|
№
|
Units/ Changing lessons
Бөлім/ Ауыспалы тақырыптар
|
Theme
Сабақтың
тақырыбы
|
Learning objectives
Оқу
мақсаттары
|
Hours
Сағат
саны
|
Date
Мер-зімі
|
Notes
Ескер-
ту
|
|
1st term 25 hours
|
|
1
|
Unit
1
Our
world
(
13 hours)
|
Welcome
section
|
8.1.10.1-
use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
8.3.7.1-
use appropriate subject-specific vocabulary and syntax to talk about a range
of general topics, and some curricular topics
8.1.10.1-
use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
8.3.7.1-
use appropriate subject-specific vocabulary and syntax to talk about a range
of general topics, and some curricular topics
8.1.9.1
– C9 use imagination to express thoughts, ideas, experiences and feelings
8.1.8.1
– C8 develop intercultural awareness through reading and discussion
8.4.2.1
– R2 understand specific information and detail in texts on a growing range
of familiar
general and curricular
topics, including
some
extended texts of familiar general and curricular topics, including some extended
texts
8.4.8.1
– R8 use familiar and some unfamiliar paper and digital reference resources
to check meaning and
extend
understanding
8.3.3.1
– S3 give an opinion at discourse level on a range of general and curricular
topics
8.5.8.1
– W8 spell most high-frequency vocabulary accurately for a growing range of
familiar general and curricular topics
8.6.15.1
– UE15 use infinitive forms after a limited number of verbs and adjectives;
use gerund forms after a limited variety of verbs and prepositions; use some
prepositional verbs and begin to use common phrasal verbs on a growing range
of familiar general and curricular topics
8.3.1.1
– S1 use formal and informal registers in their talk on a limited range of
general and curricular topics
8.3.7.1
– S7 use appropriate subject-specific vocabulary and syntax to talk about a
growing range of general topics, and some curricular topics
8.6.15.1
– UE15 use infinitive forms after a limited number of verbs and adjectives;
use gerund forms after a limited variety of verbs and prepositions; use some
prepositional verbs and begin to use common phrasal verbs on a growing range
of familiar general and curricular topics
|
1
|
01.09-02.09
|
|
|
2
|
Everyday
objects
|
1
|
04.09-09.09
|
|
|
3
|
Diagnostic
test
The
"no impact" family
|
1
|
|
|
4
|
Language
focus:
Relative
pronouns
|
1
|
|
|
5
|
Pollution
and the environment
|
1
|
11.09-16.09
|
|
|
6
|
Language
focus:
too,
too much, too many, enough, not enough
|
1
|
|
|
7
|
Offering
and asking for help
|
1
|
|
|
8
|
An
environmental problem 1
|
1
|
18.09-23.09
|
|
|
9
|
An
environmental problem 2
Writing
an email
SA for the Unit 1
|
1
|
|
|
10
|
My
county: Our world
|
1
|
|
|
11
|
CLIL
Geography: Sustainable development
|
1
|
25.09-30.09
|
|
|
12
|
Unit
Review 1
|
1
|
|
|
|
13
|
Project:
A blog
|
1
|
|
|
14
|
Daily life and shopping ( 12 hours)
|
The
internet
|
8.6.15.1 – UE15
use infinitive forms after a limited number of verbs and adjectives; use
gerund forms after a limited variety of verbs and prepositions; use some
prepositional verbs and begin to use common phrasal verbs on a growing range
of familiar general and curricular topics
8.5.3.1 – W3
write with moderate grammatical accuracy on a limited range of familiar
general and curricular topics
8.5.8.1 – W5
develop with support coherent arguments supported when necessary
by examples and
reasons for a growing range of written genres in familiar general and
curricular topics
8.6.16.1 – UE16
use a growing variety of conjunctions including since, as to explain
reasons and the structures so ... that, such a ... that in giving
explanations on a range of familiar general and curricular topics
8.4.4.1 – R4
read a growing range of extended fiction and non-fiction texts on familiar
and some unfamiliar general and curricular topics
8.4.2.1 – R2
understand specific information and detail in texts on a growing range of
familiar general and curricular topics, including some extended text of
familiar general and curricular topics, including some extended texts
8.6.15.1 – UE15
use infinitive forms after a limited number of verbs and adjectives; use
gerund forms after a limited variety of verbs and prepositions; use some
prepositional verbs and begin to use common phrasal verbs on a growing range
of familiar general and curricular topics
8.3.6.1 – S6
link comments with some flexibility to what others say at sentence and
discourse level in pair, group and whole class exchanges
8.6.5.1 – UE5
use questions which include a variety of different tense and modal forms on a
range of familiar general and curricular topics
8.2.3.1 – L3
understand with little or no support most of the detail of an argument in
extended talk on a wide range of general and curricular topics
8.5.4.1 – W4 use
with some support style and register appropriate to a limited variety of
written genres on general and curricular topics
8.
5.7.1 – W7 use with minimal support appropriate layout at text level for a
growing range of written genres on familiar general and curricular topics.
|
1
|
02.10-07.10
|
|
|
15
|
Internet
addiction
|
1
|
|
|
16
|
Language
focus:
Present
perfect: regular and irregular verbs
|
1
|
|
|
17
|
Cybercrime
|
1
|
09.10-14.10
|
|
|
18
|
Language
focus:
Present
perfect:
questions
|
1
|
|
|
19
|
Online shopping
|
1
|
|
|
20
|
A
comment on a website 1
|
1
|
16.10-21.10
|
|
|
21
|
A
comment on a website 2
Writing
an opinion comment
SA for unit 2
|
1
|
|
|
22
|
My
country: Daily life and shopping
|
1
|
|
|
23
|
SAW
for the term
|
1
|
25.10-29.10
|
|
|
24
|
Daily
life and shopping
|
1
|
|
|
25
|
Revision
|
1
|
|
|
2nd
term
23 hours
|
|
1
|
Entertainment
and media
(11 hours)
|
Television
|
8.4.1.1
– R1 understand the main points in texts on a limited range of unfamiliar
general and curricular topics, including some extended texts
8.2.7.1
– L7 begin to recognize typical features at word, sentence and text level of
a limited range of spoken genres
8.3.1.1
– S1 use formal and informal registers in their talk on a limited range of
general and curricular topics
8.4.2.1
– R2 understand specific information and detail in texts on a growing
range
of familiar general and curricular topics, including some extended
texts
of familiar general and curricular topics, including some extended texts
8.1.3.1
– C3 respect differing points of view
8.5.1.1
– W1 plan, write, edit and proofread work at text level with some
support
on a range of general and curricular topics
8.5.4.1
– W4 use with some support style and register appropriate to a
limited
variety of written genres on general and curricular topics
8.2.1.1 – L1
understand with little or no support the main points in extended talk on a
wide range of general and curricular topics
8.4.2.1 – R2
understand specific information and detail in texts on a growing range of
familiar general and curricular topics, including some extended texts of
familiar general and curricular topics, including some extended texts
8.5.3.1
– W3 write with moderate grammatical accuracy on a limited range of familiar
general and curricular topics
8.5.8.1 – W5 develop with support coherent arguments
supported when necessary
by
examples and reasons for a growing range of written genres in familiar
general and curricular topics
8.6.16.1
– UE16 use a growing variety of conjunctions including since, as to
explain reasons and the structures so ... that, such a ... that in
giving explanations on a range of familiar general and curricular topics
|
1
|
06.11-11.11
|
|
|
22
|
Reality
TV
|
1
|
|
|
3
|
Language
focus:
Past
simple
|
1
|
|
|
4
|
On TV;
Past tenses
|
1
|
13.11-18.11
|
|
|
5
|
My news
|
1
|
|
|
6
|
A news
article
|
1
|
|
|
7
|
My
country: Entertainment and media
|
1
|
20.11-25.11
|
|
|
8
|
|
9
|
CLIL
Technology: Television
|
1
|
|
|
10
|
Unit Review
SA for the Unit
3
|
1
|
|
|
11
|
Project:
A TV programme
|
1
|
27.11-02.12
|
|
|
12
|
Sport,
health and exercise
(12
hours)
|
Adjectives:
personality
|
8.1.7.1 – C7
develop and sustain a consistent argument when speaking or writing
8.3.3.1 – S3
give an opinion at discourse level on a range of general and curricular
topics
8.1.10.1 – C10
use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
8.5.7.1
– W7 use with minimal support appropriate layout at text level for a growing
range of written genres on familiar general and curricular topics
8.4.1.1 – R1
understand the main points in texts on a limited range of unfamiliar general
and curricular topics, including some extended texts
8.4.2.1 – R2
understand specific information and detail in texts on a growing range of
familiar general and curricular topics, including some extended texts of
familiar general and curricular topics, including some extended texts
8.3.5.1 – S5
interact with peers to negotiate, agree and organize priorities and
plans for completing classroom tasks with peers to negotiate
8.1.7.1 – C7
develop and sustain a consistent argument when speaking or writing
8.5.1.1 – W1
plan, write, edit and proofread work at text level with some support on a
range of general and curricular topics
8.5.3.1
– W3 write with moderate grammatical accuracy on a limited range of familiar
general and curricular topics
8.1.3.1
– C3 respect differing points of view
8.3.4.1
– S4 respond with some flexibility at both sentence and discourse level to
unexpected comments on a range of general and curricular topics
|
1
|
|
|
13
|
Sports
superstars
|
1
|
|
|
14
|
Language
focus:
Present
perfect + still, yet, just and already
Language
focus:
Present
perfect and past simple
|
1
|
04.12-09.12
|
|
|
15
|
Nouns
and adjectives: personal qualities
|
1
|
|
|
|
16
|
Identifying
and describing people
|
1
|
|
|
17
|
A
biography
|
1
|
11.12-15.12
|
|
|
18
|
My
country: Sport, health and exercise SA for the unit 2
|
1
|
|
|
19
|
CLIL
Language and literature: Newspapers
|
1
|
|
|
20
|
Skills
round-up: Welcome - Unit 4
|
1
|
19.12-23.12
|
|
|
21
|
SAW
for the term 2
|
1
|
|
|
22
|
|
Review
|
8.3.5.1
– S5 interact with peers to negotiate, agree and organize priorities and
plans for completing classroom tasks with peers
8.3.7.1
– S7 use appropriate subject-specific vocabulary and syntax to talk about a
growing range of general topics, and some curricular topics
8.1.7.1
– C7 develop and sustain a consistent argument when speaking or writing
|
1
|
|
|
23
|
Unit
revision
|
1
|
25.12-29.12
|
|
|
3d
term
32 hours
|
|
1
|
Unit
5:
Reading
for Pleasure
(10
hours)
|
Learners
read non-fiction books in Kazakh, English, Russian languages
|
8.5.3.1
– W3 write with moderate grammatical accuracy on a limited range of familiar
general and curricular topics
8.5.8.1
– W8 spell most high-frequency vocabulary accurately for a growing range of
familiar general and curricular topics
8.2.7.1 – L7
begin to recognize typical features at word, sentence and text level
of a limited range of spoken genres
8.3.7.1
- use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics
8.4.2.1
- understand specific information and detail in texts on a growing range of
familiar general and curricular topics, including some extended texts;
8.3.5.1
- interact with peers to negotiate, agree and organize priorities and plans
for completing classroom tasks;
8.3.7.1
- use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics
8.2.5.1
- recognize the opinion of the speaker(s) with little or no support in
extended talk on a wide range of general and curricular topics
8.5.6.1
- link, independently, sentences into coherent paragraphs using a variety of
basic connectors on a range of familiar general topics and some curricular
topics
8.3.5.1
- interact with peers to negotiate, agree and organize priorities and plans
for completing classroom tasks;
8.1.1.1 - use
speaking and listening skills to solve problems creatively and cooperatively
in groups;
8.1.10.1
- use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
8.3.7.1
- use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics
8.3.7.1
- use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics
8.2.5.1
- recognize the opinion of the speaker(s) with little or no support in
extended talk on a wide range of general and curricular topics
8.2.7.1 – L7
begin to recognize typical features at word, sentence and text level
of a limited range of spoken genres
8.3.7.1
- use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics
|
1
|
08.01-13.01
|
|
|
2
|
Learners
read non-fiction books in Kazakh, English, Russian languages
|
1
|
|
|
3
|
Learners
read non-fiction books in Kazakh, English, Russian languages
|
1
|
|
|
4
|
Summarizing
the chosen books
|
1
|
15.01-20.01
|
|
|
5
|
Summarizing
the chosen books
|
1
|
|
|
6
|
Summarizing
the chosen books
|
1
|
|
|
7
|
Different
activities, based on the content of the books
|
1
|
22.01-27.01
|
|
|
8
|
Different
activities, based on the content of the books
|
1
|
|
|
9
|
|
Different
activities, based on the content of the books
|
1
|
|
|
10
|
Unit
revision
|
1
|
29.01-03.02
|
|
|
11
|
Unit
6:
The
Natural World
(12 hours)
|
Learning
about geographical
features
of Kazakhstan
|
8.2.2.1
– L2 understand with little or no support most specific information in
extended talk on a wide range of general and curricular topics
8.4.2.1
– R2 understand specific information and detail in texts on a growing range
of familiar general and curricular topics, including some extended
texts
8.4.4.1
– R4 read a growing range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topics
8.6.12.1
– UE12 use comparative degree adverb structures not as quickly as/far less
quickly with regular and irregular adverbs. Use an increased variety of
pre-verbal, post-verbal and end-position adverbs on a range of familiar
general and curricular topics
8.3.7.1
– S7 use appropriate subject-specific vocabulary and syntax to talk about a
growing range of general topics, and some curricular topics
8.6.15.1
– UE15 use infinitive forms after a limited number of verbs and adjectives;
use gerund forms after a limited variety of verbs and prepositions; use some
prepositional verbs and begin to use common phrasal verbs on a growing range
of familiar general and curricular topics
8.3.6.1
– .S6 link comments with some flexibility to what others say at sentence and
discourse level in pair, group and whole class exchanges
8.5.3.1
– W3 write with moderate grammatical accuracy on a limited range of familiar
general and curricular topics
8.6.10.1 – UE 10
- use present continuous forms for present and future meaning and past
continuous, including some passive forms, on a range of familiar general and
curricular topics;
8.6.10.1 – UE 10
- use present continuous forms for present and future meaning and past
continuous, including some passive forms, on a range of familiar general and
curricular topics
8.6.10.1
– UE 10 - use present continuous forms for present and future meaning and
past continuous, including some passive forms, on a range of
familiar general
and curricular topics;
8.3.7.1S7
– use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics
8.4.4.1R4
- read a growing range of extended fiction and non-fiction texts on familiar
and some unfamiliar general and curricular topics
8.3.7.1
- use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics
8.4.2.1
- understand specific information and detail in texts on a growing range of
familiar general and curricular topics, including some extended texts;
8.3.5.1
- interact with peers to negotiate, agree and organize priorities and plans
for completing classroom tasks;
|
1
|
|
|
12
|
Learning
about geographical
features
of Kazakhstan
|
1
|
|
|
13
|
Learning
about world heritage sites around the world
|
1
|
05.02-10.02
|
|
|
14
|
Learning
about world heritage sites around the world (this relates to geography
and biology)
|
1
|
|
|
15
|
Learning
about a world heritage site in Kazakhstan
|
1
|
|
|
16
|
Learning
about a world heritage site in Kazakhstan
|
1
|
12.02-17.02
|
|
|
17
|
Learning
about a world heritage site in Kazakhstan
|
1
|
|
|
18
|
Reading
a newsletter on Our Endangered Planet
|
1
|
|
|
19
|
Learning
how to write a campaign letter
|
1
|
19.02-24.02
|
|
|
20
|
Learning
how to write a campaign letter
SA
for the Unit 5 and 6
|
1
|
|
|
21
|
Learning
about the environment through learning about the saiga (this relates
to geography and
biology)
|
1
|
|
|
22
|
Unit revision
|
1
|
26.02-02.03
|
|
|
23
|
Unit
7:
Travel
and Transport
(10 hours)
|
Looking
at modes of transport
Learning
about signs and the language of signs
|
8.6.2.1UE2
– use a growing variety of quantifiers for countable and uncountable nouns
including several, plenty, a large/small number/amount on a range of
familiar general and curricular topics
8.4.2.1R2
– understand specific information and detail in texts on a growing range of
familiar general and curricular topics, including some extended texts
8.1.3.1C3
– respect differing points of view
8.1.8.1
C8 – develop intercultural awareness through reading and discussion
8.6.15.1UE15
– use infinitive forms after a limited number of verbs and adjectives; use
gerund forms after a limited variety of verbs and prepositions; use some
prepositional verbs and begin to use common phrasal verbs on a growing range
of familiar general and curricular topics 8.2.2.1L2 – understand with little
or no support most specific information in extended talk on a wide range of
general and curricular topics
8.1.1.1C1
– use speaking and listening skills to solve problems creatively and
cooperatively in groups
8.3.5.1S5 –
interact with peers to negotiate, agree and organize priorities and plans for
completing classroom tasks
8.4.4.1R4
– read a growing range of extended fiction and non-fiction texts on familiar
and some unfamiliar general and curricular topics
8.3.5.1S5
– interact with peers to negotiate, agree and organize priorities and plans
for completing classroom tasks
8.4.4.1R4
– read a growing range of extended fiction and non-fiction texts on familiar
and some unfamiliar general and curricular topics
8.3.5.1S5 –
interact with peers to negotiate, agree and organize priorities and plans for
completing classroom tasks
8.4.3.1
– understand the detail of an argument on a range of familiar general and
curricular topics, including some extended texts
8.4.6.1
– - recognize the attitude or opinion of the writer on a growing range of
unfamiliar general and curricular topics, including some extended texts
8.1.3.1
– respect differing points of view
8.1.4.1
– evaluate and respond constructively to feedback from others
8.3.5.1
– interact with peers to negotiate, agree and organize priorities and plans
for completing classroom tasks
8.2.3.1
(8.L3) Understand with little or no support most of the detail of an
argument
in extended talk on a wide range of general and curricular topics
8.4.3.1
(8.R3) Understand the detail of an argument on a range of familiar general
and curricular topics, including some extended texts
8.4.8.1
– use familiar and some unfamiliar paper and digital reference resources to
check meaning and extend understanding
8.5.1.1
– plan, write, edit and proofread work at text level with little support on a
growing range of general and curricular topics
8.3.3.1
– give an opinion at discourse level on a wide range of general and
curricular
topics
8.3.7.1
– use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics
8.5.8.1 – spell
most high-frequency vocabulary accurately for a range of familiar general
topics
|
1
|
|
|
24
|
Learning
about signs and the language of signs
|
1
|
|
|
25
|
Learning
about signs and the language of signs
|
1
|
04.03-09.03
|
|
|
26
|
Creating
a survey about commuting to school, either for the
class
or the whole school (this relates to geography and computer science)
|
1
|
|
|
27
|
Creating
a survey about commuting to school, either for the
class
or the whole school (this relates to geography and computer science)
|
1
|
|
|
|
28
|
Discussion
on travelling in and around Kazakhstan
SA for the Unit 7
|
1
|
11.03-16.03
|
|
|
29
|
Writing
an account of a journey in or across Kazakhstan Reading about mysterious
places around the world
|
1
|
|
|
30
|
Writing
an account of a journey in or across Kazakhstan Reading about mysterious
places around the world
Summative
control work for the 3d term
|
1
|
|
|
31
|
Unit
Review 7.
|
1
|
18.03-20.03
|
|
|
32
|
Unit revision
|
1
|
|
|
|
4th
term (22 hours)
|
|
1
|
Unit
8:
Food
and Drink
( 9 hours)
|
Focusing
on food in
Kazakhstan
|
8.5.3.1 (8.W3) Write
with moderate grammatical accuracy on a growing range of familiar general and
curricular topics.
8.W8
Spell most high-frequency vocabulary accurately for a range
of
familiar general and curricular topics.
8.3.3.1 (8.S3)
Give an opinion at discourse level on a wide range of general and curricular
topics.
8.4.6.1
– recognize the attitude or opinion of the writer on a growing range of
unfamiliar general and curricular topics, including some extended texts
8.2.3.1
– understand with little or no support most of the detail of an argument in
extended talk on a wide range of general and curricular topics
8.5.1.1
– plan, write, edit and proofread work at text level with little support on a
growing range of general and curricular topics
8.5.6.1
– link, independently, sentences into coherent paragraphs using a variety of
basic connectors on a range of familiar general topics and some curricular
topics
8.5.9.1 –
punctuate written work at text level on a range of familiar general and
curricular topics with growing accuracy
8.3.6.1
– link comments with some flexibility to what others say at sentence and
discourse level in pair, group and whole class exchanges
8.1.3.1
– respect differing points of view
8.1.4.1
– evaluate and respond constructively to feedback from others
8.4.6.1 –
recognize the attitude or opinion of the writer on a growing range of
unfamiliar general and curricular topics, including some extended texts
8.1.5.1C5 - use feedback to set personal learning objectives; 8.2.1.1L1 -
understand with little or no support the main points in extended talk on a
wide range of general and curricular topics;
8.2.6.1
– deduce meaning from context with little or no support in extended talk on a
growing range of general and curricular topics
8.4.2.1-
understand specific information and detail in texts on a growing range of
familiar general and curricular topics, including some extended texts
8.4.2.1
– understand specific information and detail in texts on a growing range of
familiar general and curricular topics, including some extended texts
8.4.2.1
– understand specific information and detail in texts on a growing range of
familiar general and curricular topics, including some extended texts
8.6.3.1
– use a growing variety of compound adjectives and adjectives as participles
and some comparative structures including not as…as, much
…than
to indicate degree on a range of familiar general and curricular topics
8.6.14.1
– use some prepositions before nouns and adjectives; use prepositions as,
like to indicate manner; use dependent prepositions following adjectives on a
range of familiar general and curricular topics
8.3.3.1
– give an opinion at discourse level on a wide range of general and
curricular topics
8.6.5.1
–use questions which include a variety of different tense and modal forms on
a range of familiar general and curricular topics
8.6.7.1
–- use a variety of simple perfect forms to express recent, indefinite and
unfinished past on a range of familiar general and curricular topics
8.3.1.1
–use formal and informal registers in their talk on a growing range of
general and curricular topics
8.3.7.1
– use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics
8.5.4.1
–use with some support style and register appropriate to a variety of written
genres on general and curricular topics
8.4.7.1 –recognize
typical features at word, sentence and text level in a range of written
genres
|
1
|
01.04-06.04
|
|
|
2
|
Making
a class chart and looking at break-fasts around the world
|
1
|
|
|
|
3
|
Healthy
food (this relates to maths and biology)
|
1
|
08.04-13.04
|
|
|
4
|
Drama:
role-playing a fictitious family meal and/or a scene in a restaurant
|
1
|
|
|
5
|
Drama:
role-playing a fictitious family meal and/or a scene in a restaurant
|
1
|
|
|
6
|
Looking
at “Food for
thought”
and the role of Oxfam
|
1
|
15.04-20.04
|
|
|
7
|
Learning
how to make a leaflet using a word processor, digital camera,
desktop or other hardware etc (this relates to computer science)
SA
for the Unit 8
|
1
|
|
|
8
|
Planning
a birthday or celebration party
|
1
|
|
|
9
|
Unit revision
|
1
|
22.04-27.04
|
|
|
10
|
Unit
9:
The
World of Work (13
hours)
|
Learning about
different jobs and careers; attending talks on careers by visitors to
the school
|
8.1.8.1
–intercultural awareness through reading and discussion
8.2.1.1
–understand with little or no support the main points in extended talk on a
wide range of general and curricular topics
8.2.6.1
–deduce meaning from context with little or no support in extended talk on a
growing range of general and curricular topics
8.4.1.1
–understand the main points in texts on a growing range of unfamiliar general
and curricular topics, including some extended texts
8.4.2.1
– understand specific information and detail in texts on a growing range of
familiar general and curricular topics, including some extended texts
8.3.1.1
– use formal and informal registers in their talk on a growing range of
general and curricular topics
8.1.10.1
– use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
8.5.6.1
– link, independently, sentences into coherent paragraphs using a variety of
basic connectors on a range of familiar general topics and some curricular
topics
8.2.2.1
– understand with little or no support most specific information in extended
talk on a wide range of general and curricular topics
8.4.6.1
– recognize the attitude or opinion of the writer on a growing range of
unfamiliar general and curricular topics, including some extended texts
8.4.2.1
– understand specific information and detail in texts on a growing range of
familiar general and curricular topics, including some extended texts
8.3.1.1
– use formal and informal registers in their talk on a growing range of
general and curricular topics
8.3.6.1
– link comments with some flexibility to what others say at sentence and
discourse level in pair, group and whole class exchanges
8.3.7.1
- use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics
8.4.2.1
- understand specific information and detail in texts on a growing range of
familiar general and curricular topics, including some extended texts;
8.3.5.1
- interact with peers to negotiate, agree and organize priorities and plans
for completing classroom tasks;
8.3.7.1
- use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics
8.2.5.1
- recognize the opinion of the speaker(s) with little or no support in
extended talk on a wide range of general and curricular topics
8.5.6.1
- link, independently, sentences into coherent paragraphs using a variety of
basic connectors on a range of familiar general topics and some curricular
topics
8.3.5.1
- interact with peers to negotiate, agree and organize priorities and plans
for completing classroom tasks;
8.1.1.1
- use speaking and listening skills to solve problems creatively and
cooperatively in groups;
8.4.1.1
– understand the main points in texts on a growing range of unfamiliar
general and curricular topics, including some extended texts
8.4.5.1
– deduce meaning from context in short texts and some extended texts on a
growing range of familiar general and curricular topics
8.6.15.1
– use infinitive forms after a limited number of verbs and adjectives; use
gerund forms after a limited variety of verbs and prepositions; use some
prepositional verbs and begin to use common phrasal verbs on a growing range
of familiar general and curricular topics
|
1
|
|
|
|
11
|
Learning
about different jobs and careers
|
1
|
|
|
12
|
Discussing
the advantages and disadvantages of taking a gap year
|
1
|
29.04-04.05
|
|
|
13
|
Discussing
the advantages and disadvantages of taking a gap year
|
1
|
|
|
14
|
Looking
at part-time jobs for young people
|
1
|
|
|
15
|
Looking
at part-time jobs for young people
|
1
|
08.05-13.05
|
|
|
16
|
Listening
to an interview, role-playing an interview then
reporting
back on it
|
1
|
|
|
17
|
Listening
to an interview, role-playing an interview then
reporting
back on it
|
1
|
|
|
|
18
|
Revisiting
our dreams for the future
SA for the Unit
|
1
|
15.05-20.05
|
|
|
19
|
Review Unit 9
|
1
|
|
|
20
|
Summative
control work for the 4th term
|
1
|
|
|
21
|
Optional
Secret Agents! Project
|
1
|
22.05-25.05
|
|
|
|
|
22
|
Unit revision
|
1
|
|
|
Total:
102
Annotation:
Summative control work for the Unit -20 minutes
Summative control work for the Term – 45 minutes
|
|
|
|
|
|
|
|
|
аудиоформат
25 минут
72 минуты
21 минута
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