisons;
32

Around the 3.1.4.1 understand a limited range of short supported
house questions on general and some curricular;
curricular topics;
3.4.4.1 write with support short basic sentences with
appropriate spaces between words ;
that, those to refer to things on a limited range general
and some curricular topics
Term 3
Art & Music Musical 3.1.8.1 understand short, narratives on a limited range of
instruments general and some curricular topics;
begin to describe past experiences on a limited range of
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 class exchanges;
3.2.8.1 recount very short, basic stories and events on a
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 manner example given
well, badly
Drawing 3.1.1.1 understand short supported classroom instructions
chairs in an increasing range of classroom routines;
3.1.3.1 understand the main points of short, slow,
carefully articulated talk on a limited range of general and
some curricular topics;
My music 3.1.5.1 distinguish between phonemically distinct words;
33

objects;
coordinating connectors;
Shadow 3.1.8.1 understand short, narratives on a limited range of
puppet general and some curricular topics;
show 3.4.1.1 plan, write and check short sentences with
writing activities;
3.4.8.1 include appropriate use of a full stop during
guided writing of short, familiar sentences
Explorers & Inventors Exploring 3.1.2.1 understand a limited range of short supported
space questions which ask for personal information;
3.4.2.1 write words and phrases of regular size and shape;
describe actions and feelings
Marco Polo 3.1.6.1 understand some specific information and detail
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,
34

3.4.2.1 write words and phrases of regular size and shape;
objects;
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
Bright ideas 3.1.9.1 recognise short basic words that are spelt out;
curricular topics;
comparisons;
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
Inventions 3.1.7.1 use contextual clues to predict content in short,
in supported talk on a limited range of general and some
Kazakhstan curricular topics;
curricular topics;
coordinating connectors
Term 4
Water, water Rain, rain 3.2.5.1 pronounce familiar words and short phrases
everywhere intelligibly when reading aloud;
instructions for classroom activities
By the sea 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;
activities;
35
3.5.10.1 use common present continuous forms,

including short answers and contractions, to talk about
what is happening now
A beach 3.1.1.1 understand short supported classroom instructions
story in an increasing range of classroom routines;
instructions for classroom activities;
3.4.8.1 include appropriate use of a full stop during
guided writing of short, familiar sentences;
verb, verbs go enjoy like + verb + ing
Having fun Fun places 3.1.7.1 use contextual clues to predict content in short,
supported talk on a limited range of general and some
curricular topics;
activities;
Number 3.1.1.1 understand short supported classroom instructions
games in an increasing range of classroom routines;
numbers 1 – 10;
3.5.8.1 use imperative forms [positive and negative] to
36
give short instructions on limited range of familiar topics;

Flying kites 3.1.6.1 understand some specific information and detail
comparisons;
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:

Term 1
Kazakhstan in the Children’s 4.1.2.1 understand an increasing range of supported
World of Sport games 1 questions which ask for personal information;
4.2.4.1 respond to questions on an increasing range of
4.4.4.1 write with support a sequence of short sentences
in a paragraph to give basic personal information;
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
Children’s 4.2.4.1 respond to questions on an increasing range of
games 2 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
4.4.3.1 write with support short sentences which describe
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
37
to ask questions on growing range of familiar topics;

give short instructions on a growing range of familiar
topics
Olympic 4.1.4.1 understand an increasing range of short supported
Games questions on 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;
to ask questions on growing range of familiar topics
Aesop’s 4.1.8.1 understand short, supported narratives on an
Fables 1 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 increasing range of general range of general and some
curricular topics;
actions example given slowly, quickly
Aesop’s 4.1.3.1 understand the main points of short supported talk
Fables 2 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
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;
Values in Traditional 4.1.4.1 understand an increasing range of short supported
Myths and stories 1 questions on general and some curricular topics;
Legends 4.2.2.1 ask questions to find out about present and
38

4.4.7.1 spell most familiar high-frequency words
accurately when writing independently;
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
Traditional 4.1.8.1 understand short, supported narratives on an
stories 2 increasing range of general and some curricular topics;
begin to describe past experiences on an increasing range
topics;
comparisons;
4.5.7.1 use personal subject and object pronouns,
including indirect object pronouns and use possessive
pronouns mine, yours to give personal information and
describe actions and events
People and 4.1.5.1 identify initial, middle and final phonemes and
places blends;
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;
comparisons
Dragons 4.4.7.1 spell most familiar high-frequency words
and accurately when writing independently;
creatures 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;
39

adjective + noun to show feelings;
4.5.16.1 use conjunctions and, or, but, because to link
words and phrases
Dragons 4.2.4.1 respond to questions on an increasing range of
and general and some curricular topics;
creatures 2 4.2.6.1 take turns when speaking with others in a
growing range of short, basic exchanges;
curricular topics;
4.4.3.1 write with support short sentences which describe
people, places and objects;
actions example given slowly, quickly;
Term 2
Treasure and Treasure 4.2.3.1 give short, basic description of people and objects,
Heritage maps1 begin to describe past experiences on an increasing range
4.2.6.1 take turns when speaking with others in a growing
4.3.4.1 find with support books, worksheets and other
print materials in a class or school library according to
classification;
4.5.4.1 use determiners a, an, the, zero article, some, any,
this, these, that, those to refer to things on a growing
topics
Treasure 4.1.3.1 understand the main points of short supported
map 2 talk on an increasing range of general and some curricular
topics;
40

topics;
topics;
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
Treasure 4.3.3.1 recognise basic opinions in short, simple texts on
and an increasing range of general range of general and some
numbers1 curricular topics;
topics;
4.5.2.1 use cardinal numbers 1 – 1000 and ordinal
numbers 1 – 100
Treasure 4.1.4.1 understand an increasing range of short supported
and questions on general and some curricular topics;
numbers 2 4.2.5.1 pronounce an increasing range of words, short
phrases and simple sentences intelligibly;
Our planet’s 4.1.3.1 understand the main points of short supported talk
treasure 1 on an increasing range of general and some curricular
topics;
objects, begin to describe past experiences on an
curricular topics;
in a paragraph to give basic personal information
Our planet’s 4.1.8.1 understand short, supported narratives on an
treasure 2 increasing range of general and some curricular topics;
41

using contextual clues
Professions Body 4.1.1.1 understand an increasing range of classroom
and ways of language instructions;
Communication 4.2.1.1 make basic statements which provide information
on an increasing range of general and some curricular
topics;
growing range of language at text level;
4.5.6.1 use demonstrative pronouns this, these, that,
those and object pronouns in short statements, questions
and responses
Communica 4.1.1.1 understand an increasing range of classroom
ting around instructions;
the world 4.1.3.1 understand the main points of short supported talk
topics;
4.1.10.1 recognise words similar to words in student
native language;
4.2.1.1 make basic statements which provide information
topics;
writing names, places and short sentences when writing
independently
Technology 4.1.2.1 understand an increasing range of supported
questions which ask for personal information;
comparisons;
and contractions
42
Term 3
Hot and Cold Weather 1 4.1.9.1 recognise words that are spelt out from a limited
range of general and curriculum topics;
topics;
4.4.5.1 link with some support sentences using basic
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;
words and phrases
Weather 2 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
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
4.4.8.1 to include appropriate use of full stops and
question marks, at sentence level with some accuracy
when writing independently
Volcanoes 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
4.1.7.1 use contextual clues to predict content and
meaning in short supported talk on an increasing range of
4.2.6.1 take turns when speaking with others in a
43

curricular topics;
range of written work
Snow and 4.3.6.1 understand with some support some specific
ice information and detail in short, simple texts on a growing
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;
direction: at, in, on, behind, between, in front of, near,
left, use prepositions of time : in, on, at, before, after, use
instrument and for to indicate recipient;
words and phrases
Healthy World Healthy 4.2.5.1 pronounce an increasing range of words, short
bodies 1 phrases and simple sentences intelligibly;
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;
Healthy 4.1.10.1 recognise words similar to words in student
bodies 2 native language;
44

comparisons;
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
Save our 4.2.7.1 contribute a growing range of suitable words,
animals 1 phrases, and sentences including giving opinions during
topics;
Save our 4.1.3.1 understand the main points of short supported talk
animals 2 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;
coordinating connectors
Help the 4.1.3.1 understand the main points of short supported
planet 1 talk on an increasing range of general and some curricular
topics;
4.1.4.1 understand an increasing range of short supported
Help the 4.1.5.1 identify initial, middle and final phonemes and
planet 2 blends;
45

topics
Term 4
Journey Into Space 1 4.1.5.1 identify initial, middle and final phonemes and
into Space blends;
curricular topics;
comparisons;
have + object + infinitive to talk about obligations
Into Space 2 4.2.6.1 take turns when speaking with others in a
in a paragraph to give basic personal information
Planets 1 4.1.6.1 understand an increasing range of short supported
classification;
numbers 1 – 100;
4.5.17.1 use me, too and I don’t to give short answers,
46
use when clauses to describe simple present and past

actions on personal and familiar topics
Planets 2 4.1.4.1 understand an increasing range of short supported
possessive ‘s/s’ to name, describe and label things
numbers 1 – 100;
comparisons
Aliens 1 4.1.5.1 identify initial, middle and final phonemes and
blends;
4.1.8.1 understand short, supported narratives on an
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
words and phrases
Aliens 2 4.3.5.1 understand the main points of short simple texts
topics;
47
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
Machines Slow 4.1.6.1 understand some specific information and detail
machines 1 of short, supported talk on an increasing range of general
objects, begin to describe past experiences on an
curricular topics;
topics;
Slow 4.1.6.1 understand some specific information and detail
machines 2 of short, supported talk on an increasing range of general
topics;
4.5.6.1 use demonstrative pronouns this, these, that,
those and object pronouns in short statements, questions
and responses
Fast 4.1.5.1 identify initial, middle and final phonemes and
machines 1 blends;
48

4.2.7.1 contribute a growing range of suitable words,
comparisons;
left, use prepositions of time : in, on, at, before, after,
use with/without to indicate accompaniment with for
Fast 4.2.4.1 respond to questions on an increasing range of
machines 2 general and some curricular topics;
a growing range of general and some curricular topics to
comparisons;
words and phrases
Robots 1 4.1.8.1 understand short, supported narratives on an
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
and contractions;
49

left, use prepositions of time: in, on, at, before, after, use
Robots 2 4.1.8.1 understand short, supported narratives on an
classification;

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Приложение 5

к приказу Министра образования

Типовая учебная программа

Chapter 1. General provisions

1. The Subject Programme was developed in accordance with the State

Chapter 2. Description of the organisational requirements for the

6. Distribution of annual number of teaching hours per grades:

how many, what kind of … on a limited range of familiar topics; demonstrative

Chapter 3. Learning objectives system

13. The English language learning objectives system:

Grade 1 Grade 2 Grade 3 Grade 4

content in short, content in short, and meaning in short

Grade 1 Grade 2 Grade 3 Grade 4

1.2.4.1 respond to 2.2.4.1 respond to 3.2.4.1 respond to 4.2.4.1 respond to

Grade 1 Grade 2 Grade 3 Grade 4

Grade 1 Grade 2 Grade 3 Grade 4

2.4.3.1 write short 3.4.3.1 write short 4.4.3.1 write with

5) strand 5 «Use of English»:

Grade 1 Grade 2 Grade 3 Grade 4

talk about ownership label things

indicate when and indicate when and how

Долгосрочный план по реализации

Cross curricular units Topics Learning objectives

1.5.6.1 use demonstrative pronouns this, these that, those

objects and classroom routines;

negative and question] to give basic personal information

of places, recognise the spoken form of a limited range of

time: on to talk about days

Cross curricular units Topics Learning objectives

2.5.12.1 use basic adverbs of place here/there to say

2.5.2.1 use cardinal numbers 1 – 50 to count

2.2.3.1 use a limited range of basic words, phrases and

2.5.13.1 use can to talk about ability and to make requests

Cross curricular units Topics Learning objectives

and some curricular topics;

Time Times of 3.1.8.1 understand short, narratives on a limited range of

range of short, basic exchanges;

times and no preposition last week

3.4.3.1 write short phrases to identify people, places and

3.3.6.1 understand with considerable support, some

3.5.10.1 use common present continuous forms,

give short instructions on limited range of familiar topics;

Cross curricular units Topics Learning objectives

to ask questions on growing range of familiar topics;

possibly past experiences on an increasing range of

infinitive of purpose to describe simple actions and verbs

range of basic personal, general and some curricular

4.3.5.1 understand the main points of short simple texts

growing range of short, basic exchanges;

to describe things, use simple one-syllable and some two-

4.2.4.1 respond to questions on an increasing range of

use when clauses to describe simple present and past

general and some curricular topics;

direction: at, in, on, behind, between, in front of, near,

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