Newsletter- Ordibehesht98- Ms. Malek

·        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