Medium term plan for the 3rd grade. Academic year Topics content Date Learning objectives My weekdays TERM 1 Hello
Academic year
| Topics content | Date | Learning objectives | ||||
| My weekdays TERM 1 | ||||||
| Hello, again! | 3.L1 understand arange of short basic supported classroom in structions 3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines 3.R1 read and spell out words for others 3.W1 write with support short responsesat phrase level to questions and other prompts 3.UE1 use singular nouns, plural nouns –including some common irregular plural forms in givingsimple descriptions | |||||
| My weekday | 3.L2 recognise with considerable support an increasing range of common personal questions 3.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines 3.R2 identify, remember and sound out high-frequency sound and letter patterns 3.W2 write letters and familiar high frequency words when read aloud or spelt 3.UE2 use cardinal numbers 1 -50 to count | |||||
| Му day | 3.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number 3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines 3.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities 3.W3 write short phrases to identify people, places and objects 3.UE2 use cardinal numbers 1 -50 to count | |||||
| Days of the week | 3.L4 recognise with support short basic questions relating to features such as colour and number 3.S4 respond to basic supported questions giving personal and factual information 3.R4 begin to use with support a simple picture dictionary 3.W5 write letters and familiar high frequency words when read aloud or spelt out for learners 3.UE4 use determiners a, an, the, some, any, this, these, that, those to identify things | |||||
| Early to bed, early to rise… | 3.L5 identify missing phonemes in incomplete words 3.S5 begin to articulate clearly the difference between various sounds 3.R5 understand the main points of simple sentences on familiar topics by using contextual clues 3.W5 write letters and familiar high frequency words when read aloud or spelt out for learners 3.UE5 use interrogative pronouns including which, what, where, whose to ask who people are and what they are doing | |||||
| Leisure time | ||||||
| Family time | 3.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics information 3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W6 use with support upper and lower case letters accurately when writing names and address 3.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information | |||||
| My weekend | 3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics 2.S7 place stress correctly on familiar polysyllabic words 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W7 spell some familiar high-frequency words accurately during guided writing activities 3.UE7 use personal subject and object pronouns to describe people and things | |||||
| Where can you go on holiday? | 3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics 2.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W8 include a full stop when writing very high-frequency short sentences in guided writing activity 3.UE8 use simple imperative forms [positive and negative] for basic commands and instructions | |||||
| Let’s play | 3.L9 recognise the spoken form of familiar words and expressions 2.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts | |||||
| School TERM 2 | ||||||
| My school | 3.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics information 3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W6 use with support upper and lower case letters accurately when writing names and address | |||||
| A school play | 3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics 2.S7 place stress correctly on familiar polysyllabic words 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W7 spell some familiar high-frequency words accurately during guided writing activities 3.UE7 use personal subject and object pronouns to describe people and things | |||||
| What date is it today? | 3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics 2.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W8 include a full stop when writing very high-frequency short sentences in guided writing activity 3.UE8 use simple imperative forms [positive and negative] for basic commands and instructions | |||||
| Good Manners | 3.L9 recognise the spoken form of familiar words and expressions 2.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts | |||||
| School schedule | 3.L1 understand arange of short basic supported classroom in structions 3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines 3.R1 read and spell out words for others 3.W1 write with support short responsesat phrase level to questions and other prompts 3.UE1 use singular nouns, plural nouns –including some common irregular plural forms in givingsimple descriptions | |||||
| My favorite subject | 3.L2 recognise with considerable support an increasing range of common personal questions 3.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines 3.R2 identify, remember and sound out high-frequency sound and letter patterns 3.W2 write letters and familiar high frequency words when read aloud or spelt 3.UE2 use cardinal numbers 1 -50 to count | |||||
| Let’s play | 3.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number 3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines 3.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities 3.W3 write short phrases to identify people, places and objects 3.UE2 use cardinal numbers 1 -50 to count | |||||
| The world around me TERM 3 | ||||||
| A street in a big city | 3.L5 identify missing phonemes in incomplete words 3.S5 begin to articulate clearly the difference between various sounds 3.R5 understand the main points of simple sentences on familiar topics by using contextual clues 3.W5 write letters and familiar high frequency words when read aloud or spelt out for learners 3.UE5 use interrogative pronouns including which, what, where, whose to ask who people are and what they are doing | |||||
| My city | 3.L1 understand arange of short basic supported classroom in structions 3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines 3.R1 read and spell out words for others 3.W1 write with support short responses at phrase level to questions and other prompts 3.UE1 use singular nouns, plural nouns –including some common irregular plural forms in giving simple descriptions | |||||
| Two capital cities | 3.L2 recognise with considerable support an increasing range of common personal questions 3.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines 3.R2 identify, remember and sound out high-frequency sound and letter patterns 3.W2 write letters and familiar high frequency words when read aloud or spelt 3.UE2 use cardinal numbers 1 -50 to count | |||||
| In the village | 3.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number 3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines 3.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities 3.W3 write short phrases to identify people, places and objects 3.UE2 use cardinal numbers 1 -50 to count | |||||
| A vet | 3.L4 recognise with support short basic questions relating to features such as colour and number 3.S4 respond to basic supported questions giving personal and factual information 3.R4 begin to use with support a simple picture dictionary 3.W5 write letters and familiar high frequency words when read aloud or spelt out for learners 3.UE4 use determiners a, an, the, some, any, this, these, that, those to identify things | |||||
| Transport | ||||||
| How do you go to school? | 3.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics information 3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W6 use with support upper and lower case letters accurately when writing names and address 3.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information | |||||
| Metro | 3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics 2.S7 place stress correctly on familiar polysyllabic words 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W7 spell some familiar high-frequency words accurately during guided writing activities 3.UE7 use personal subject and object pronouns to describe people and things | |||||
| Travelling | 3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics 2.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W8 include a full stop when writing very high-frequency short sentences in guided writing activity 3.UE8 use simple imperative forms [positive and negative] for basic commands and instructions | |||||
| How can I get to… | 3.L9 recognise the spoken form of familiar words and expressions 2.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts | |||||
| Let’s play | 3.L9 recognise the spoken form of familiar words and expressions 2.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and Facts | |||||
| Weather TERM 4 | ||||||
| Seasons | 3.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics information 3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W6 use with support upper and lower case letters accurately when writing names and address 3.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information | |||||
| Weather | 3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics 2.S7 place stress correctly on familiar polysyllabic words 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W7 spell some familiar high-frequency words accurately during guided writing activities 3.UE7 use personal subject and object pronouns to describe | |||||
| Weather | 3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics 2.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W8 include a full stop when writing very high-frequency short sentences in guided writing activity 3.UE8 use simple imperative forms [positive and negative] for basic commands and instructions | |||||
| My favorite season | 3.L9 recognise the spoken form of familiar words and expressions 2.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and Facts | |||||
| In the shopping centre | ||||||
| Types of Shops | 3.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics information 3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W6 use with support upper and lower case letters accurately when writing names and address | |||||
| In the shopping centre | 3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics 2.S7 place stress correctly on familiar polysyllabic words 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W7 spell some familiar high-frequency words accurately during guided writing activities 3.UE7 use personal subject and object pronouns to describe people and things | |||||
| In the toy shop | 3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics 3.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.W8 include a full stop when writing very high-frequency short sentences in guided writing activity 3.UE8 use simple imperative forms [positive and negative] for basic commands and instructions | |||||
| Let’s play | 3.L9 recognise the spoken form of familiar words and expressions 3.S8 give simple instructions for others to follow 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics 3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts | |||||