| The Theme | Objectives | Date | |
| Unit three Step one Kazakhstan is my motherland | 10.C3respect differing points of view 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.UE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S1use formal and informal registers in their talk on a limited range of general and curricular topics | ||
| Population | 10.C8develop intercultural awareness through reading and discussion 10.UE2use 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 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts | ||
| Landscape | 10.UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7recognise typical features at word, sentence and text level in a range of written genres10.S3give an opinion at discourse level on a range of general and curricular topics10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | ||
| Modal Verbs | 10.C3respect differing points of view 10.UE6use 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 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.W6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | ||
| Climate | 10.C8develop intercultural awareness through reading and discussion 10.UE12use 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 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | ||
| Modal verbs Could +have done (been) /couldn't have done (been) | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.UE15use 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 10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W9punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracy10.R7recognise typical features at word, sentence and text level in a range of written genres10.S1use formal and informal registers in their talk on a limited range of general and curricular topics | ||
| Step two Wildlife | 10.C3respect differing points of view 10.UE17use 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 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S2ask more complex questions to get information about a range of general topics and some curricular topics | ||
| Typical Kazakhstan animals | 10.C8develop intercultural awareness through reading and discussion 10.UE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S3give an opinion at discourse level on a range of general and curricular topics | ||
| Control work | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.UE2use 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 10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7recognise typical features at word, sentence and text level in a range of written genres10.S6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | ||
| Analyzing the control work | 10.C3respect differing points of view 10.UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.W6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | ||
| Typical Kazakhstan plants | 10.C8develop intercultural awareness through reading and discussion 10.UE6use 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 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts | ||
| Must have done | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics (been) / might have done (been) | ||
| Step three Sights of Almaty | 10.C3respect differing points of view 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.UE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S1use formal and informal registers in their talk on a limited range of general and curricular topics | ||
| The city of apples | 10.C8develop intercultural awareness through reading and discussion 10.UE2use 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 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S2ask more complex questions to get information about a range of general topics and some curricular topics | ||
| Exchanging ideas Extracting information | 10.UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7recognise typical features at word, sentence and text level in a range of written genres10.S3give an opinion at discourse level on a range of general and curricular topics10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | ||
| Giving opinions Making suggestions | 10.C3respect differing points of view 10.UE6use 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 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.W6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | ||
| Should have done (been) / shouldn't have done (been) | 10.C8develop intercultural awareness through reading and discussion 10.UE12use 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 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | ||
| Test | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.UE15use 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 10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W9punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracy10.R7recognise typical features at word, sentence and text level in a range of written genres10.S1use formal and informal registers in their talk on a limited range of general and curricular topics | ||
| Step four Almaty nature | 10.C3respect differing points of view 10.UE17use 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 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S2ask more complex questions to get information about a range of general topics and some curricular topics | ||
| Shymbulak | 10.C8develop intercultural awareness through reading and discussion 10.UE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S3give an opinion at discourse level on a range of general and curricular topics | ||
| Peak Talgar | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.UE2use 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 10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7recognise typical features at word, sentence and text level in a range of written genres10.S6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | ||
| Khan Tengri | 10.C3respect differing points of view 10.UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.W6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | ||
| Canuon of the Charyn river | 10.C8develop intercultural awareness through reading and discussion 10.UE6use 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 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts | ||
| The Present simple and present continuous | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | ||
| Verbs of obligation, possibility, necessity | 10.C3respect differing points of view 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.UE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S1use formal and informal registers in their talk on a limited range of general and curricular topics | ||
| Modal verbs | 10.UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7recognise typical features at word, sentence and text level in a range of written genres10.S3give an opinion at discourse level on a range of general and curricular topics10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | ||
| The Hi river | 10.C3respect differing points of view 10.UE6use 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 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.W6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | ||
| Kolsay lake | 10.C8develop intercultural awareness through reading and discussion 10.UE12use 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 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts | ||
| Revision of Grammar | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.UE15use 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 10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W9punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracy10.R7recognise typical features at word, sentence and text level in a range of written genres10.S1use formal and informal registers in their talk on a limited range of general and curricular topics | ||
| Control work | |||
| Analyzing the control work | |||
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