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№ |
№ |
Theme |
Hours |
Strands/Learningobjectives |
Date |
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А |
Б |
В |
Г |
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1 term (24 hours) |
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Unit 1. Our World |
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1 |
1 |
Our World. Natural disasters.
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1 |
8.1.2.1 use speaking and listening skills to provide sensitive feedback to peers 8.1.3.1 respect differing points of view 8.1.4.1 evaluate and respond constructively to feedback from others 8.1.5.1 use feedback to set personal learning objectives 8.1.7.1 develop and sustain a consistent argument when speaking or writing 8.1.8.1 develop intercultural awareness through reading and discussion 8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 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 8.2.3.1 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 8.2.7.1 recognise typical features at word, sentence and text level of a growing range of spoken genres 8.3.1.1 use formal and informal registers in their talk 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 8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics 8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 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 growing range of general topics, and some 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 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 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 8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics 8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and 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 8.5.7.1 use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics 8.5.8.1 spell most high-frequency vocabulary accurately for a range of familiar 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 8.6.9.1 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a 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 8.6.16.1 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 |
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2 |
2 |
Our world: global issues.
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1 |
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3 |
3 |
Solutions to global issues, natural disasters.
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1 |
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4 |
4 |
Global citizenships
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1 |
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5 |
5 |
Natural disasters and grammar
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1 |
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6 |
6 |
Role Play
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1 |
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7 |
7 |
Writing a short story about an eco-friendly building
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1 |
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8 |
8 |
The importance of being a global citizen
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1 |
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9 |
9 |
Solutions to a problem of the Natural Disasters
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1 |
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10 |
10 |
Environment Vocabulary
|
1 |
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11 |
11 |
Quiz. Natural disasters.
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1 |
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12 |
12 |
SAU1. Unit revision. |
1 |
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Unit 2. Daily Life and Shopping |
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13 |
1 |
Daily routines and free-time activities
|
1 |
8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 8.1.3.1 respect differing points of view 8.1.4.1 evaluate and respond constructively to feedback from others 8.1.5.1 use feedback to set personal learning objectives 8.1.8.1 develop intercultural awareness through reading and discussion 8.2.1.1understand with little or no support the main points in extended talk on a wide range of general and 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 8.2.3.1 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 8.2.7.1 recognise typical features at word, sentence and text level of a growing range of spoken genres 8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 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 8.3.8.1 recount some extended stories and events 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 8.4.3.1 understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended text 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 8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics 8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar 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 8.6.10.1 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 8.6.11.1 use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of familiar general and curricular topics 8.6.12.1 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 8.6.15.1 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 8.6.16.1 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 |
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|
14 |
2 |
Daily life
|
1 |
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|
15 |
3 |
Leisure activities & chores
|
1 |
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16 |
4 |
Stative verbs
|
1 |
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|
17 |
5 |
Clothing and shoes. Role Play
|
1 |
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|
18 |
6 |
Practicing intonation in questions
|
1 |
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|
19 |
7 |
Making a list of the weekly expenditures
|
1 |
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|
20 |
8 |
Shopping Habits
|
1 |
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|
21 |
9 |
Project work Green issue Green Roofs
|
1 |
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||||
|
22 |
10 |
SAU2. Unit revision
|
1 |
|
|
|
|
||||
|
23 |
11 |
Summative Assessment for the 1 Term
|
1 |
|
|
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|
||||
|
24 |
12 |
Revision |
1 |
|
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||||
|
2 term (24 hours) |
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|
Unit 3. Entertainment and Media |
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||||||||||
|
25 |
1 |
Entertainment
|
1 |
8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 8.1.3.1 respect differing points of view 8.1.4.1 evaluate and respond constructively to feedback from others 8.1.8.1 develop intercultural awareness through reading and discussion 8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 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 8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 8.2.6.1 deduce meaning from context with little or no support in extended talk on a growing range of 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 8.3.3.1 give an opinion at discourse level on a wide 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 8.4.1.1 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 8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics 8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar 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 8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and 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 8.5.5.1 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 8.5.6.1 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 8.5.7.1 use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics 8.5.8.1 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 8.6.1.1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 8.6.2.1 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 8.6.3.1 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 8.6.5.1 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 8.6.13.1 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics 8.6.14.1 use 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 8.6.15.1 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 8.6.17.1 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics |
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|
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|
26 |
2 |
Entertainment: water attraction
|
1 |
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|
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||||
|
27 |
3 |
TV & the media
|
1 |
|
|
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||||
|
28 |
4 |
Create and present a TV guide
|
1 |
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|
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||||
|
29 |
5 |
Festivals around the world
|
1 |
|
|
|
|
||||
|
30 |
6 |
Writing a short text about a cultural festival
|
1 |
|
|
|
|
||||
|
31 |
7 |
Role play
|
1 |
|
|
|
|
||||
|
32 |
8 |
Preparing a monologue
|
1 |
|
|
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|
||||
|
33 |
9 |
Writing an email reviewing a concert
|
1 |
|
|
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|
||||
|
34 |
10 |
Presenting an Advert about Celebration Holidays
|
1 |
|
|
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|
||||
|
35 |
11 |
What can you do to help animals like Mitsos?
|
1 |
|
|
|
|
||||
|
36 |
12 |
SAU3. Unit Revision |
1 |
|
|
|
|
||||
|
Unit 4. Sport, Health and Exercise |
|||||||||||
|
37 |
1 |
Sport
|
1 |
8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 8.1.3.1 respect differing points of view 8.1.7.1 develop and sustain a consistent argument when speaking or writing 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 8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.2.4.1 understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics 8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 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 8.4.3.1 understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts 8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics 8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics 8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics 8.5.5.1 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 8.5.6.1 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 8.6.8.1 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics 8.6.10.1 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 8.6.12.1 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 8.6.13.1 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a 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 8.6.17.1 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference] use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics |
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|
38 |
2 |
Grammar. Compound Nouns
|
1 |
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|
39 |
3 |
Places related to sports
|
1 |
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|
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|
40 |
4 |
Grammar: will/be going to
|
1 |
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|
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|
41 |
5 |
Grammar: conditionals
|
1 |
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|
42 |
6 |
Phrasal verbs with “put” Prepositional phrases
|
1 |
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|
|
|
||||
|
43 |
7 |
Advice about staying healthy and active
|
1 |
|
|
|
|
||||
|
44 |
8 |
The value of fitness
|
1 |
|
|
|
|
||||
|
45 |
9 |
Design a schedule for a Sports Day.
|
1 |
|
|
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|
||||
|
46 |
10 |
SAU4. Unit Revision
|
1 |
|
|
|
|
||||
|
47 |
11 |
Summative Assessment for the 2 Term |
1 |
|
|
|
|
||||
|
48 |
12 |
Revision |
1 |
|
|
|
|
||||
|
3 term (30hours) |
|||||||||||
|
Unit 5. Reading for Pleasure |
|||||||||||
|
49 |
1 |
General adjectives used to describe non-fictional characters
|
1 |
8.1.3.1 respect differing points of view 8.1.7.1 develop and sustain a consistent argument when speaking or writing 8.1.8.1 develop 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 8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 8.3.2.1 ask more complex questions to get information about a growing range of general topics and some curricular topics 8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics 8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics 8.3.8.1 recount some extended stories and events on a 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 8.4.3.1 understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 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 8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 8.4.7.1 recognise typical features at word, sentence and text level in a range of written genres 8.4.9.1 begin to recognise inconsistencies in argument in short texts on a limited range of general and curricular subjects 8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics 8.5.5.1 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 8.5.6.1 link independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 8.6.8.1 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics 8.6.9.1 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics 8.6.11.1 use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of familiar general and curricular topics 8.6.12.1 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 8.6.14.1 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 8.6.16.1 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 |
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|
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|
|||
|
50 |
2 |
Adverbs for talking about sequence of events
|
1 |
|
|
|
|
||||
|
51 |
3 |
Character and plot vocabulary
|
1 |
|
|
|
|
||||
|
52 |
4 |
Narrative sequencing words
|
1 |
|
|
|
|
||||
|
53 |
5 |
Drawing a comic strip of a story
|
1 |
|
|
|
|
||||
|
54 |
6 |
Quantifiers
|
1 |
|
|
|
|
||||
|
55 |
7 |
The importance of reading
|
1 |
|
|
|
|
||||
|
56 |
8 |
Vocabulary related to explaining character
|
1 |
|
|
|
|
||||
|
57 |
9 |
Wild flowers in Kazakhstan
|
|
|
|
|
|
||||
|
58 |
10 |
Fashion. |
1 |
|
|
|
|
||||
|
Unit 6. The Natural World |
|
||||||||||
|
59 |
1 |
The Natural World
|
1 |
8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 8.1.2.1 use speaking and listening skills to provide sensitive feedback to peers 8.1.3.1 respect differing points of view 8.1.7.1 develop and sustain a consistent argument when speaking or writing 8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 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 8.2.2.1 understand with little or no support most specific information 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 8.2.7.1 begin to recognise typical features at word, sentence and text level of a growing range of spoken genres 8.2.8.1 understand extended narratives on a wide range of 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 8.3.2.1 ask more complex questions to get information about a growing range of general topics and some curricular topics 8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics 8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics 8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 8.3.8.1 recount some extended stories and events on a 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 8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics 8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 8.4.7.1 recognise typical features at word, sentence and text level in a range of written genres 8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding 8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics 8.5.5.1 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 8.5.6.1 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 8.5.7.1 use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics 8.5.8.1 spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics 8.5.9.1 punctuate written work at text level on a range of familiar general and curricular topics with growing accuracy 8.6.1.1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 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 8.6.4.1 use an increased variety of determiners including all, half, both [of] in pre-determiner function on a range of familiar general and curricular topics 8.6.6.1 use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few 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 |
|
|
|
|
|||
|
60 |
2 |
Animals vocabulary
|
1 |
|
|
|
|
||||
|
61 |
3 |
Presentation the tenses of the passive
|
1 |
|
|
|
|
||||
|
62 |
4 |
Simple uses of passive structure
|
1 |
|
|
|
|
||||
|
63 |
5 |
Present and past simple uses of passive structure
|
1 |
|
|
|
|
||||
|
64 |
6 |
Types of instrument
|
1 |
|
|
|
|
||||
|
65 |
7 |
Reading for cohesion and coherence
|
1 |
|
|
|
|
||||
|
66 |
8 |
The importance of places of natural beauty
|
1 |
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67 |
9 |
Signs relating to travel to locations
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1 |
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68 |
10 |
SAU5. Unit revision |
1 |
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Unit 7. Travel and Transport |
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69 |
1 |
Introductionof the vocabulary for sightseeing and means of transport
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1 |
8.1.2.1 use speaking and listening skills to provide sensitive feedback to peers 8.1.3.1 respect differing points of view 8.1.5.1 use feedback to set personal learning objectives 8.1.7.1 develop and sustain a consistent argument when speaking or writing 8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 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 8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.2.4.1 understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics 8.2.8.1 understand extended narratives on a wide 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 8.3.5.1 interact with peers to negotiate, agree and organise 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 8.4.1.1 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 8.4.4.1 read and understand a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 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 8.4.8.1 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 8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and 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 8.5.6.1 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 8.5.8.1 spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics 8.5.9.1 punctuate written work at text level on a range of familiar general and curricular topics with growing accuracy 8.6.5.1 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 8.6.9.1 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics 8.6.13.1 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics 8.6.14.1 use 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 |
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70 |
2 |
Write an email about a trip to London
|
1 |
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71 |
3 |
Modals. Word formation (negative adjectives beginning with im-/in-/il-)
|
1 |
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72 |
4 |
Phrasal verbs with make
|
1 |
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73 |
5 |
Transport around the world
|
1 |
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|
74 |
6 |
The airport terminals in your country
|
1 |
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75 |
7 |
The value of being a responsible tourist.
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1 |
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76 |
8 |
The value of being a responsible tourist. SAU6.
|
1 |
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||||
|
77 |
9 |
Summative Assessment for the 3 Term
|
1 |
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||||
|
78 |
10 |
Revision |
1 |
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4 term (24 hours) |
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Unit 8. Food and Drink |
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|
79 |
1 |
Foods and drinks
|
1 |
8.1.2.1 use speaking and listening skills to provide sensitive feedback to peers 8.1.3.1 respect differing points of view 8.1.4.1 evaluate and respond constructively to feedback from others 8.1.5.1 use feedback to set personal learning objectives 8.1.8.1 develop intercultural awareness through reading and discussion 8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 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 8.2.3.1 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 8.2.4.1 understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics 8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 8.2.6.1 deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics 8.3.2.1 ask more complex questions to get information about a growing range of general topics and some curricular topics 8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics 8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 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 8.3.8.1 recount some extended stories and events on a 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 8.4.3.1 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topic 8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 8.4.7.1 recognise typical features at word, sentence and text level in a range of written genres 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 8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics 8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and 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 8.6.2.1 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 8.6.3.1 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 8.6.4.1 use an increased variety of determiners including all, half, both [of] in pre-determiner function on a range of familiar general and curricular topics 8.6.8.1 use a growing variety of future forms including present continuous and present simple with future meaning 8.6.9.1 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics 8.6.10.1 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 8.6.13.1 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a 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 |
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|
|||
|
80 |
2 |
Cooking methods
|
1 |
|
|
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|
||||
|
81 |
3 |
Food festivals
|
1 |
|
|
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|
||||
|
82 |
4 |
A festival calendar
|
1 |
|
|
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|
||||
|
83 |
5 |
Phrasal verbs with “break”
|
1 |
|
|
|
|
||||
|
84 |
6 |
Everyday English
|
1 |
|
|
|
|
||||
|
85 |
7 |
Comparing breakfast habits of two countries (UK, KZ)
|
1 |
|
|
|
|
||||
|
86 |
8 |
Across Cultures
|
1 |
|
|
|
|
||||
|
87 |
9 |
Measurements
|
1 |
|
|
|
|
||||
|
88 |
10 |
Writing an email
|
1 |
|
|
|
|
||||
|
89 |
11 |
Green Fitness Programme
|
1 |
|
|
|
|
||||
|
90 |
12 |
SAU7. Unit revision |
1 |
|
|
|
|
||||
|
Unit 9. The World of Work |
|
||||||||||
|
91 |
1 |
Work
|
1 |
8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 8.1.3.1 respect differing points of view 8.1.6.1 organise and present information clearly to others 8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 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 8.2.7.1 recognise typical features at word, sentence and text level of a growing range of spoken genres 8.2.8.1 understand extended narratives on a wide range of general and curricular topics 8.3.2.1 ask more complex questions to get information about a growing range of general topics and some curricular topics 8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics 8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics 8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 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 8.3.8.1 recount some extended stories and events on a 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 8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 8.4.9.1 begin to recognise inconsistencies in argument in short texts on a limited range of general and curricular subjects 8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics 8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar 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 8.6.6.1 use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few 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 8.6.8.1 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics 8.6.10.1 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 8.6.11.1 use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of 8.6.13.1 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics 8.6.17.1 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics |
|
|
|
|
|||
|
92 |
2 |
Unusual job.
|
1 |
|
|
|
|
||||
|
93 |
3 |
Reported speech
|
1 |
|
|
|
|
||||
|
94 |
4 |
Phrasal verbs with “take”
|
1 |
|
|
|
|
||||
|
95 |
5 |
Choosing Career
|
1 |
|
|
|
|
||||
|
96 |
6 |
Job interview
|
1 |
|
|
|
|
||||
|
97 |
7 |
Writing a text about a public holiday in your Country
|
1 |
|
|
|
|
||||
|
98 |
8 |
The ability to be a “team player” as one of the most important qualities in an employee
|
1 |
|
|
|
|
||||
|
99 |
9 |
Writing an opinion essay SAU8.
|
1 |
|
|
|
|
||||
|
100 |
10 |
Summative Assessment for the 4 Term |
1 |
|
|
|
|
||||
|
101 |
11 |
Unit revision
|
1 |
|
|
|
|
||||
|
102 |
12 |
Revision |
1 |
|
|
|
|
||||