Calendar Thematic Plan for grade 8 within the framework of updating the secondary education content 2021-2022 academic year
Calendar Thematic Plan for grade 8
within the framework of updating the secondary education content
2021-2022 academic year
№ | Units/ Changing lessons | Theme | Learning objectives | H | D | N | ||
1st term 25 hours | ||||||||
1 | Unit 1: Our World (13 hours) | Our World Entry test | Content 8.1.2.1- use speaking and listening skills to provide sensitive feedback to peers; 8.1.3.1- respect differing points of view; 8.1.4.1- evaluate and respond constructively to feedback from others; 8.1.5.1- use feedback to set personal learning objectives; 8.1.7.1- develop and sustain a consistent argument when speaking or writing; 8.1.8.1- develop intercultural awareness through reading and discussion; 8.1.9.1- use imagination to express thoughts, ideas, experiences and feelings; 8.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on theworld Listening 8.2.1.1- understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 8.2.3.1- understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics; 8.2.7.1- recognize typical features at word, sentence and text level of a growing range of spoken genres; Speaking 8.3.1.1-use formal and informal registers in their talk on a growing range of general and curricular topics; 8.3.3.1- give an opinion at discourse level on a wide range of general and curricular topics; 8.3.4.1-respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 8.3.5.1- interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; 8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics Reading 8.4.1.1- understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.2.1- understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.4.1- read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics; 8.4.8.1- use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding Writing 8.5.1.1- plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics; 8.5.2.1- write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.5.3.1- write with moderate grammatical accuracy on a growing range of familiar general and curricular 8.5.4.1- use with some support style and register appropriate to a variety of written genres on general and curricular topics; 8.5.7.1- use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics; 8.5.8.1- spell most high-frequency vocabulary accurately for a range of familiar general and curricular top Use of English 8.6.5.1- use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics; 8.6.9.1- use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics; 8.6.15.1- 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; 8.6.16.1- use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a... that in giving explanations | 1 | 02.09 | |||
2 | Family, relations with other people, personal identification; personal feelings, experiences and opinions | 1 | 06.09 | |||||
3 | Family, relations with other people, personal identification; personal feelings, experiences and opinions | 1 | 07.09 | |||||
4 | House and homes E | 1 | 09.09 | |||||
5 | House and homes | 1 | 13/09 | |||||
6 | Creating a personal profile | 1 | 14.09 | |||||
7 | Creating a personal profile | 1 | 16.09 | |||||
8 | Discussion on the role of social media | 1 | 20.09 | |||||
9 | Discussion on the role of social media (this relates to computer science) | 1 | 21.09 | |||||
10 | Critical analysis of the role of social media and the internet on deep slow thought | 1 | 23.09 | |||||
11 | Critical analysis of the role of social media and the internet on deep slow thought | 1 | 27.09 | |||||
12 | Creating a survey on social media use and collating the results SA for the unit | 1 | 28.09 | |||||
13 | Unit revision | 1 | 30.09 | |||||
14 | Unit 2: Daily Life and Shopping (12 hours) | Organizing a tour of our area to help a fictitious family move to the area using maps (this relates to geography) | Content 8.1.2.1- use speaking and listening skills to provide sensitive feedback to peers; 8.1.3.1- respect differing points of view; 8.1.4.1- evaluate and respond constructively to feedback from others; 8.1.5.1- use feedback to set personal learning objectives; 8.1.7.1- develop and sustain a consistent argument when speaking or writing; 8.1.8.1- develop intercultural awareness through reading and discussion; 8.1.9.1- use imagination to express thoughts, ideas, experiences and feelings; 8.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives onthe world Listening 8.2.1.1- understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 8.2.3.1- understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics; 8.2.7.1- recognize typical features at word, sentence and text level of a growing range of spoken genres; Speaking 8.3.1.1-use formal and informal registers in their talk on a growing range of general and curricular topics; 8.3.3.1- give an opinion at discourse level on a wide range of general and curricular topics; 8.3.4.1-respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 8.3.5.1- interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; 8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics Reading 8.4.1.1- understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.2.1- understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.4.1- read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics; 8.4.8.1- use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding Writing 8.5.1.1- plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics; 8.5.2.1- write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.5.3.1- write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.5.4.1- use with some support style and register appropriate to a variety of written genres on general and curricular topics; 8.5.7.1- use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics; 8.5.8.1- spell most high-frequency vocabulary accurately for a range of familiar general and curricular t... Use of English 8.6.5.1- use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics; 8.6.9.1- use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics; 8.6.15.1- 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; 8.6.16.1- use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a... that in giving explanations | 1 | 04.10 | |||
15 | Comparing our daily life with that of a Japanese student | 1 | 05.10 | |||||
16 | Focusing on Kazakhstan fashion week and clothes | 1 | 07.10 | |||||
17 | Focusing on Kazakhstan fashion week and clothes | 1 | 11.10 | |||||
18 | Organizing and filming a fashion show (this relates to art and design) | 1 | 12.10 | |||||
19 | Writing a review of a fashion show | 1 | 14.10 | |||||
20 | Writing a review of a fashion show | 1 | 18.10 | |||||
21 | Discussion about the nature of happiness and what we commit to in the future | 1 | 19.10 | |||||
22 | Keeping a personal and a class diary SA for the unit | 1 | 21.10 | |||||
23 | Keeping a personal and a class diary | 1 | 25.10 | |||||
24 | Summative control work for the 1st term | 1 | 26.10 | |||||
25 | Unit revision | 1 | 28.10 | |||||
2nd term 23 hours | ||||||||
26 | Unit 3: Entertainment and Media (11 hours) | Entertainment and media | Content 8.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.1.3.1- respect differing points of view; 8.1.4.1- evaluate and respond constructively to feedback from others; 8.1.8.1- develop intercultural awareness through reading and discussion; 8.1.9.1- use imagination to express thoughts, ideas, experiences and feelings; 8.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the wor Listening 8.2.1.1- understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 8.2.2.1- understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.2.5.1- recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics; 8.2.6.1- deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics Speaking 8.3.1.1- use formal and informal registers in their talk on a growing range of general and curricular topics; 8.3.3.1- give an opinion at discourse level on a wide range of general and curricular topics; 8.3.6.1- link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; 8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics Reading 8.4.1.1- understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.2.1- understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.5.1- deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics; 8.4.6.1- recognize the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.8.1- use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding Writing 8.5.1.1- plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics; 8.5.3.1- write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.5.4.1- use with some support style and register appropriate to a variety of written genres on general and curricular topics; 8.5.5.1- develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics; 8.5.6.1- link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics; 8.5.7.1- use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics; 8.5.8.1- spell most high-frequency vocabulary accurately for a range of familiar general and curricular t.. Use of English 8.6.1.1- use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics; 8.6.2.1 - 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; 8.6.3.1- use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics; 8.6.5.1- use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics; 8.6.7.1- use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics; 8.6.1.13- use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics; 8.6.1.14- use some prepositions before nouns and adjectives; use prepositions as, like to indicate manner; use dependent prepositions following adjectives on a range of familiar general and curricular topics; 8.6.15.1- 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; 8.6.17.1- 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 | 1 | 08.11 | |||
27 | Television and tv programmes | 1 | 10.11 | |||||
28 | The reality of TV | 1 | 11.11 | |||||
29 | On TV (listening, vocabulary) | 1 | 15.11 | |||||
30 | Creating our own newspaper or magazine | 1 | 17.11 | |||||
31 | Creating an article about news | 1 | 18.11 | |||||
32 | About TV programs and films in Kazakhstan | 1 | 22.11 | |||||
33 | Television technology in KZ | 1 | 24.11 | |||||
34 | Computer games | 1 | 25.11 | |||||
35 | Social media (this relates to computer science) SA for the unit | 1 | 29.11 | |||||
36 | Unit revision. | 1 | 02/12. | |||||
37 | Unit 4: Sport, Health and Exercise (12 hours) | Learning about keeping fit apps | Content 8.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.1.3.1 - respect differing points of view; 8.1.7.1- develop and sustain a consistent argument when speaking or writing Listening 8.2.1.1- understand with little or no support the main points in extended talk on a wide range of general and curricular topics4 8.2.2.1- understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.2.4.1- understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics; 8.2.5.1- recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics Speaking 8.3.5.1- interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasks; 8.3.6.1- link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; 8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics Reading 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.3.1- understand the detail of an argument on a growing range of familiar general and curricular topics; 8.4.6.1- recognize the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts Writing 8.5.1.1- plan, write, edit and proofread work at text level with little support on a range of general and curricular topics; 8.5.2.1- write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.5.3.1- write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.5.5.1- develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics; 8.5.6.1- link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics Use of English 8.6.8.1- use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics; 8.6.1.10- use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics; 8.6.12.1 - 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; 8.6.13.1 - use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics; 8.6.15.1- 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; 8.6.17.1- 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 | 1 | 02.12 | |||
38 | A healthy eating pyramid based on food from KZ | 1 | 06.12 | |||||
39 | a healthy-eating pyramid based on food from Kazakhstan | 1 | 08.12 | |||||
40 | About illness and injuries | 1 | 09.12 | |||||
41 | About illness and injuries | 1 | 13.12 | |||||
42 | about illness and injuries (this relates to biology) SAU for teh4 unit | 1 | 15.12 | |||||
43 | Role-playing a visit to the doctor’s surgery | 1 | 20.12 | |||||
44 | Role-playing a visit to the doctor’s surgery | 1 | 20.12 | |||||
45 | the discussion about happiness in the context of living for a long time | 1 | 22.12 | |||||
46 | Summative control work for the 2nd term | 1 | 23.12 | |||||
47 | The discussion about happiness in the context of living for a long time | 1 | 27.12 | |||||
48 | Unit revision | 1 | 29.12 | |||||
3d term 30 hours | ||||||||
49 | Unit 5: Reading for Pleasure (10 hours) | Books and films: genres | Content 8.1.3.1- respect differing points of view; 8.1.7.1- develop and sustain a consistent argument when speaking or writing; 8.1.8.1- develop intercultural awareness through reading and discussion Listening 8.2.1.1- understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 8.2.2.1-understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.2.5.1- recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics Speaking 8.3.2.1- ask more complex questions to get information about a growing range of general topics and some curricular topics; 8.3.3.1- give an opinion at discourse level on a wide range of general and curricular topics; 8.3.4.1 - respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; Reading 8.4.1.1- understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.2.1- understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.3.1- understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts; 8.4.4.1-read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.4.9.1- recognize inconsistencies in argument in short texts on a limited range of general and curricular subjects Writing 8.5.3.1- write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.5.5.1- develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics; 8.5.6.1- link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics Use of English 8.5.8.1- use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics; 8.5.9.1 -use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics; 8.5.1.11- use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of familiar general and curricular topics; 8.5.16.1- use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a...that in giving explanations on a range of familiar general and curricular topics | 1 | 10\01 | 17/01 | ||
50 | Movie technology | 1 | 12/01 | 19\01 | ||||
51 | Reading non-fiction books 1 | 1 | 13/01 | 20/01 | ||||
52 | Reading non-fiction books 2 | 1 | 17/01 | 24/01 | ||||
53 | Books and films: features Use of English:Second conditional | 1 | 19\01 | 26/01 | ||||
54 | A review of a book | 1 | 20/01 | 27/01 | ||||
55 | Reading for pleasure | 1 | 24/01 | 31/01 | ||||
56 | The time machine. Word building | 1 | 26/01 | 02/02 | ||||
57 | A project`` My favorite book `` | 1 | 27/01 | 03/02 | ||||
58 | Unit revision. | 1 | 31/01 | 07/02 | ||||
59 | Unit 6: The Natural World (10 hours) | Learning about geographical features of Kazakhstan | Content 8.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.1.2.1- use speaking and listening skills to provide sensitive feedback to peers; 8.1.3.1- respect differing points of view; 8.1.7.1- develop and sustain a consistent argument when speaking or writing; 8.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world Listening 8.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.2.6.1 - deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics; 8.2.7.1 - recognize typical features at word, sentence and text level of a growing range of spoken genres; 8.2.8.1 - understand extended narratives on a wide range of general and curricular topics Speaking 8.3.1.1 - use formal and informal registers in their talk on a growing range of general and curricular topics; 8.3.2.1 - ask more complex questions to get information about a growing range of general topics and some curricular topics; 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.3.4.1 - respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.3.8.1 - recount some extended stories and events on a range of general and curricular topics Reading 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.7.1 - recognise typical features at word, sentence and text level in a range of written genres; Writing 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.5.5.1-develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics; 8.5.6.1 - link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics; 8.5.7.1 - use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics; 8.5.8.1 - spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics; Use of English 8.6.3.1 - use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics; 8.6.4.1 - use an increased variety of determiners including all, half, both [of] in pre-determiner function on a range of familiar general and curricular topics; 8.6.7.1 - use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics | 1 | 02\02 | 0902 | ||
60 | Learning about geographical features of Kazakhstan | 1 | 03\02 | 1002 | ||||
61 | About world heritage sites around the world | 1 | 07\02 | 14/02 | ||||
62 | About world heritage sites around the world | 1 | 09\02 | 16/02 | ||||
63 | A world heritage site in Kazakhstan | 1 | 10\02 | 17/02 | ||||
64 | Reading a newsletter on Our Endangered Planet | 1 | 14/02 | 21/02 | ||||
65 | My country: Tamgaly petroglyphs: Rock art | 1 | 16/02 | 23/02 | ||||
66 | learning about the saiga | 1 | 17/02 | 24/02 | ||||
67 | About the environment through learning about the saiga SA for the unit «The Natural World» | 1 | 21/02 | 28/02 | ||||
68 | Unit revision | 1 | 23/02 | 02/03 | ||||
69 | Unit 7: Travel and Transport (10 hours) | Looking at modes of transport | Content 8.1.2.1 - use speaking and listening skills to provide sensitive feedback to peers; 8.1.3.1 - respect differing points of view; 8.1.5.1 - use feedback to set personal learning objectives; 8.1.7.1 - develop and sustain a consistent argument when speaking or writing; 8.1.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world Listening 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.2.4.1 - understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics; 8.2.8.1 - understand extended narratives on a wide range of general and curricular topics Speaking 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.3.5.1- interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics Reading 8.4.1.1 - understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.4.1 - read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics; 8.4.5.1 - deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics; 8.4.8.1 - use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding Writing 8.5.1.1 - plan, write, edit and proofread work at text level with little - support on a growing range of general and curricular topics; 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.5.4.1 - use with some support style and register appropriate to a variety of written genres on general and curricular topics; 8.5.6.1 - link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics; 8.5.8.1 - spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics; 8.5.9.1 - punctuate written work at text level on a range of familiar general and curricular topics with growing accuracy Use of English 8.6.5.1 - use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics; 8.6.7.1 - use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics; 8.6.9.1 - use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics; 8.6.13.1 - use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics; 8.6.14.1 - use some prepositions before nouns and adjectives; use prepositions as, like to indicate manner; use dependent prepositions following adjectives on a range of familiar general and curricular topics | 1 | 24\02 | 03/03 | ||
70 | Learning about signs and the language of signs | 1 | 28\02 | 07/03 | ||||
71 | Learning about signs and the language of signs | 1 | 02\03 | 09/03 | ||||
72 | a survey about commuting to school | 1 | 03\03 | 10/03 | ||||
73 | Creating a survey about commuting to school, either for the class or the whole school | 1 | 07\03 | 14/03 | ||||
74 | Summative control work for the 3d term | 1 | 09\03 | 16/03 | ||||
75 | Reading about mysterious places around the world | 1 | 10/03 | 17/03 | ||||
76 | Writing an account of a journey in or across Kazakhstan . | 1 | 14/03 | 31/03 | ||||
77 | Discussion on travelling in and around Kazakhstan | 1 | 16/03 | 04/04 | ||||
78 | Unit revision | 1 | 17/03 | 04/04 | ||||
4th term (24 hours) | ||||||||
79 | Unit 8: Food and Drink (12 hours) | Focusing on food in Kazakhstan | Content 8.1.2.1 - use speaking and listening skills to provide sensitive feedback to peers; 8.1.3.1 - respect differing points of view; 8.1.5.1 - use feedback to set personal learning objectives; 8.1.8.1 - develop intercultural awareness through reading and discussion; 88.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world Listening 8.2.3.1 - understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics; 8.2.4.1 - understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics; 8.2.5.1 - recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics; Speaking 8.3.2.1 - ask more complex questions to get information about a growing range of general topics and some curricular topics; 8.3.4.1 - respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 8.3.5.1 - interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasks; 8.3.6.1 - link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics; 8.3.8.1 - recount some extended stories and events on a range of general and curricular topics Reading 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.3.1 - understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts; 8.4.4.1 - read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics; 8.4.6.1 - recognize the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; Writing 8.5.1.1 - plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics; 8.5.2.1 - write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.5.4.1 - use with some support style and register appropriate to a variety of written genres on general and curricular topics Use of English 8.5.2.1 - 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; 8.6.4.1 - use an increased variety of determiners including all, half, both [of] in pre-determiner function on a range of familiar general and curricular topics; 8.6.9.1 - use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics; 8.6.15.1- 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 | 1 | 06/04 | |||
80 | Focusing on food in Kazakhstan | 1 | 07/04 | |||||
81 | Making a class chart and looking at break-fasts around the world | 1 | 11/04 | |||||
82 | Healthy food 04 | 1 | 13/04 | |||||
83 | Healthy food (this relates to maths and biology) | 1 | 14/04 | |||||
84 | A family meal and/or a scene in a restaurant | 1 | 18/04 | |||||
85 | “Food for thought” and the role of Oxfam | 1 | 20/04 | |||||
86 | How to make a leaflet | 1 | 21/04 | |||||
87 | An email describing how to make a favorite meal | 1 | 25/04 | |||||
88 | Planning a birthday or celebration party SA for the unit | 1 | 27/04 | |||||
89 | Unit revision | 1 | 28/04 | |||||
90 | Unit 9: The World of Work (12 hours) | Learning about different jobs and careers. | Content 8.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.1.3.1 respect differing points of view; 8.1.6.1 - organize and present information clearly to others; 8.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings; 8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world Listening 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.2.7.1 - recognize typical features at word, sentence and text level of a growing range of spoken genres; 8.2.8.1 - understand extended narratives on a wide range of general and curricular topics Speaking 8.3.2.1 - ask more complex questions to get information about a growing range of general topics and some curricular topics; 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.3.4.1 - respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 8.3.5.1 - interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasks; 8.3.6.1 - link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics; 8.3.8.1 - recount some extended stories and events on a range of general and curricular topics Reading 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.6.1 - recognize the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.9.1 - recognize inconsistencies in argument in short texts on a limited range of general and curricular subjects Writing 8.5.2.1 - write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.5.3.2 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics Use of English 8.6.5.1 - use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics; 8.6.6.1 - 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; 8.6.7.1 - use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics; 8.6.8.1 - use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics; 8.6.17.1 - 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 | 1 | 02/05 | |||
91 | Learning about different jobs and careers | 1 | 04/05 | |||||
92 | Discussing the advantages and disadvantages of taking a gap year | 1 | 05/05 | |||||
94 | Discussing the advantages and disadvantages of taking a gap year | 1 | 11/05 | |||||
95 | Looking at part-time jobs for young people | 1 | 12/05 | |||||
96 | Looking at part-time jobs for young people | 1 | 16/05 | |||||
97 | A job interview Dream jobs SA for the unit | 1 | 18/05 | |||||
98 | Revisiting our dreams for the future | 1 | 19/05 | |||||
99 | Summative control work for the 4th term | 1 | 23/05 | |||||
100 | Optional Secret Agents! Project .Unit revision | 1 | 25/05 | |||||
101 | 1 | |||||||
102 | 1 | |||||||
Total: 102 Annotation: Summative control work for the Unit -20 minutes Summative control work for the Term – 40 minutes | ||||||||