3 сыныптарғаарналғанкүнтізбелік – тақырыптықжоспар

Календарно - тематический план для 3 классов

Calendar Thematic Plan for grade 3
2024-2025 оқужылы/учебныйгод/academic year
Итого: 68 часов, внеделю: 2 часа
1 – Listening 2 – Speaking 3 – Reading 4 – Writing 5 – Use of English

1stterm 16 hours
Units/ Changing Notes
№ Theme Learning objectives Hours Date
lessons
3Е 3З
Greetings and 3.1.1.1 recognise the sounds of phonemes and phoneme blends in words; 1
Names 3.1.2.1 recognise familiar words with visual support; 03.09 03.09
1 3.1.3.1 understand a range of short classroom instructions;
3.1.4.1 understand basic personal questions.
3.2.1.1 pronounce various sounds of phonemes and phoneme blends using
appropriate stress, rhythm, and intonation; 05.09 04.09
2 Colours 1
3.2.2.1 use isolated words and basic expressions to provide personal information;
3.2.3.1 respond to basic questions with single words or short responses.
3.2.1.1 pronounce various sounds of phonemes and phoneme blends using
I can talk about appropriate stress, rhythm, and intonation; 10.09 10.09
myself and my 3.2.2.1 use isolated words and basic expressions to provide personal information;
3 1
friend. 3.2.3.1 respond to basic questions with single words or short responses.
Module1:
Hello English!
(8 hours) 3.2.1.1 pronounce various sounds of phonemes and phoneme blends using
appropriate stress, rhythm, and intonation; 12.09 11.09
4 About me 3.2.2.1 use isolated words and basic expressions to provide personal information; 1
3.2.3.1 respond to basic questions with single words or short responses.
3.3.1.1 recognise sounds and name the letters of the alphabet;
3.3.2.1 identify some familiar words and signs on illustrations /pictures in 17.09 17.09
I can talk about my common everyday situations;
5 3.3.2.2 deduce the meaning of a word in a picture or icon on a limited range of 1
friends.
topics;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts.
Project: All about 3.2.1.1 pronounce various sounds of phonemes and phoneme blends using
6 me appropriate stress, rhythm, and intonation; 1 19.09 18.09
3.2.2.1 use isolated words and basic expressions to provide personal information;
 3.2.3.1 respond to basic questions with single words or short responses.

3.4.1.1 spell accurately a few high-frequency words;

CLIL.Sounds and
3.4.2.2 use words and short simple phrases to complete a written text at a 24.09 24.09
words.
7 sentence level. 1
SAU №1 3.5.1.8 use personal subject and object pronouns in a limited range of familiar
topics.
3.5.1.2 use the verb to be for presenting personal information and describe
people and things 26.09 25.09
8 Check point 3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21 – 100; 1
3.5.1.8 use personal subject and object pronouns in a limited range of familiar
topics.
My schoolbag 3.1.1.1 recognise the sounds of phonemes and phoneme blends in words;
3.1.2.1 recognise familiar words with visual support; 01.10 01.10
9 3.1.4.1 understand basic personal questions; 1
3.1.4.2 understand simple descriptions of people, actions, and objects with visual
support.
3.5.1.2 use the verb to be for presenting personal information and describe
people and things 03.10 02.10
10 Numbers 3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21 – 100; 1
3.5.1.8 use personal subject and object pronouns in a limited range of familiar
Module2: topics.
My school I can identify school 3.4.1.1 spell accurately a few high-frequency words;
(8 hours) things. 3.4.2.1. follow word order rules in short statements; 08.10 08.10
11 3.4.2.2 use words and short simple phrases to complete a written text at a 1
Use of English:
plurals sentence level;
3.4.1.1 spell accurately a few high-frequency words;
3.4.2.2 use words and short simple phrases to complete a written text at a 10.10 09.10
12 School again sentence level. 1
3.1.1.1 recognise the sounds of phonemes and phoneme blends in words;
Vocabulary: 3.1.2.1 recognise familiar words with visual support;
13 Adjectives 3.1.3.1 understand a range of short classroom instructions; 1 15.10 15.10
SAU №2 3.1.4.1 understand basic personal questions
 CLIL. Sounds and 3.2.4.1 provide simple descriptions of people, and objects.
words PE. 3.5.1.9 use imperative forms to give short instructions on a limited range of 17.10 16.10
14 familiar topics; 1
3.5.1.11 use has got/ have got; there is/are in a limited range of familiar topics;
3.5.1.14 use basic prepositions of place.
The teacher chooses SAT’s Learning Objectives for Listening, Reading and
Writing that were used during the term. Speaking should be controlled 22.10 22.10
15 SAT № 1 separately. 1

The teacher plans the Learning Objectives responding to the learners' needs.
3.1.1.1 recognise the sounds of phonemes and phoneme blends in words;
3.2.4.1 provide simple descriptions of people, and objects. 24.10 23.10
3.3.2.1 identify some familiar words and signs on illustrations /pictures in
Checkpoint. common everyday situations;
16 3.4.3.1 create a poster or write a postcard, using words and simple phrases. 1
3.5.1.9 use imperative forms to give short instructions on a limited range of
familiar topics;

2nd term 16 hours

3.1.2.1 recognise familiar words with visual support;
3.2.2.1 use isolated words and basic expressions to provide personal 05.11 05.11
information;
3.2.3.1 respond to basic questions with single words or short responses;
1 My family 1
3.2.3.3 make introductions and requests in basic interaction with others;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts.
3.5.1.2 use the verb to be for presenting personal information and describe
Module 3: people and things on a limited range of familiar topics;
People I love 3.1.2.1 recognise familiar words with visual support;
(8 hours) 3.1.3.1 understand a range of short classroom instructions; 07.11 06.11
3.1.4.1 understand basic personal questions;
3.1.4.2 understand simple descriptions of people with visual support.
2 My friends 3.2.3.1 respond to basic questions with single words or short responses; 1
3.5.1.2 use the verb to be for presenting personal information and describe
people and things on a limited range of familiar topics;
3.5.1.4 use common adjectives in descriptions of people;
3.5.1.8 use personal subject pronouns on a limited range of familiar topics;
 3.4.2.1 follow word order rules in short statements;
3.4.2.2 use words and short simple phrases to complete a written text at a 12.11 12.10
Saule’s friends. Use
sentence level.
3 of English: have 1
3.5.1.8 use personal subject and object pronouns on a limited range of familiar
got/has got
topics;
3.5.1.11 use has got/ have got in a limited range of familiar topics.
3.1.3.1 understand a range of short classroom instructions;
3.2.3.1 respond to basic questions with single words or short responses; 14.11 13.11
3.3.3.1 understand short, simple instructions used in familiar everyday contexts.
4 Character masks 1
3.3.5.1 read short, illustrated fiction and non-fiction stories written in very
simple language using a dictionary.

3.1.2.1 recognise familiar words with visual support;

3.3.2.2 deduce the meaning of a word in a picture or icon on a limited range of 19.11 19.11
topics;
5 Appearance 1
3.3.3.1 understand short, simple instructions used in familiar everyday contexts.
3.4.1.1 spell accurately a few high-frequency words;
3.1.4.2 understand simple descriptions of people with visual support.
3.1.3.1 understand a range of short classroom instructions;
3.1.4.1 understand basic personal questions; 21.11 20.11
3.2.3.1 respond to basic questions with single words or short responses;
People’s appearance
3.3.3.1 understand short, simple instructions used in familiar everyday contexts.
and character.
6 3.5.1.2 use the verb to be for presenting personal information and describe 1
CLIL: Social
people and things on a limited range of familiar topics;
Science
3.5.1.10 use common present simple forms and contractions on a limited range
of familiar topics;
3.5.1.11 use has got/ have got in a limited range of familiar topics.
3.1.2.1 recognise familiar words with visual support ;
3.1.3.1 understand a range of short classroom instructions; 26.11 26.11
3.3.1.3 identify and read separate sounds (phonemes) within words, which may
Project: My family
7 be represented by more than one letter; 1
Tree. SAU № 3
3.2.2.1 use isolated words and basic expressions to provide personal
information ;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts.
Sounds and words. 3.1.1.1 recognise the sounds of phonemes and phoneme blends in words;
8 1
Check Point. 3.2.1.1 pronounce various sounds of phonemes and phoneme blends using 28.11 27.11
 appropriate stress, rhythm, and intonation;
3.3.2.1 identify some familiar words and signs on illustrations /pictures in
common everyday situations;
3.3.1.1 recognise sounds and name the letters of the alphabet;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts.
3.4.2.1 follow word order rules in short statements;
3.1.2.1 recognise familiar words with visual support;
3.1.4.1 understand basic personal questions; 03.12 03.12
Seasons and
9 3.2.3.1 respond to basic questions with single words or short responses; 1
Weather
3.3.1 understand short, simple instructions used in familiar everyday contexts.
3.5.1.15 use basic prepositions of time.
What’s the weather 3.1.2.1 recognise familiar words with visual support;
10 like today? CLIL: 3.3.3.1 understand short, simple instructions used in familiar everyday contexts; 1 05.12 04.12
Science
3.2.3.3 make introductions and requests in basic interaction with others;
3.3.2.1 identify some familiar words and signs on illustrations /pictures in 10.12 10.12
common everyday situations;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
Module 4: 3.4.1.1 spell accurately a few high-frequency words;
Weather What do you do on 3.4.2.2 use words and short simple phrases to complete a written text at a
11 (8 hours) 1
a…day? sentence level;
3.5.1.4 use common adjectives in descriptions of people and things and simple
feelings with support;
3.5.1.10 use common present simple forms and contractions on a limited range
of familiar topics;
3.5.1.15 use basic prepositions of time.
3.1.1.1 recognise the sounds of phonemes and phoneme blends in words ;
3.1.2.1 recognise familiar words with visual support; 12.12 11.12
3.3.1.2 identify and read separate sounds (phonemes) within words, which may
Make a kite.
12 be represented by more than one letter ; 1
Sounds and Words.
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
3.3.5.1 read short, illustrated fiction and non-fiction stories written in very
simple language using a dictionary.
 3.1.1.1 recognise the sounds of phonemes and phoneme blends in words;
3.1.2.1 recognise familiar words with visual support; 17.12 17.12
3.1.4.2 understand simple descriptions of people, actions, and objects with
visual support.
Clothes I wear.
13 3.2.1.1 pronounce various sounds of phonemes and phoneme blends using 1
SAU № 4
appropriate stress, rhythm, and intonation;
3.3.1.2 identify and read separate sounds (phonemes) within words, which may
be represented by more than one letter;
3.4.2.1. follow word order rules in short statements.
3.3.2.1 identify some familiar words and signs on illustrations /pictures in
common everyday situations; 19.12 18.12
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
3.4.2.1. follow word order rules in short statements;
3.4.2.2 use words and short simple phrases to complete a written text at a
What do you do in sentence level;
winter? Project: My 3.5.1.4 use common adjectives in descriptions of people and things and simple
14 1
favourite season. feelings with support;
3.5.1.5 use with considerable support basic determiners a, an, the to identify
things;
3.5.1.8 use personal subject and object pronouns in a limited range of familiar
topics;
3.5.1.10 use common present simple forms and contractions on a limited range
of familiar topics;
The teacher chooses SAT’s Learning Objectives for Listening, Reading and
Writing that were used during the term. Speaking should be controlled 24.12 24.12
15 SAT №2 separately. 1

The teacher plans the Learning Objectives responding to the learners' needs.
3.2.3.1 respond to basic questions with single words or short responses;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts; 26.12 25.12
3.3.2.2 deduce the meaning of a word in a picture or icon on a limited range of
topics;
16 Checkpoint. 1
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
3.4.1.1 spell accurately a few high-frequency words;
3.4.2.2 use words and short simple phrases to complete a written text at a
sentence level;

3rd term 20 hours

 3.1.2.1 recognise familiar words with visual support;
3.2.2.1 use isolated words and basic expressions to provide personal information
1 I can do this! 1
3.2.3.1 respond to basic questions with single words or short responses;
3.5.1.16 use let’s + verb, verbs go/like + verb + ing
3.1.2.1 recognise familiar words with visual support;
My Toys and 3.1.4.2 understand simple descriptions of people, actions, and objects with visual
2 1
Sport. I like ... support;
3.2.3.1 respond to basic questions with single words or short responses;
Imperative 3.1.4.1 understand basic personal questions;
forms(commands/ 3.5.1.9 use imperative forms to give short instructions on a limited range of
3 1
suggestions). familiar topics;
3.5.1.16 use let’s + verb, verbs go/like + verb + ing
3.1.2.1 recognise familiar words with visual support;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
3.3.4.1 find specific information in different types of texts (postcards, posters,
Toys
4 flyers, messages, and notices: places, time, and prices) 1
Everywhere!
3.4.1.1 spell accurately a few high-frequency words
Module 5: 3.3.5.1 read short, illustrated fiction and non-fiction stories written in very simple
My free language using a dictionary.
time! (10 3.1.2.1 recognise familiar words with visual support;
hours) 3.1.4.2 understand simple descriptions of people, actions, and objects with visual
support;
3.5.1.5 use with considerable support basic determiners a, an, the to identify
Free- time
5 things; 1
activities.
3.5.1.5 use with considerable support basic determiners a, an, the to identify things
3.5.1.10 use common present simple forms and contractions on a limited range of
familiar topics
3.5.1.16 use let’s + verb, verbs go/like + verb + ing
3.1.4.1 understand basic personal questions;
3.2.2.1 use isolated words and basic expressions to provide personal information;
3.2.3.1 respond to basic questions with single words or short responses;
I like playing/ I 3.3.3.1 follow short, simple instructions used in familiar everyday contexts;
6 1
don’t like doing. 3.3.3.2 find out the main points in short simple descriptions with visual support;
3.5.1.10 use common present simple forms and contractions on a limited range of
familiar topics;
3.5.1.16 use let’s + verb, verbs go/like + verb + ing.
3.2.4.1 provide simple descriptions of people, and objects;
Project: My Toy 3.3.4.1 find specific information in different types of texts (postcards, posters,
7 1
design by Sanzhar flyers, messages, and notices: places, time, and prices);
3.4.3.1 create a poster or a postcard, using words and simple phrases;
 CLIL.Geography 3.3.3.2 find out the main points in short simple descriptions with visual support;
8 . Safety in the 1
playground.
3.3.1.2 identify and read separate sounds (phonemes) within words, which may be
Sounds and represented by more than one letter;
9 words. 3.1.4.2 understand simple descriptions of people, actions, and objects with visual 1
SAU №5 support;
3.2.4.1 provide simple descriptions of people, objects.
3.3.3.1 follow short, simple instructions used in familiar everyday contexts;
3.4.1.1 spell accurately a few high-frequency words;
3.4.2.2 use words and short simple phrases to complete a written text at a sentence
10 Check point level; 1
3.4.2.2 use words and short simple phrases to complete a written text at a sentence
level;
3.5.1.13 use can/ can’t to describe ability;
3.1.2.1 recognise familiar words with visual support;
3.1.4.2 understand simple descriptions of people, actions, and objects with visual
support.
Body parts 3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
11 1
3.3.3.2 find out the main points in short simple descriptions with visual support;
3.5.1.1 use singular and plural nouns, including some common irregular plural
forms and high-frequency uncountable nouns
3.5.1.11 use has got/ have got; there is/are in a limited range of familiar topics
Module 6: 3.1.2.1 recognise familiar words with visual support;
Health 3.2.4.1 provide simple descriptions of people, objects;
(10 hours) 3.3.3.1 follow short, simple instructions used in familiar everyday contexts;
12 Healthy food 1
3.5.1.1 use singular and plural nouns, including some common irregular plural
forms and high-frequency uncountable nouns;
3.5.1.11 use has got/ have got; there is/are in a limited range of familiar topics;
3.1.2.1 recognise familiar words with visual support;
Food preferences. 3.1.4.1 understand basic personal questions;
13 Use of English: 3.3.3.1 understand short, simple instructions used in familiar everyday contexts; 1
Object pronouns. 3.4.4.1 link ideas with and, but;
3.5.1.8 use personal subject and object pronouns in a limited range of familiar

topics;
3.5.1.10 use common present simple forms and contractions on a limited range of
familiar topics;
3.1.4.1 understand basic personal questions;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
 A smoothie 3.3.4.1 find specific information in different types of texts (postcards, posters,
14 shower. flyers, messages, and notices: places, time, and prices) 1
3.3.5.1 read short, illustrated fiction and non-fiction stories written in very simple
language using a dictionary.
3.1.2.1 recognise familiar words with visual support;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
15 Food and drinks. 3.3.3.2 find out the main points in short simple descriptions with visual support; 1

3.3.3.1 understand short, simple instructions used in familiar everyday contexts;

I can talk about 3.4.2.2 use words and short simple phrases to complete a written text at a sentence
food. level
16 1
Use of English: 3.5.1.1 use singular and plural nouns, including some common irregular plural
a, an, some any forms and high-frequency uncountable nouns;
3.5.1.11 use has got/ have got; there is/are in a limited range of familiar topics;
3.2.3.1 respond to basic questions with single words or short responses;
Project: 3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
A Day poster by 3.3.4.1 find specific information in different types of texts (postcards, posters,
17 Zhaniya flyers, messages, and notices: places, time, and prices) 1
3.4.3.1 create a poster or write a postcard using words and simple phrases
SAU № 6 3.4.5.1 apply basic rules of punctuation (use capital letters, full stops, and question
marks)
3.1.2.1 recognise familiar words with visual support;
CLIL. Science. 3.3.1.2 identify and read separate sounds (phonemes) within words, which may be
18 Sounds and represented by more than one letter ; 1
words. 3.3.3.1 understand short, simple instructions used in familiar everyday contexts;

The teacher chooses SAT’s Learning Objectives for Listening, Reading and
19 SAT № 3 Writing that were used during the term. Speaking should be controlled separately. 1
The teacher plans the Learning Objectives responding to the learners' needs.
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
20 Check point 3.4.1.1 spell accurately a few high-frequency words; 1
3.5.1.7 use demonstrative pronouns this, these, that, and those to indicate things in

closed questions with support

4th term 16 hours

 Module 7: 3.1.2.1 recognize familiar words with visual support; 1
Buildings! 3.1.4.1 understand basic personal questions;
(8 hours) My home, rooms 3.1.4.2 understand simple descriptions of people, actions, and objects with visual
1
and objects support;
3.2.2.1 use isolated words and basic expressions to provide personal information;
3.2.3.1 respond to basic questions with single words or short responses
3.1.2.1 recognize familiar words with visual support; 1
3.1.5.1.use contextual clues to predict content in short, supported talk on a limited
range of familiar topics.
2 Things in a room 3.5.1.1 use singular and plural nouns, including some common irregular plural
forms and high-frequency uncountable nouns;
3.5.1.12 use basic adverbs of place here/there to say where things are
3.1.5.1.use contextual clues to predict content in short, supported talk on a limited 1
Location of range of familiar topics;
things. 3.3.3.2 find out the main points in short simple descriptions with visual support;
3
Use of English: 3.3.5.1 read short, illustrated fiction and non-fiction stories written in very simple
plurals. language using a Pictionary;
3.5.1.1 use singular and plural nouns.
3.3.4.1 find specific information in different types of texts (postcards, posters, 1
The cool caravan.
flyers, messages, and notices: places, time, and prices);
4 Use of English:
3.2.3.1 respond to basic questions with single words or short responses;
there is/there are. 3.5.1.11 use there is/are in a limited range of familiar topics
3.1.2.1 recognise familiar words with visual support; 1
3.3.3.2 find out the main points in short simple descriptions with visual support;
Parts of a house.
3.3.4.1 find specific information in different types of texts (postcards, posters,
Use of English:
5 flyers, messages, and notices: places, time, and prices);
prepositions of
3.4.2.2 use words and short simple phrases to complete a written text at a sentence
place.
level;
3.5.1.14 use basic prepositions of place.
3.3.4.1 find specific information in different types of texts (postcards, posters, 1
Project: Buildings flyers, messages, and notices: places, time, and prices);
6
in our town 3.2.3.1 respond to basic questions with single words or short responses;
3.4.3.1 create a poster or write a postcard, using words and simple phrases;
7 CLIL: Math! 3.2.1.1 pronounce various sounds of phonemes and phoneme blends using 1

SAU № 7 appropriate stress, rhythm, and intonation;

3.4.2.2 use words and short simple phrases to complete a written text at a sentence
level;
3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21 – 100;
 3.2.1.1 pronounce various sounds of phonemes and phoneme blends using 1
appropriate stress, rhythm, and intonation;
Checkpoint: 3.3.3.2 find out the main points in short simple descriptions with visual support;
8
Sounds and words 3.5.1.1 use singular and plural nouns, including some common irregular plural
forms and high-frequency uncountable nouns;
3.5.1.11 use has got/ have got; there is/are in a limited range of familiar topics;
3.1.2.1 recognise familiar words with visual support; 1
9 Family Holidays 3.2.3.2 make basic requests related to immediate personal needs;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
3.1.2.1 recognise familiar words with visual support; 1
3.2.3.1 respond to basic questions with single words or short responses;
3.5.1.6 use interrogative pronouns who, what, where, how, and when to ask basic
Means of
10 questions;
transport
3.4.2.1. follow word order rules in short statements;
3.4.5.1 apply basic rules of punctuation (use capital letters, full stops, and question
marks).
3.1.4.2 understand simple descriptions of people, actions, and objects with visual 1
support;
Module 8: Happy Holidays! 3.3.3.2 find out the main points in short simple descriptions with visual support;
11 My At the Seaside! 3.3.5.1 read short, illustrated fiction and non-fiction stories written in very simple
Holidays (8 language using a dictionary;
hours) 3.4.3.1 create a poster or write a postcard, using words and simple phrases;
3.1.4.2 understand simple descriptions of people, actions, and objects with visual 1
support;
3.1.5.1.use contextual clues to predict content in short, supported talk on a limited
range of familiar topics;
Places in a town.
3.3.4.1 find specific information in different types of texts (postcards, posters,
12 Use of English:
flyers, messages, and notices: places, time, and prices);
can/can’t.
3.4.2.1. follow word order rules in short statements;
3.5.1.12 use basic adverbs of place here/there to say where things are;
3.5.1.13 use can/ can’t to describe the ability;
3.5.1.6 use interrogative pronouns who, what, where, how, and when to ask basic

questions;
Project: Keep 3.4.1.1 spell accurately a few high-frequency words; 1
13 safe, everyone! 3.4.3.1 create a poster or write a postcard, using words and simple phrases;
SAU № 7 3.5.1.13 use can/ can’t to describe the ability;
 3.3.3.1 understand short, simple instructions used in familiar everyday contexts; 1
14 CLIL: Science
3.4.3.1 create a poster or write a postcard, using words and simple phrases;
The teacher chooses SAT’s Learning Objectives for Listening, Reading and 1
15 SAT № 4 Writing that were used during the term. Speaking should be controlled separately.
The teacher plans the Learning Objectives responding to the learners' needs.
3.2.1.1 pronounce various sounds of phonemes and phoneme blends using 1
appropriate stress, rhythm, and intonation;
3.3.1.2 identify and read separate sounds (phonemes) within words, which may be
represented by more than one letter;
16
Checkpoint 3.4.2.2 use words and short simple phrases to complete a written text at a sentence
level;
3.5.1.6 use interrogative pronouns who, what, where, how, and when to ask basic
questions;