|
| The Theme
| Objectives
| Date
|
| Term I
Unit One Travelling 9 hours
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| Step one
Central Asia
Trips
| 10.C3 respect differing points of view 10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.UE1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics
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|
| Past Simple Tense
Past Continuous
Tense
| 10.C8develop intercultural awareness through reading and discussion 10.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S2 ask more complex questions to get information about a range of general topics and some curricular topics
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|
| Step two
Adventure
Holidays in
Kazakhstan
| 10.UE5 use 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.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7 recognise typical features at word, sentence and text level in a range of written genres10.S3 give an opinion at discourse level on a range of general and curricular topics10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics
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|
| Test
| W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics1 10 UE5 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics
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|
| Present Perfect
Tense
Present Perfect
Continuous Tense
| 10.C3 respect differing points of view 10.UE10use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics
10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.W6 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S6 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges
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| Step three Transport of
London
| 10.C8 develop intercultural awareness through reading and discussion 10.UE10use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics
10.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts
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| Step four Different countries different climates
| 10.C3 respect differing points of view 10.UE11use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of familiar general and curricular topics
10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S2 ask more complex questions to get information about a range of general topics and some curricular topics
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| Step five
Ballooning
for Fun
| 10.C3 respect differing points of view 10.UE5 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.W6 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics
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|
| Questions with
Past Tenses, will, going to
| 10.C8develop intercultural awareness through reading and discussion 10.UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts
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| Unit Two Health 4 hours
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|
| Step one
Memory
| 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics
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
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| Step two
Health Freak
| 10. C8 develop intercultural awareness through reading and discussion 10.10.UE15use 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.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2 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
10.S2 ask more complex questions to get information about a range of general topics and some curricular topics
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| Step three
Why is sleep
important?
| 10.C3 respect differing points of view 10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.W6 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S6 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges
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| Step four
Health Habits
| 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.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7 recognise typical features at word, sentence and text level in a range of written
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| Unit Three Ecology 5 hours
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| Control work
| 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.UE15use 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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|
| Step one
The Ecological
Association
"Tabigat
| 10.UE5 use 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.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7 recognise typical features at word, sentence and text level in a range of written genres10.S3 give an opinion at discourse level on a range of general and curricular topics10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics
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| Step two
Kazakhstan
is my
Motherland
| 10.C8 develop intercultural awareness through reading and discussion 10.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics10.UE5 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics
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| Term II
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| Step three
Wildlife
| 10.C3 respect 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.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S2 ask more complex questions to get information about a range of general topics and some curricular topics
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| Step four
Almaty
Nature
| 10.C3 respect differing points of view 10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.UE1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics
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| Unit Four International Partnership 6 hours
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|
| Step one
Partnership at
the epoch of
changes
| 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W9 punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracy10.R7 recognise typical features at word, sentence and text level in a range of written genres10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics
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|
| Step two
International
Organization
| 10.C8develop intercultural awareness through reading and discussion 10.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S3 give an opinion at discourse level on a range of general and curricular topics
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|
| Step three
Kazakhstan -
Turkey
Partnership
in the 21
Century
| 10.C3 respect differing points of view 10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics 10.UE5 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics
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|
|
| Step four
UNDP in
Kazakhstan
| 10.UE5 use 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.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7 recognise typical features at word, sentence and text level in a range of written genres10.S3 give an opinion at discourse level on a range of general and curricular topics10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics
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| Step five
Foreign
Trade of
Kazakhstan
| 10.C8develop intercultural awareness through reading and discussion 10.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics
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| Revision of Modal Verbs
| 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W9 punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracy10.R7 recognize typical features at word, sentence and text level in a range of written genres10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics
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| Unit Five Canada 8 hours
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|
| Step one
My image of Canada
| 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 topics10.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 10.R3 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts
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|
| Zero Conditional
| 10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended text10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics10.C3respect differing points of view.10.S3give an opinion at discourse level on a range of general and curricular topics 10.W6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics
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| Step two
Geographical position of Canada
| 10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics10.S3give an opinion at discourse level on a range of general and curricular topics 10.C3respect differing points of view10.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 10.R5 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics
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| Project work: Canada
| 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.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics texts10.S1use formal and informal registers in their talk on a limited range of general and curricular topicsC8develop intercultural awareness through reading and discussion 10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts
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|
| Step three
Political system of Canada
| 10.C3respect differing points of view10.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 texts
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|
| Control work
| 10.UE 13use 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 10.UE5 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics
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|
| Comparing political system of Canada and Kazakhstan
| C8develop intercultural awareness through reading and discussion10.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.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended text
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|
| Step four
Educational system of Canada
| 10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics10.S3give an opinion at discourse level on a range of general and curricular topics 10.C3respect differing points of view10.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics
10.R8 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding
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| Term III
Unit Six History of Canada 12 hours
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| Why people choose Canada to study
| 10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.C8 develop intercultural awareness through reading and discussion
10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics
10.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10
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|
|
| A famous woman astronaut from Canada
| 10.C9use imagination to express thoughts, ideas, experiences and feelings
10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics
10.S6 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 10.R5 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics
10.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics
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|
| Step five
Cities of Canada
| 10.UE3use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not asas, much than to indicate degree on a range of familiar general and curricular topics 10.L5 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 10.C9 use imagination to express thoughts, ideas, experiences and feelings 10.R3 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts 10.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics
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|
|
| Test
| 10.UE9use 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 10.UE5 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics
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| Ottawa
| 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics
10.C2 use speaking and listening skills to provide sensitive feedback to peers 10.S6 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 10.R3 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts
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|
| Frank Gehry
| 10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.C4 evaluate and respond constructively to feedback from others 10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts W2 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
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|
|
| Base and strong adjectives
| 10.UE3use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not asas, much than to indicate degree on a range of familiar general and curricular topics
10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.R5 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics
10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics
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|
| Famous scientists of Canada
| 10.C6 organise and present information clearly to others 10.R5 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics
10.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
10.S4 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics
10.W4 use with some support style and register appropriate to a limited variety of written genres on general and curricular topics
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|
| Shoqan Ualikhanov
| 10.S6 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges
10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics
W2 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
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|
|
| Al- Farabi
| 10.C2 use speaking and listening skills to provide sensitive feedback to peers
10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics
10.R5 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics
10.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics
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|
| Project work: Famous Kazakh scientists
| 10.C3 respect different points of view
10.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
10.UE5 use questions which include a variety of different tenses and modal forms on a range of familiar general and curricular topics
10.C6 organize and present information clearly to others10.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics
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|
| Kazakh astronauts
| 10.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups
10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts
10.W7 use with minimal support
appropriate layout at text level for a growing range of written genres on familiar general and curricular topics10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics10
|
|
| Unit Seven Cultural heritage of the UK and Kazakhstan 8 hours
|
|
| Step one What is cultural heritage?
| 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics
10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.R7 recognise typical features at word, sentence and text level in a range of written genres10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics10.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics
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|
|
| Step two Cultural heritage of my country
| 10.C7 develop and sustain a consistent argument when speaking or writing
10.S3 give an opinion at discourse level on a range of general and curricular topics
10.R6 recognize the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts
10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.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
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|
|
| Step three Cultural sites of the UK
| 10.C2 use speaking and listening skills to provide sensitive feedback to peers
10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics 10.L5 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics
10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.R3 understand the detail of an argument on a growing range
|
|
|
| Step four
Famous people of the UK
| 10.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 10.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics
10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics
10.S3 give an opinion at discourse level on a range of general and curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts
|
|
|
| Step five
Galleries and museums
| 10.C2 use speaking and listening skills to provide sensitive feedback to peers 10.W6 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics
10.R3 understand the detail of an argument on a growing range of10.S3 give an opinion at discourse level on a range of general and curricular topics
10.L5 recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics
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|
|
| Control work
|
|
|
|
| Linking words: even though, although
| 10.C6 organize and present information clearly to others 10.R6 recognize the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts
10.W4 use with some support style and register appropriate to a limited variety of written genres on general and curricular topics
10.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics
|
|
|
| Revision: History of Canada
| 10.C9 use imagination to express thoughts, ideas, experiences and feelings 10.S3 give an opinion at discourse level on a range of general and curricular topics
10.L5 recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics
10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics
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|
| Term IV
Unit Eight Work 16 hours
|
|
| Step one
Where can
you work?
| 10.C8develop intercultural awareness through reading and discussion 10.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 10.S3 give an opinion at discourse level on a range of general and curricular topics
|
|
|
| Constructions
with an active and a
passive participle
| 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts
10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics 10.S2 ask more complex questions to get information about a range of general topics and some curricular topics
10.UE1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics
|
|
|
| Step two
Work and
Money
| 10.C3 respect differing points of view 10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.UE1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics
|
|
|
| Aigul and Erlans weekly budget
| 10.C8develop intercultural awareness through reading and discussion 10.UE9use appropriately a variety of 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
10.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S2 ask more complex questions to get information about a range of general topics and some curricular topics
|
|
|
| Participial
constructions
| 10.UE5 use 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.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7 recognise typical features at word, sentence and text level in a range of written genres10.S3 give an opinion at discourse level on a range of general and curricular topics10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics
|
|
|
| Test
| 10.UE1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics
|
|
|
| Step three
Children at
work
| 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.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 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W9 punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracy10.R7 recognise typical features at word, sentence and text level in a range of written genres10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics
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| Lost childhood lost future
| 10.C3 respect 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.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S2 ask more complex questions to get information about a range of general topics and some curricular topics
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| Step four
Unemployment
| 10.C8develop intercultural awareness through reading and discussion 10.UE1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S3 give an opinion at discourse level on a range of general and curricular topics
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| Life on the Dole
| 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.10.UE9use 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
0.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7 recognise typical features at word, sentence and text level in a range of written genres10.S6 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges
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| Step five
Job Hunting
| 10.C3 respect differing points of view 10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.UE1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics
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| Finding your perfect job
| 10.C8develop intercultural awareness through reading 10.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S2 ask more complex questions to get information about a range of general topics and some curricular topics
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| Control work
| 10.UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.W2 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
10.UE1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics
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| Idioms
| 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7 recognise typical features at word, sentence and text level in a range of written genres10.S6 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 10.S3 give an opinion at discourse level on a range of general and curricular topics
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| A job application letter
| 10.R9 begin to recognize inconsistencies in argument in short texts on a limited range of general and curricular subjects
10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics
10.S4 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics
10.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics
10.C8develop intercultural awareness through reading and
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| Revision: Work
| 10.UE 13use 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
10.S3 give an opinion at discourse level on a range of general and curricular topics
10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 10.C8develop intercultural awareness through reading
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| Hour
| The Theme
| Objectives
| Date
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| Unit one
Step one
Holidays
| 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 topics
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| Past Simple Tense
Past Continuous Tense
| 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
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| Airports of London Jobs in tourism
| 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
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| Step two
Why do people travel?
| 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.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
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| Present Perfect Tense Present Perfect Continuous Tense
| 10.C8develop intercultural awareness through reading and discussion 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
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| Two-word verbs
| 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.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
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| Step three Welcome to London
| 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.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
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| Future Continuous Tense Future Perfect
Tense
| 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 texts Degrees of comparison of adjectives
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| Test
| 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
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| Step four
Weather
| 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.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
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| Revision of Present and
Past Tenses
| 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
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| American climate
| 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
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| Idioms
Making
comparisons
| 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
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| Step five
Tourism
| 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.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
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| Questions with Past Tenses Past Simple Passive
Will, going to
| 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 10.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
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| Poems
Proverbs
Dos and don'ts
for travellers
| 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.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
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| Past Simple Tense
Past Continuous
Tense
| 10.C8develop intercultural awareness through reading and discussion 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
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| Unit two
Step one
The UK
| 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.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
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| Control work
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| Analyzing the control work
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| Modal verbs of possibility
| 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.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
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| The use of the
articles with
geographical
names
| 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.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
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| The United
Kingdom of
Britain
| 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.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
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| Geographical
context
| 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
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| Step two
People of
Britain
| 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
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| Revision of
must / may
(necessity)
| 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.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
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| History and
politics (about
the UK)
| 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
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| Step four
Members of
the British
Royal family
| 10.C3respect differin |
