Mid-term Plan

Среднесрочное планирование по английскому языку

для 3 класса по обновленной программе (на основе English language. Kazakhstan edition)
2025-2026 учебный год (68 часов)

Unit/
Notes
№ Cross- Hour
Learning objectives Date (Примечание
cultural s
)
themes
I term
Unit 1. Hello English (8 hours)
Greetings 3.1.4.1 understand basic personal questions
and Names 3.2.2.1 use isolated words and basic
expressions to provide personal information;
1 1
3.5.1.2 use the verb to be for presenting
personal information and describe people and
things
3.2.2.1 use isolated words and basic
Colours expressions to provide personal information
3.3.2.1 identify some familiar words and signs
on illustrations /pictures in common everyday
2 1
situations
3.5.1.2 use the verb to be for presenting
personal information and describe people and
things
I can talk 3.1.1.1 recognise the sounds of phonemes and
about phoneme blends in words
myself and 3.2.2.1 use isolated words and basic
my friend. expressions to provide personal information
3.3.2.1 identify some familiar words and signs
3 1
on illustrations /pictures in common everyday
situations
3.5.1.2 use the verb to be for presenting
personal information and describe people and
things
3.1.1.1 recognise the sounds of phonemes and
About me phoneme blends in words
3.2.2.1 use isolated words and basic
expressions to provide personal information
4 3.3.2.1 identify some familiar words and signs 1
on illustrations /pictures in common everyday
situations
3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21
– 100
3.1.2.1 recognise familiar words with visual
I can talk support
about my 3.3.2.2 deduce the meaning of a word in a
friends. picture or icon on a limited range of topics
5 1
3.4.1.1 spell accurately a few high-frequency
words
3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21
– 100
6 Project: All 3.1.2.1 recognise familiar words with visual 1
about me support
3.2.3.1 respond to basic questions with single
 words or short responses
3.3.2.1 identify some familiar words and signs
on illustrations /pictures in common everyday
situations
3.5.1.2 use the verb to be for presenting
personal information and describe people and
things
3.1.4.1 understand basic personal questions
3.2.2.1 use isolated words and basic
CLIL. expressions to provide personal information;
Sounds and 3.2.3.1 respond to basic questions with single
7 1
words. words or short responses
SAU №1 3.5.1.8 use personal subject and object
pronouns 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
8 Check point 1
3.3.3.1 understand short, simple instructions
used in familiar everyday contexts
3.5.1.2 use cardinal numbers 1-10; 11 - 20; 21
– 100;
Unit 2. My school (8 hours)
My 3.1.2.1 recognise familiar words with visual
schoolbag support
3.2.3.1 respond to basic questions with single
words or short responses
3.3.2.1 identify some familiar words and signs
9 1
on illustrations /pictures in common everyday
situations
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
3.1.2.1 recognise familiar words with visual
Numbers support
3.2.3.1 respond to basic questions with single
words or short responses
1 3.5.1.1 use singular and plural nouns,
1
0 including some common irregular plural forms
and high-frequency uncountable nouns
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
I can 3.1.2.1 recognise familiar words with visual
identify support
school 3.2.3.1 respond to basic questions with single
things. words or short responses
1 Use of 3.3.2.1 identify some familiar words and signs
1
1 English: on illustrations /pictures in common everyday
plurals situations
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
 3.1.1.1 recognise the sounds of phonemes and
School again phoneme blends in words
3.2.1.1 pronounce various sounds of
phonemes and phoneme blends using
1 appropriate stress, rhythm, and intonation
1
2 3.3.1.2 identify and read separate sounds
(phonemes) within words, which may be
represented by more than one letter
3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21
– 100 to count
3.1.2.1 recognise familiar words with visual
support
3.2.4.1 provide simple descriptions of people,
Vocabu-
and objects
1 lary: Ad-
3.3.2.1 identify some familiar words and signs 1
3 jectives
on illustrations /pictures in common everyday
SAU №2
situations
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
3.2.3.1 respond to basic questions with single
words or short responses
3.3.2.1 identify some familiar words and signs
CLIL.
1 on illustrations /pictures in common everyday
Sounds and 1
4 situations
words PE.
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
3.4.3.1 create a poster or write a postcard,
using words and simple phrases
The teacher chooses SAT’s Learning
Objectives for Listening, Reading and
Writing that were used during the term.
1
SAT № 1 Speaking should be controlled sepa- 1
5
rately.
The teacher plans the Learning Objectives
responding to the learners' needs.
3.1.2.1 recognise familiar words with visual
support
3.3.2.1 identify some familiar words and signs
on illustrations /pictures in common everyday
1
Checkpoint. situations 1
6
3.4.2.2 use words and short simple phrases to
complete a written text at a sentence level
3.2.2.1 use isolated words and basic
expressions to provide personal information;
II term
Unit 3. People I love (8 hours)
1 3.1.2.1 recognise familiar words with visual 1
7 support
3.3.2.1 identify some familiar words and signs
on illustrations /pictures in common everyday
My family
situations
3.3.2.2 deduce the meaning of a word in a
 picture or icon on a limited range of topics
3.3.5.1 read short, illustrated fiction and non-
fiction stories written in very simple language
using a dictionary
3.1.4.2 understand simple descriptions of
people, actions, and objects with visual
support
My friends 3.2.3.1 respond to basic questions with single
1 words or short responses
1
8 3.3.2.1 identify some familiar words and signs
on illustrations /pictures in common everyday
situations
3.5.1.11 use has got/ have got; there is/are in
a limited range of familiar topics
3.1.4.2 understand simple descriptions of
people, actions, and objects with visual
Saule’s
support
1 friends. Use
3.3.2.2 deduce the meaning of a word in a 1
9 of English:
picture or icon on a limited range of topics
have got/has
3.5.1.11 use has got/ have got in a limited
got
range of familiar topics.
3.1.1.1 recognise the sounds of phonemes and
phoneme blends in words
3.2.1.1 pronounce various sounds of
2 Character
phonemes and phoneme blends using 1
0 masks
appropriate stress, rhythm, and intonation
3.3.1.1 recognise sounds and name the letters
of the alphabet
3.1.4.2 understand simple descriptions of
people, actions, and objects with visual
support
2 Appearance
3.2.3.1 respond to basic questions with single 1
1
words or short responses
3.3.2.2 deduce the meaning of a word in a
picture or icon on a limited range of topiс
3.1.4.2 understand simple descriptions of
people, actions, and objects with visual
support
People’s
3.2.3.1 respond to basic questions with single
appearance
words or short responses
2 and charac-
3.3.2.1 identify some familiar words and signs 1
2 ter.
on illustrations /pictures in common everyday
CLIL: Social
situations
Science
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
2 3.1.1.1 recognise the sounds of phonemes and 1
3 phoneme blends in words;
3.1.2.1 recognise familiar words with visual
Project: My
support;
family Tree.
3.2.3.3 make introductions and requests in
SAU № 3
basic interaction with others
3.3.2.1 identify some familiar words and signs
on illustrations /pictures in common everyday
situations
 3.4.2.2 use words and short simple phrases to
complete a written text at a sentence level
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;
Sounds and 3.1.2.1 recognise familiar words with visual
words. support
Check Point. 3.2.3.3 make introductions and requests in
2 basic interaction with others
1
4 3.3.3.1 understand short, simple instructions
used in familiar everyday contexts
3.5.1.11 use has got/ have got; there is/are in
a limited range of familiar topics
Unit 4. Weather (8 hours)
3.1.2.1 recognise familiar words with visual
support
Seasons and
3.1.4.2 understand simple descriptions of
Weather
people, actions, and objects with visual
support
2 3.2.3.3 make introductions and requests in
1
5 basic interaction with others
3.3.3.1 understand short, simple instructions
used in familiar everyday contexts
3.5.1.4 use common adjectives in descriptions
of people and things and simple feelings with
support
What’s the 3.1.2.1 recognise familiar words with visual
weather like support
today? 3.1.4.2 understand simple descriptions of
CLIL: people, actions, and objects with visual
Science support
2
3.2.3.1 respond to basic questions with single 1
6
words or short responses
3.3.3.1 understand short, simple instructions
used in familiar everyday contexts
3.4.1.1 spell accurately a few high-frequency
words
3.1.2.1 recognise familiar words with visual
What do you support
do on a… 3.2.3.1 respond to basic questions with single
day? words or short responses
2
3.2.3.3 make introductions and requests in 1
7
basic interaction with others
3.3.2.1 identify some familiar words and signs
on illustrations /pictures in common everyday
situations
3.1.1.1 recognise the sounds of phonemes and
phoneme blends in words
Make a 3.2.1.1 pronounce various sounds of
2 kite. phonemes and phoneme blends using
1
8 Sounds and appropriate stress, rhythm, and intonation
Words 3.3.1.2 identify and read separate sounds
(phonemes) within words, which may be
represented by more than one letter
2 3.1.2.1 recognise familiar words with visual 1
 support
3.2.3.1 respond to basic questions with single
Clothes I words or short responses
9 wear. 3.3.5.1 read short, illustrated fiction and non-
SAU № 4 fiction stories written in very simple language
using a dictionary
3.5.1.15 use basic prepositions of time
3.1.4.2 understand simple descriptions of
people, actions, and objects with visual
support
3.2.3.1 respond to basic questions with single
3 What do you words or short responses 1
0 do in winter? 3.3.2.2 deduce the meaning of a word in a
Project: My picture or icon on a limited range of topics
favourite 3.5.1.4 use common adjectives in descriptions
season. of people and things and simple feelings with
support
The teacher chooses SAT’s Learning
SAT №2 Objectives for Listening, Reading and
Writing that were used during the term.
3
Speaking should be controlled sepa- 1
1
rately.
The teacher plans the Learning Objectives
responding to the learners' needs.
3.1.4.2 understand simple descriptions of peo-
ple, actions, and objects with visual support.
3.3.2.1 identify some familiar words and signs
on illustrations /pictures in common everyday
3 Checkpoint.
situations 1
2
3.4.2.1 follow word order rules in short state-
ments
3.2.3.1 respond to basic questions with single
words or short responses

III term
Unit 5. My free time (10 hours)
3.1.2.1 recognise familiar words with visual
I can do this! support;
3.2.2.1 use isolated words and basic
expressions to provide personal information;
3
3.3.1.2 identify and read separate sounds 1
3
(phonemes) within words, which may be
represented by more than one letter;
3.4.5.1 apply basic rules of punctuation (use
capital letters, full stops, and question marks).
3.1.4.1 understand basic personal questions;
My Toys and 3.2.3.1 respond to basic questions with single
3 Sport. I like ... words or short responses;
1
4 3.3.3.2 find out the main points in short simple
descriptions with visual support;
3.5.1.13 use can/ can’t to describe ability.
3 Imperative 3.1.4.2 understand simple descriptions of 1
5 forms(commands people, actions, and objects with visual
 / suggestions). support;
3.2.2.1 use isolated words and basic
expressions to provide personal information;
3.3.3.2 find out the main points in short simple
descriptions with visual support;
3.5.1.13 use can/ can’t to describe ability.
3.1.1.1 recognise the sounds of phonemes and
phoneme blends in words;
Toys 3.2.3.3 make introductions and requests in
Everywhere! basic interaction with others;
3
3.3.2.1 identify some familiar words and signs 1
6
on illustrations /pictures in common everyday
situations;
3.4.2.1. follow word order rules in short
statements.
3.1.4.2 understand simple descriptions of
people, actions, and objects with visual
support;
Free- time 3.2.3.1 respond to basic questions with single
activities. words or short responses;
3
3.3.5.1 read short, illustrated fiction and non- 1
7
fiction stories written in very simple language
using a dictionary;
3.5.1.10 use common present simple forms
contractions on a limited range of familiar
topics.
3.1.4.2 understand simple descriptions of
people, actions, and objects with visual
support;
3.2.3.1 respond to basic questions with single
3 I like playing/ I words or short responses;
1
8 don’t like doing 3.3.3.1 understand short, simple instructions
used in familiar everyday contexts;
3.5.1.10 use common present simple forms
contractions on a limited range of familiar
topics.
3.1.4.2 understand simple descriptions of
Project: My Toy people, actions, and objects with visual
design by support;
Sanzhar 3.2.3.2 make basic requests related to
3 immediate personal needs;
1
9 3.3.2.1 identify some familiar words and signs
on illustrations /pictures in common everyday
situations;
3.4.2.2 use words and short simple phrases to
complete a written text at a sentence level.
CLIL. Geogra- 3.1.2.1 recognise familiar words with visual
phy support;
Safety in the 3.2.3.3 make introductions and requests in
playground. basic interaction with others;
4
3.3.2.2 deduce the meaning of a word in a 1
0
picture or icon on a limited range of topics;
3.5.1.4 use common adjectives in descriptions
of people and things and simple feelings with
support.
 3.1.4.2 understand simple descriptions of
Sounds and people, actions, and objects with visual
words. support;
SAU №5 3.2.3.3 make introductions and requests in
4
basic interaction with others; 1
1
3.2.3.1 respond to basic questions with single
words or short responses;
3.4.2.2 use words and short simple phrases to
complete a written text at a sentence level.
3.2.3.1 respond to basic questions with single
words or short responses;
Check point 3.2.3.2 make basic requests related to
immediate personal needs;
4 3.3.5.1 read short, illustrated fiction and non-
1
2 fiction stories written in very simple language
using a dictionary;
3.5.1.4 use common adjectives in descriptions
of people and things and simple feelings with
support.
Unit 6. Health (10 hours)
3.1.2.1 recognise familiar words with visual
support;
3.2.3.1 respond to basic questions with single
words or short responses;
3.3.3.2 find out the main points in short simple
4 descriptions with visual support;
Body parts 1
3 3.3.4.1 find specific information in different
types of texts (postcards, posters, flyers,
messages, and notices: places, time, and
prices);
3.4.1.1 spell accurately a few high-frequency
words.
3.1.4.2 understand simple descriptions of
people, actions, and objects with visual
Healthy food support;
3.2.3.1 respond to basic questions with single
words or short responses;
3.3.5.1 read short, illustrated fiction and non-
4
fiction stories written in very simple language 1
4
using a dictionary;
3.5.1.7 use demonstrative pronouns this, these,
that, and those to indicate things in closed
questions with support;
3.4.3.1 create a poster or a postcard, using
words and simple phrases.
4 3.1.2.1 recognise familiar words with visual 1
5 Food support;
preferences. Use 3.2.3.1 respond to basic questions with single
of English: words or short responses;
Object pronouns. 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;
3.4.2.2 use words and short simple phrases to
 complete a written text at a sentence level.
3.1.2.1 recognise familiar words with visual
support;
3.2.3.1 respond to basic questions with single
words or short responses;
3.3.1.2 identify and read separate sounds
4 A smoothie
(phonemes) within words, which may be 1
6 shower.
represented by more than one letter;
3.3.3.1 understand short, simple instructions
used in familiar everyday contexts;
3.4.1.1 spell accurately a few high-frequency
words.
3.1.4.1 understand basic personal questions;
Food and drinks. 3.2.3.1 respond to basic questions with single
words or short responses;
3.3.5.1 read short, illustrated fiction and non-
4 fiction stories written in very simple language
1
7 using a dictionary;
3.4.4.1 link ideas with and, but;
3.5.1.10 use common present simple forms and
contractions on a limited range of familiar
topics.
3.1.4.2 understand simple descriptions of
I can talk about people, actions, and objects with visual
food. support;
Use of English: 3.2.4.1 provide simple descriptions of people,
a, an, some any and objects;
3.3.4.1 find specific information in different
4 types of texts (postcards, posters, flyers,
1
8 messages, and notices: places, time, and
prices);
3.4.2.2 use words and short simple phrases to
complete a written text at a sentence level;
3.5.1.10 use common present simple forms and
contractions on a limited range of familiar
topics.
3.1.4.2 understand simple descriptions of
Project: people, actions, and objects with visual
A Day poster support;
by Zhaniya 3.2.4.1 provide simple descriptions of people,
4 and objects;
SAU № 6 1
9 3.3.5.1 read short, illustrated fiction and non-
fiction stories written in very simple language
using a dictionary;
3.4.3.1 create a poster or a postcard, using
words and simple phrases.
3.1.4.2 understand simple descriptions of peo-
CLIL. Science. ple, actions, and objects with visual support
Sounds and 3.3.3.2 find out the main points in short simple
5 words. descriptions with visual support
1
0 3.4.2.2 use words and short simple phrases to
complete a written text at a sentence level
3.2.3.1 respond to basic questions with single
words or short responses
5 3.1.4.2 understand simple descriptions of peo- 1
 SAT № 3 ple, actions, and objects with visual support
3.3.3.2 find out the main points in short simple
descriptions with visual support
1 3.4.2.2 use words and short simple phrases to
complete a written text at a sentence level
3.2.3.1 respond to basic questions with single
words or short responses
3.1.4.2 understand simple descriptions of
people, actions, and objects with visual
support;
3.2.4.1 provide simple descriptions of people,
and objects;
3.3.4.1 find specific information in different
5
Check point types of texts (postcards, posters, flyers, 1
2
messages, and notices: places, time, and
prices);
3.4.2.2 use words and short simple phrases to
complete a written text at a sentence level;
3.4.3.1 create a poster or a postcard, using
words and simple phrases.
IV term
Unit 7. Buildings (8 hours)
3.1.5.1.use contextual clues to predict content
in short, supported talk on a limited range of
familiar topics;
3.2.2.1 use isolated words and basic
My home, expressions to provide personal information;
5
rooms and 3.3.3.2 find out the main points in short simple 1
3
objects descriptions with visual support;
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.
3.1.5.1.use contextual clues to predict content
in short, supported talk on a limited range of
Things in a room familiar topics;
3.2.3.1 respond to basic questions with single
words or short responses;
3.3.4.1 find specific information in different
5 types of texts (postcards, posters, flyers,
1
4 messages, and notices: places, time, and
prices);
3.4.2.2 use words and short simple phrases to
complete a written text at a sentence level;
3.5.1.7 use demonstrative pronouns this, these,
that, and those to indicate things in closed
questions with support.
5 3.1.4.2 understand simple descriptions of 1
5 Location of people, actions, and objects with visual
things. support;
Use of English: 3.2.2.1 use isolated words and basic
plurals. expressions to provide personal information;
3.3.3.2 find out the main points in short simple
descriptions with visual support;
3.4.1.1 spell accurately a few high-frequency
 words;
3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21
– 100.
The cool 3.1.2.1 recognise familiar words with visual
caravan. Use of support;
English: there 3.2.3.1 respond to basic questions with single
is/there are. words or short responses;
5
3.3.1.2 identify and read separate sounds 1
6
(phonemes) within words, which may be
represented by more than one letter;
3.4.1.1 spell accurately a few high-frequency
words.
3.1.4.2 understand simple descriptions of
people, actions, and objects with visual
Parts of a house.
support;
Use of English:
3.2.3.1 respond to basic questions with single
prepositions of
5 words or short responses;
place. 1
7 3.3.3.2 find out the main points in short simple
descriptions with visual support;
3.5.1.12 use basic adverbs of place here/there
to say where things are;
3.5.1.14 use basic prepositions of place.
3.1.4.2 understand simple descriptions of
Project: people, actions, and objects with visual
Buildings in our support;
town 3.2.3.1 respond to basic questions with single
5
words or short responses; 1
8
3.3.3.1 understand short, simple instructions
used in familiar everyday contexts;
3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21
– 100.
3.1.4.2 understand simple descriptions of
people, actions, and objects with visual
support;
3.2.3.1 respond to basic questions with single
words or short responses;
3.3.4.1 find specific information in different
5 CLIL: Math!
types of texts (postcards, posters, flyers, 1
9 SAU № 7
messages, and notices: places, time, and
prices);
3.5.1.11 use has got/ have got; there is/are in a
limited range of familiar topics;
3.5.1.12 use basic adverbs of place here/there
to say where things are.
3.1.4.2 understand simple descriptions of
people, actions, and objects with visual
support;
3.2.2.1 use isolated words and basic
Checkpoint:
6 expressions to provide personal information;
Sounds and 1
0 3.3.5.1 read short, illustrated fiction and non-
words
fiction stories written in very simple language
using a dictionary;
3.4.3.1 create a poster or write a postcard,
using words and simple phrases.
Unit 8. My holidays (8 hours)
 3.1.2.1 recognise familiar words with visual
Family Holidays support;
3.2.3.1 respond to basic questions with single
words or short responses;
3.3.4.1 find specific information in different
6
types of texts (postcards, posters, flyers, 1
1
messages, and notices: places, time, and
prices);
3.4.2.1. follow word order rules in short
statements;
3.5.1.15 use basic prepositions of time.
3.1.2.1 recognise familiar words with visual
support;
3.2.3.1 respond to basic questions with single
Means of
words or short responses;
6 transport
3.3.3.2 find out the main points in short simple 1
2
descriptions with visual support;
3.5.1.4 use common adjectives in descriptions
of people and things and simple feelings with
support.
3.1.5.1.use contextual clues to predict content
in short, supported talk on a limited range of
familiar topics;
Happy 3.2.3.1 respond to basic questions with single
6
Holidays! At the words or short responses; 1
3
Seaside! 3.3.3.2 find out the main points in short simple
descriptions with visual support;
3.5.1.6 use interrogative pronouns who, what,
where, how, and when to ask basic questions.
3.1.2.1 recognise familiar words with visual
support;
3.2.3.1 respond to basic questions with single
Places in a town. words or short responses;
6
Use of English: 3.3.1.2 identify and read separate sounds 1
4
can/can’t. (phonemes) within words, which may be
represented by more than one letter;
3.4.1.1 spell accurately a few high-frequency
words.
Project: 3.1.4.2 understand simple descriptions of
Keep safe, people, actions, and objects with visual
everyone! support;
SAU № 7 3.2.3.1 respond to basic questions with single
words or short responses;
6 3.3.4.1 find specific information in different
1
5 types of texts (postcards, posters, flyers,
messages, and notices: places, time, and
prices);
3.4.1.1 spell accurately a few high-frequency
words;
3.5.1.14 use basic prepositions of place.
6 CLIL: Science 3.1.4.2 understand simple descriptions of 1
6 people, actions, and objects with visual
support;
3.2.3.2 make basic requests related to
immediate personal needs;
 3.3.5.1 read short, illustrated fiction and non-
fiction stories written in very simple language
using a dictionary;
3.4.3.1 create a poster or write a postcard,
using words and simple phrases.
The teacher chooses SAT’s Learning Objec-
SAT № 4 tives for Listening, Reading and Writing that
6 were used during the term. Speaking should
1
7 be controlled separately.
The teacher plans the Learning Objectives
responding to the learners' needs.
3.1.5.1.use contextual clues to predict content
in short, supported talk on a limited range of
familiar topics;
Checkpoint 3.2.3.2 make basic requests related to
immediate personal needs;
6
3.3.4.1 find specific information in different 1
8
types of texts (postcards, posters, flyers,
messages, and notices: places, time, and
prices);
3.4.3.1 create a poster or write a postcard,
using words and simple phrases;