2016-2017 academic years (қ ғ)
| The theme | Objectives | date | |||||||||||||||
| Term I (32 hours) | |||||||||||||||||
| Welcome section | C3respect differing points of view L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsUE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| Past tense review | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics | ||||||||||||||||
| To be used to gerunt To be used to infinitive | UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics C9use imagination to express thoughts, ideas, experiences and feelings W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topicsR7recognise typical features at word, sentence and text level in a range of written genresS3give an opinion at discourse level on a range of general and curricular topics4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | ||||||||||||||||
| Present perfect/ Future Passive | C3respect differing points of view 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 L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsW6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | ||||||||||||||||
| Make/let/be/ allowed to | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topicsR2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended textsS7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | ||||||||||||||||
| Reading the dialogue between mother and daughter | C9use imagination to express thoughts, ideas, experiences and feelings 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 L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics W9punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracyR7recognise typical features at word, sentence and text level in a range of written genresS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| Sport with a difference | C3respect differing points of view 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 L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsW1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS2ask more complex questions to get information about a range of general topics and some curricular topics | ||||||||||||||||
| Relative clause review | |||||||||||||||||
| Relative clause with which | .C3respect differing points of view.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsUE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| Talking about new sport | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended textsS2ask more complex questions to get information about a range of general topics and some curricular topics | ||||||||||||||||
| Talking about sportsman and sportswomen | UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics C9use imagination to express thoughts, ideas, experiences and feelings W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topicsR7recognise typical features at word, sentence and text level in a range of written genres3give an opinion at discourse level on a range of general and curricular topicsL4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | ||||||||||||||||
| Listening and do exercise An interview between two sportsmen | C3respect differing points of view L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsUE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| Article: Chesssboxing | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics | ||||||||||||||||
| Culture in mind: Weird sports from around the world | UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics C9use imagination to express thoughts, ideas, experiences and feelings W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topicsR7recognise typical features at word, sentence and text level in a range of written genresS3give an opinion at discourse level on a range of general and curricular topics4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | ||||||||||||||||
| Composition about a sport | C3respect differing points of view 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 L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsW6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | ||||||||||||||||
| Test | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topicsR2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended textsS7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | ||||||||||||||||
| People are people | C3respect differing points of view L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsUE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| 'What' clause | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics | ||||||||||||||||
| Verbs+ gerund/ infinitive review | UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics C9use imagination to express thoughts, ideas, experiences and feelings W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topicsR7recognise typical features at word, sentence and text level in a range of written genresS3give an opinion at discourse level on a range of general and curricular topics4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | ||||||||||||||||
| Speaking about important quality in a friend | C3respect differing points of view 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 L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsW6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | ||||||||||||||||
| Talking about jokes | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topicsR2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended textsS7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | ||||||||||||||||
| Listening practical jokes | C9use imagination to express thoughts, ideas, experiences and feelings 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 L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics W9punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracyR7recognise typical features at word, sentence and text level in a range of written genresS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| Reading: Questionnaire on personality | C3respect differing points of view 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 L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsW1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS2ask more complex questions to get information about a range of general topics and some curricular topics | ||||||||||||||||
| Photo story: You are both being a pain | |||||||||||||||||
| Extra reading: Free runner in Kazakhstan | .C3respect differing points of view.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsUE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| Writing: A physical and personality description | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended textsS2ask more complex questions to get information about a range of general topics and some curricular topics | ||||||||||||||||
| Time Travelers | UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics C9use imagination to express thoughts, ideas, experiences and feelings W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topicsR7recognise typical features at word, sentence and text level in a range of written genres3give an opinion at discourse level on a range of general and curricular topicsL4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | ||||||||||||||||
| Reported speech review | C3respect differing points of view L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsUE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| Reporting verb review | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics | ||||||||||||||||
| Speaking about using expression with time | UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics C9use imagination to express thoughts, ideas, experiences and feelings W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topicsR7recognise typical features at word, sentence and text level in a range of written genresS3give an opinion at discourse level on a range of general and curricular topics4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | ||||||||||||||||
| Talking about revision for exams | C3respect differing points of view 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 L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsW6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | ||||||||||||||||
| Talking about time travel | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topicsR2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended textsS7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | ||||||||||||||||
| Term I (32 hours) | |||||||||||||||||
| In and out of fashion | C3respect differing points of view L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsUE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| Would/ used to | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics | ||||||||||||||||
| Adverb and adverbial phrases | UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics C9use imagination to express thoughts, ideas, experiences and feelings W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topicsR7recognise typical features at word, sentence and text level in a range of written genresS3give an opinion at discourse level on a range of general and curricular topics4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | ||||||||||||||||
| Speaking about toy crazes | C3respect differing points of view 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 L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsW6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | ||||||||||||||||
| Talking about flash mobs | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topicsR2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended textsS7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | ||||||||||||||||
| Song: Accessory | C9use imagination to express thoughts, ideas, experiences and feelings 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 L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics W9punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracyR7recognise typical features at word, sentence and text level in a range of written genresS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| Popular gimmicks | C3respect differing points of view 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 L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsW1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS2ask more complex questions to get information about a range of general topics and some curricular topics | ||||||||||||||||
| Extra reading: Fashion model | C3respect differing points of view 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 L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsW1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS2ask more complex questions to get information about a range of general topics and some curricular topics | ||||||||||||||||
| A formal letter | .C3respect differing points of view.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsUE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| Do something! | C3respect differing points of view L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsUE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| Conditional review | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics | ||||||||||||||||
| Doing exercises | UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics C9use imagination to express thoughts, ideas, experiences and feelings W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topicsR7recognise typical features at word, sentence and text level in a range of written genresS3give an opinion at discourse level on a range of general and curricular topics4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | ||||||||||||||||
| Mixed Conditionals | C3respect differing points of view 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 L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsW6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | ||||||||||||||||
| Talking about raising money for charity | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topicsR2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended textsS7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | ||||||||||||||||
| Talking about voluntary work | C9use imagination to express thoughts, ideas, experiences and feelings 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 L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics W9punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracyR7recognise typical features at word, sentence and text level in a range of written genresS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| Talking about politicians and voting | C3respect differing points of view 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 L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsW1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS2ask more complex questions to get information about a range of general topics and some curricular topics | ||||||||||||||||
| Listening about politicians and voting | |||||||||||||||||
| Coming of age | .C3respect differing points of view.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsUE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| Article: Run IZZIE Run | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended textsS2ask more complex questions to get information about a range of general topics and some curricular topics | ||||||||||||||||
| Composition: A letter to raise money for charity | UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics C9use imagination to express thoughts, ideas, experiences and feelings W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topicsR7recognise typical features at word, sentence and text level in a range of written genres3give an opinion at discourse level on a range of general and curricular topicsL4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | ||||||||||||||||
| Our World | C3respect differing points of view L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsUE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| Future Continuous tense | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics | ||||||||||||||||
| Future perfect tense | UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics C9use imagination to express thoughts, ideas, experiences and feelings W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topicsR7recognise typical features at word, sentence and text level in a range of written genresS3give an opinion at discourse level on a range of general and curricular topics4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | ||||||||||||||||
| Talking about the future of the planet | C3respect differing points of view 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 L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsW6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | ||||||||||||||||
| Talking about the Global Village | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topicsR2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended textsS7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | ||||||||||||||||
| Reading: A blog on a town in Columbia. The global village | C3respect differing points of view L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsUE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| Photo story: It is not very green, isn't it? | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics | ||||||||||||||||
| Extra reading: World earth Day in Kazakhstan | UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics C9use imagination to express thoughts, ideas, experiences and feelings W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topicsR7recognise typical features at word, sentence and text level in a range of written genresS3give an opinion at discourse level on a range of general and curricular topics4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | ||||||||||||||||
| Writing an article on the Future | C3respect differing points of view 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 L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsW6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | ||||||||||||||||
| Revision of all themes | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topicsR2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended textsS7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | ||||||||||||||||
| Control work | C9use imagination to express thoughts, ideas, experiences and feelings 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 L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics W9punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracyR7recognise typical features at word, sentence and text level in a range of written genresS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| Analyzing the control work | |||||||||||||||||
| III TERM | |||||||||||||||||
| Peacemakers | C3respect differing points of view L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsUE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| Past perfect passive | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics | ||||||||||||||||
| Past perfect Continuous | UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics C9use imagination to express thoughts, ideas, experiences and feelings W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topicsR7recognise typical features at word, sentence and text level in a range of written genresS3give an opinion at discourse level on a range of general and curricular topics4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | ||||||||||||||||
| Talking about conflicts and resolution | C3respect differing points of view 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 L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsW6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | ||||||||||||||||
| Listen: Conversation about a Conflict resolution programme | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topicsR2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended textsS7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | ||||||||||||||||
| Alfred Nobel Rests in peace | C9use imagination to express thoughts, ideas, experiences and feelings 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 L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics W9punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracyR7recognise typical features at word, sentence and text level in a range of written genresS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| Writing about a person you admire | C3respect differing points of view 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 L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsW1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS2ask more complex questions to get information about a range of general topics and some curricular topics | ||||||||||||||||
| Kindness matters | |||||||||||||||||
| Modal verbs review | |||||||||||||||||
| Talking about kindness | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended textsS2ask more complex questions to get information about a range of general topics and some curricular topics | ||||||||||||||||
| Talking about presents | UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics C9use imagination to express thoughts, ideas, experiences and feelings W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topicsR7recognise typical features at word, sentence and text level in a range of written genres3give an opinion at discourse level on a range of general and curricular topicsL4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | ||||||||||||||||
| Listening about people talking about special presents | C3respect differing points of view L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsUE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| Song: Put a little love in your heart | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics | ||||||||||||||||
| Read about kindness offensive | UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics C9use imagination to express thoughts, ideas, experiences and feelings W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topicsR7recognise typical features at word, sentence and text level in a range of written genresS3give an opinion at discourse level on a range of general and curricular topics4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | ||||||||||||||||
| Extra reading: Kindness in action | C3respect differing points of view 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 L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsW6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | ||||||||||||||||
| Writing a summary | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topicsR2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended textsS7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | ||||||||||||||||
| Language | C3respect differing points of view L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsUE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS1use formal and informal registers in their talk on a limited range of general and curricular topics | ||||||||||||||||
| Phrasal verb review | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics | ||||||||||||||||
| Meaning of phrasal verbs | UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics C9use imagination to express thoughts, ideas, experiences and feelings W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topicsR7recognise typical features at word, sentence and text level in a range of written genresS3give an opinion at discourse level on a range of general and curricular topics4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | ||||||||||||||||
| Talking about language, accent and translation | C3respect differing points of view 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 L1understand with little or no support the main points in extended talk on a wide range of general and curricular topicsW6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topicsR1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended textsS6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | ||||||||||||||||
| Listen: A TV progral on different accents | C8develop intercultural awareness through reading and discussion 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 L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topicsR2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended textsS7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics
: 2017-02-11; !; : 691 | : :  | 1646 -  |
: 0.01 .