بایگانی دسته ی Grade Two

·        Reading and understanding chant and song text.

·        Reading and understanding speech bubbles.

·        Reading and understanding speech bubbles in a picture story.

·        Reading and understanding sentences

·        Reading and understanding a recipe

·        Blending individual sounds and letters to create words

·        Reading and understanding a cultural text about packed lunches

·        Reading and understanding a personalization text.

·        Reading and understanding an information poster.

·        Reading and understanding a cultural text about faces in art.

·        Writing key words or phrases in a sentences.

·        Writing answers to questions.

·        Writing a basic recipe.

·        Writing a simple information poster.

·        Writing a personalization text

·        Understanding chants and songs

·        Following instructions

·        Understanding and responding to questions

·        Understanding and identifying food.

·        Understanding and identifying different pictures.

·        Can understand a story.

·        Understanding activities in progress.

·        Understanding a process (plant life cycle)

·        Understanding and identifying food.

·        Being able to ask and answer about likes and dislikes with food.

·        Being able to act out a story

·        Being able to pronounce j, ss, v and w correctly

·        Being able to ask and answer questions about food.

·        Being able to describe food which is good and bad for us.

·        Being able to ask for food you want and order from a menu.

·        Being able to describe what people are doing.

·        Being able to ask and answer about activities in progress.

·        Being able to describe a scene.

·        Being able to pronounce qu, x, y, z and zz correctly

·        CLIL ( social sciences (Food): chips, carrots

·        Culture (packed lunches): packed lunch, sushi, rice.

·        Vocabulary: climb a tree, eat a sandwich, play on the swing, feed the ducks, play on the slide, walk, swing, play on the roundabout, fly, look at the birds, catch a ball, win a match, throw a ball

·        Nouns: tree, flower, bird.

·        CLIL (Science): grow, seed, soil, plant, water, sunshine

·        Culture (world sports): gymnast, ballet dancer, football player, stretching

·        I don’t like (bread) and (cheese).

·        Do you like (honey)? Yes, I do. No, I don’t.

·        He/ she likes (meat).

·        He/ she doesn’t like (meat).

·        Does she/ he like (fruit)? Yes, she does. No, she doesn’t.

·        It’s good/ bad for me!

·        What are you doing?

·        I’m (playing on the slide). I’m not (eating a sandwich).

·        What’s he/she doing? He’s/she’s (catching a ball). He/she isn’t (walking).

·        Look for a photo

·        We’re at the park.

·        To consolidate the quest vocabulary

·        To review and consolidate language from the course

·        To learn vocabulary relating to Christmas

·        To learn about British culture

·        Target language: reindeer, Santa, sleigh, present, star, sack, stocking, card

·        Receptive language: Christmas tree

·        To learn vocabulary relating to Easter

·        Target language: hop, chick, egg, bunny, jump, turn around, wake up, fall down

·        Wild animals

·        The benefits of some domestic animals

·        Baby animals and their parents

·        The seasons

·        Diagrams

·        Changes of things

·        More, fewer, equal to

·        Reading and understanding chant and song text.

·        Reading and understanding speech bubbles.

·        Reading and understanding speech bubbles in a picture story.

·        Reading and understanding sentences

·        Blending individual sounds and letters to create words

·        Reading and understanding a cultural text about different or unusual homes.

·        Reading and understanding a personalization text.

·        Writing key words or phrases in a sentences.

·        Writing a description a room.

·        Writing answers to questions.

·        Being able to ask and answer questions about where you live.

·        Understanding chants and songs

·        Following instructions

·        Understanding and responding to questions

·        Understanding and identifying houses.

·        Understanding and identifying different pictures.

·        Can understand a story.

·        Understanding and identifying rooms.

·        Being able to ask and answer about where you live.

·        Being able to identify public places.

·        Being able to act out a story

·        Being able to pronounce f, ff, l and ll correctly

·        Being able to ask and answer questions about houses.

·        Being able to describe his home.

·        Being able to describe a room.

·        At home: sofa, cooker, bath, bed, fridge, TV, lamp, sink.

·        CLIL: public places, shop, library, park, zoo, café, playground.

·        Culture: different houses, houseboat, caravan.

·        I live in a (house). I live in (Cairo).

·        Do you live in a (house)? Yes, I do. / No, I don’t.

·        Where is (Rita)? She is in the (kitchen).

·        Where are they? They are in the (garden).

·        Is there a (lamp) on the (table)? Yes, there is. / No, there isn’t.

·        There’s a (book) on/ under/ next to/ behind (the desk).

·        There are two books on/ under/ next to/ behind/ in (the bag).

·        Reading and understanding chant and song text.

·        Reading and understanding speech bubbles.

·        Reading and understanding speech bubbles in a picture story.

·        Reading and understanding sentences

·        Blending individual sounds and letters to create words

·        Reading and understanding a cultural text about an ostrich farm.

·        Reading and understanding a personalization text.

·        Writing key words or phrases in a sentences.

·        Using correct punctuation.

·        Writing answers to questions.

·        Writing a personalization text.

·        Understanding chants and songs

·        Following instructions

·        Understanding and responding to questions

·        Understanding and identifying parts of the body.

·        Understanding and identifying actions.

·        Understanding and identifying objects or pictures.

·        Can understand a story.

·        Understanding and identifying animals.

·        Being able to ask and answer about possession.

·        Being able to act out a story

·        Being able to pronounce b, h and u correctly

·        Being able to ask and answer questions about animals.

·        Farm animals: cow, turkey, duck, goat, sheep, horse, hen.

·        Writing: question marks, full stops, commas.

·        Baby animals: bird, chick, kitten, puppy, goose, egg.

·        Ostrich farm: ostrich, fly, mother, father.

·        Phonics: bag, rug, hot, hat, red, rat, up, cup.

·        Has it got (wings)? Yes, it has. No, it hasn’t.

·        Have they got (tails)? Yes, they have. No, they haven’t got.

·        It’s (big). It isn’t (brown).

·        What’s this/that? It’s (a mouse).

·        Are they (small)? Yes, they are. No, they aren’t.

·        What are three major parts of our body? A. head. B. trunk. C. limbs.

·        How can you use your body parts? I clap with my hands, I point with my fingers, I kick a ball with my foot.

·        Name some plants. A. trees. B. grass. C. flowers. D. fruit

·        How do leaves look like? The leaves of different plants have different shapes.

·        What does a plant need to grow? It needs water, light, soil, air.

·        How does a plant grow? It grows from a seed, it becomes a young plant, it becomes bigger, it has flower, and it is a full-grown plant.

·        Count back from 20 to 1.

·        Which number is even? 2-5-11-9-7-8

·        Which number is odd? 3-4-14-17-19-43

·        Which one is even number? 4-5-9