| The Theme | Objectives | Date | |
| Step two Teenage problems | 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 texts | ||
| Young people - old problems Reasons of teen's problems | 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 | ||
| Feeling of teen's problems | 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 | ||
| Past Participle | 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 | ||
| Gerund Should, need, have to | 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 | ||
| Step three Is it easy to be a teenager? | 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 genres | ||
| Adults' opinion about teenagers | 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 | ||
| Teenagers' opinion about adults | 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 | ||
| 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 | ||
| Relations between parents and teenagers | 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 | ||
| Present Participle Past Pariciple | 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 | ||
| Present Simple Passive | 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 | ||
| Past Simple passive Should, ought to | 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 | ||
| Step four Youth organizations in Great Britain and the USA | 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 | ||
| Girl Scouts | 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 | ||
| Youth organization my parents joined | 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 | ||
| Control Work | |||
| Analyzing the control work | |||
| Infinitive | 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 | ||
| Past participle | 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 | ||
| Must, should | 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 | ||
| Modal verbs | 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 | ||
| Degrees of comparison | 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 | ||
| Step five Dating | 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 | ||
| Talking about Dates | 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 | ||
| Past Simple- | 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 texts10.S2ask more complex questions to get information about a range of general topics and some curricular topics | ||
| Present Participle | 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 | ||
| Participle construction | 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 | ||
| Revision of grammar | 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 | ||
| Control work | 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 texts | ||
| Analyzing the control work | 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 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 | ||
| Review | 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.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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