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Long-termed plan for the 9 th grade 4
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02.12
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04.12
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05.12
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06.12
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08.12
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11.12
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12.12
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13.12
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15.12
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19.12
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Long-termed plan for the 9 th grade 4
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02.12 | ||||||||
| 17 | Should have done (been) / shouldn't have done (been) | 10.C8develop intercultural awareness through reading and discussion 10.UE12 use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs. Use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics 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 | 1 | 04.12 | |||||||
| 18 | Test | 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 | 1 | 05.12 | |||||||
| 19 | Step four Almaty nature | 10.C3 respect differing points of view 10.UE17 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference] use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics 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 |
1 | 06.12 | |||||||
| 20 | Shymbulak | 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 | 1
| 08.12 | |||||||
| 21 | Peak Talgar | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.UE2 use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics 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 | 1 | 11.12 | |||||||
| 22 | Khan Tengri | 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 | 1 | 12.12 | |||||||
| 23 | Canuon of the Charyn river | 10.C8develop intercultural awareness through reading and discussion 10.UE6 use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics 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 | 1 | 13.12 | |||||||
| 24 | The Present simple and present continuous | 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 | 1 | 15.12 | |||||||
| 25 | Verbs of obligation, possibility, necessity | 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 | 1
| 19.12 | |||||||
| 26 | Modal verbs | 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 | 1 | 20.12 | |||||||
| 27 | The Hi river | 10.C3 respect differing points of view 10.UE6 use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics 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 |
1 | 21.12 | |||||||
| 28 | Kolsay lake | 10.C8develop intercultural awareness through reading and discussion 10.UE12 use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs. Use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics 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 | 1 | 22.12 | |||||||
| 29 | Revision of Grammar | 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 | 1 | 25.12 | |||||||
| 30 | Control work | 1 | 26.12 | ||||||||
| 31 | Analyzing the control work | 1 | 27.12 | ||||||||
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The 10th form, the 3rd quarter
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The Theme |
Objectives |
Date | |||||||||||
| 1 | Step five Customs and traditions Superstitions | 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 topics 10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts 10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics
| 1 | 08.01 | |||||||||
| 2 | Kazakh food | 10.C8 develop intercultural awareness through reading and discussion 10.UE2 use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics 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 | 1 | 09.01 | |||||||||
| 3 | Kazakh costumes | 10.UE5 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.C9 use imagination to express thoughts, ideas, experiences and feelings 10.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 10.R7 recognise typical features at word, sentence and text level in a range of written genres 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 |
1 | 10.01 | |||||||||
| 4 | Wedding ceremonies | 10.C3 respect differing points of view 10.UE6 use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics 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 topics 10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts 10.S6 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | 1 | 12.01 | |||||||||
| 5 | Revision of the Modal verbs | 10.C8 develop intercultural awareness through reading and discussion 10.UE12 use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs. Use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics 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 topics | 1 | 15.01 | |||||||||
| 6 | Unit four Step one Memory | 10.C9 use 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 accuracy 10.R7 recognise typical features at word, sentence and text level in a range of written genres 10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics
| 1 | 16.01 | |||||||||
| 7 | Brain | 10.C3 respect differing points of view 10.UE17 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference] use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics 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 topics 10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts 10.S2 ask more complex questions to get information about a range of general topics and some curricular topics | 1 | 17.01 | |||||||||
| 8 | Memory | 10.C8 develop 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 topics 10.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 | 1 | 19.01 | |||||||||
| 9 | Exchanging ideas Matching | 10.C9 use imagination to express thoughts, ideas, experiences and feelings 10.UE2 use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics 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 topics 10.R7 recognise typical features at word, sentence and text level in a range of written genres 10.S6 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | 1 | 22.01 | |||||||||
| 10 |
Test | 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 topics 10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts 10.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | 1 | 23.01 | |||||||||
| 11 | Nouns | 10.C8 develop intercultural awareness through reading and discussion 10.UE6 use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics 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 topics 10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts |
1 | 24.01 | |||||||||
| 12 | Countable and uncountable nouns | 10.C9 use 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 | 1 | 26.01 | |||||||||
| 13 | Step two Keeping fit | 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 topics 10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts 10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics
| 1 | 29.01 | |||||||||
| 14 | Verbs connected with describing people's character | 10.C8 develop intercultural awareness through reading and discussion 10.UE2 use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics 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.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 10.S2 ask more complex questions to get information about a range of general topics and some curricular topics | 1 | 30.01 | |||||||||
| 15 | Star signs | 10.UE5 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.C9 use imagination to express thoughts, ideas, experiences and feelings 10.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 10.R7 recognise typical features at word, sentence and text level in a range of written genres 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 | 1 | 31.01 | |||||||||
| 16 | Gerund | 10.C3 respect differing points of view 10.UE6 use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics 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 topics 10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts 10.S6 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | 1 | 02.02 | |||||||||
| 17 | Talking about people's character Interviewing | 10.C8 develop intercultural awareness through reading and discussion 10.UE12 use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs. Use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics 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 topics 10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 10.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | 1 | 05.02 | |||||||||
| 18 | Gerund | 10.C9 use 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 accuracy 10.R7 recognise typical features at word, sentence and text level in a range of written genres 10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics | 1 | 06.02 | |||||||||
| 19 |
Control work | 10.C3 respect differing points of view 10.UE17 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference] use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics 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 topics 10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts 10.S2 ask more complex questions to get information about a range of general topics and some curricular topics |
1 | 07.02 | |||||||||
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