КТП 8 класс Excel 34 недели

Term 1

Term 2

Term 3

Term 4

1. Our World

3. Entertainment and Media

5. Reading for pleasure

8. Food and Drink

2. Daily life and shopping

4. Sport, Health and Exercise

6. The Natural World

9. The World of Work

7. Travel and Transport

№

Раздел/сквозные темы

Тема урока

Цели обучения

Количество часов

Сроки

Примечание

I четверть-24 часa

1

Unit 1:

Our World

Our World

8.1.2.1 use speaking and listening skills to provide feedback to classmates;

8.1.3.1 respect different points of view;

8.1.4.1 evaluate and respond constructively to feedback from other students;

8.1.5.1 use feedback to set personal learning goals;

8.1.7.1 develop and reinforce a consistent argument in oral and written speech;

8.1.8.1 develop intercultural understanding through reading and discussion;

8.1.9.1 use imagination to express your thoughts, ideas, experiences and feelings;

8.1.10.1 use oral or written speech to analyze and study a wide range of opinions and views on the world

8.2.1.1 understand the main points in a long conversation on general and educational topics almost without support;

8.2.3.1 understand almost without support most of the details of arguments in a long conversation on a wide range of general and educational topics;

8.2.7.1 identify characteristic features at the level of a word, sentence and text of some oral genres;

8.2.6.1 determine with little support the meaning from the context of a lengthy conversation on most general and educational topics

8.3.1.1 use formal and informal registers in conversation on most general and educational topics;

8.3.3.1 express an opinion at the level of reasoning on any general and educational topics;

8.3.4.1 respond with some flexibility at the level of a sentence with elements of reasoning to unexpected comments in general and educational topics;

8.3.5.1 interact with classmates for cooperation, discussion, coordination, planning, and prioritization in order to complete educational tasks;

8.3.6.1 comment with some flexibility on what others have said at the level of a sentence or reasoning during the pair, group and work of the whole class;

8.3.7.1 use specific vocabulary and syntax in most general and some educational topics

8.4.1.1 understand the main points in the texts of unfamiliar various general and educational topics, including some long texts;

8.4.2.1 understand specific information and details in texts within various familiar general and educational topics, including some long texts;

8.4.4.1 read long texts of various fiction and non-fiction literature within the framework of familiar and unfamiliar general and educational topics;

8.4.6.1 determine the author's attitude or opinion on various unfamiliar general and educational topics, including long texts;

8.4.8.1 use familiar and some unfamiliar paper and digital resources to verify the meaning and expand understanding

8.5.1.1 plan, write, edit and proofread works with little text-level support on general and academic topics;

8.5.2.1 write with little support about real, fictional events, actions or experiences from the past on familiar general and educational topics;

8.5.3.1 write with moderate grammatical literacy on various familiar general and educational topics;

8.5.4.1 use with support the appropriate style and register in written genres on general and educational topics;

8.5.7.1 use with minimal support the appropriate format at the text level for writing genres on general and academic topics;

8.5.8.1 write correctly frequently used words on familiar general and educational topics

8.6.5.1 use questions that include different time and modal forms on familiar general and educational topics;

8.6.9.1 use appropriately increased diversity of present and past simple forms and recent perfect simple forms in descriptive and indirect speech on a number of educational topics;

8.6.15.1 use infinitive forms after a limited number of verbs and adjectives, use gerund forms after a limited number of verbs and prepositions, use prepositional verbs and start using phrasal verbs on familiar general and educational topics;

8.6.16.1 use different conjunctions, for example, since, as to explain the reasons, and so structures... that, such a ... when explaining familiar general and educational topics

1

2

Family, relations with other people, personal identification; personal feelings, experiences and opinions

Entering Test

1

3

Family, relations with other people, personal identification; personal feelings, experiences and opinions

1

4

House and homes

1

5

Creating a personal profile

1

6

Discussion on the role of social media

1

7

Discussion on the role of social media

1

8

Critical analysis of the role of social media and the internet on deep slow thought

1

9

Critical analysis of the role of social media and the internet on deep slow thought

1

10

Creating a survey on social media use and collating the results

1

11

Creating a survey on social media use and collating the results

SAU 1

1

12

Unit revision

1

13

Unit 2:

Daily Life and Shopping

Organizing a tour of our area to help a fictitious family move to the area using maps

8.1.1.1 use speaking and listening skills for creative joint problem solving in groups;

8.1.3.1 respect different points of view;

8.1.4.1 evaluate and respond constructively to feedback from other students;

8.1.5.1 use feedback to set personal learning goals;

8.1.8.1 develop intercultural understanding through reading and discussion

8.2.7.1 identify characteristic features at the level of a word, sentence and text of some oral genres;

8.2.1.1 understand the main points in a long conversation on general and educational topics almost without support;

8.2.2.1 understand, with little or no support, the most specific information in an extended conversation on a wide range of general and educational topics;

8.2.3.1 understand almost without support most of the details of arguments in a long conversation on a wide range of general and educational topics

8.3.5.1 interact with classmates for cooperation, discussion, coordination, planning, and prioritization in order to complete educational tasks;

8.3.6.1 comment with some flexibility on what others have said at the level of a sentence or reasoning during the pair, group and work of the whole class;

8.3.7.1 use specific vocabulary and syntax in most general and some educational topics;

8.3.8.1 retell some longer stories and events on most general and educational topics

8.4.2.1 understand specific information and details in texts within various familiar general and educational topics, including some long texts;

8.4.3.1 understand the details of the argument within the framework of familiar general and educational topics, including long texts;

8.4.4.1 read long texts of various fiction and non-fiction literature within the framework of familiar and unfamiliar general and educational topics;

8.4.6.1 determine the author's attitude or opinion on various unfamiliar general and educational topics, including long texts

8.5.1.1 plan, write, edit and proofread works with little text-level support on general and academic topics;

8.5.2.1 write with little support about real, fictional events, actions or experiences from the past on familiar general and educational topics;

8.5.3.1 write with moderate grammatical literacy on various familiar general and educational topics;

8.5.6.1 independently combine sentences logically into a paragraph, using the basic words of a bunch of familiar common themes;

8.5.9.1 punctuation marks in written works at the average level of literacy in the text on familiar general and educational topics

8.6.10.1 use the forms of the present continuous tense and past continuous forms, including some passive forms, on a number of common and familiar educational topics;

8.6.11.1 use some forms of indirect speech for statements, questions and commands: say, ask, tell, including requests on a number of familiar general and educational topics;

8.6.12.1 use comparative adverb structures not as quickly as / far less quickly with correct and incorrect adverbs, increased diversity before verbal, after verbal and final position of adverbs on a number of familiar general and educational topics;

8.6.15.1 use infinitive forms after a limited number of verbs and adjectives, use gerund forms after a limited number of verbs and prepositions, use prepositional verbs and start using phrasal verbs on familiar general and educational topics;

8.6.16.1 use different conjunctions, for example, since, as to explain the reasons, and so structures... that, sucha ... when explaining familiar general and educational topics

1

14

Comparing our daily life with that of a Japanese student

1

15

Focusing on Kazakhstan

fashion week and clothes

1

16

Organizing and filming a fashion show (this relates to art and design)

1

17

Organizing and filming a fashion show

1

18

Writing a review of a fashion show

1

19

Writing a review of a fashion show

1

20

Discussion about the nature of happiness and what we commit to

in the future

1

21

Discussion about the nature of happiness and what we commit to

in the future

SAU 2

1

22

Keeping a personal and a class diary

1

23

SAT 1

1

24

Unit revision

1

2 четверть-24 часa

1

Unit 3:

Entertainment and Media

Entertainment and Media

8.1.1.1 use speaking and listening skills for creative joint problem solving in groups;

8.1.3.1 respect different points of view;

8.1.4.1 evaluate and respond constructively to feedback from other students;

8.1.8.1 develop intercultural understanding through reading and discussion;

8.1.9.1 use imagination to express your thoughts, ideas, experiences and feelings;

8.1.10.1 use oral or written speech to analyze and study a wide range of opinions and views on the world

8.2.1.1 understand the main points in a long conversation on general and educational topics almost without support;

8.2.2.1 understand, with little or no support, the most specific information in an extended conversation on a wide range of general and educational topics;

8.2.5.1 determine with little support the opinion of the speaker(s) in a long conversation on general and educational topics;

8.2.6.1 determine with little support the meaning from the context of a lengthy conversation on most general and educational topics

8.3.1.1 use formal and informal registers in conversation on general and educational topics;

8.3.3.1 express an opinion at the level of reasoning on any general and educational topics;

8.3.6.1 comment with some flexibility on what others have said at the level of a sentence or reasoning during the pair, group and work of the whole class;

8.3.7.1 use specific vocabulary and syntax in most general and some educational topics

8.4.1.1 understand the main points in the texts of unfamiliar various general and educational topics, including some long texts;

8.4.2.1 understand specific information and details in texts within various familiar general and educational topics, including some long texts;

8.4.5.1 determine the meaning from the context in short and some long texts within the framework of various familiar general and educational topics;

8.4.6.1 determine the author's attitude or opinion on various unfamiliar general and educational topics, including long texts;

8.4.8.1 use familiar and some unfamiliar paper and digital resources to verify the meaning and expand understanding

8.5.1.1 plan, write, edit and proofread works with little text-level support on general and academic topics;

8.5.2.1 write with little support about real, fictional events, actions or experiences from the past on familiar general and educational topics;

8.5.3.1 write with moderate grammatical literacy on various general and educational topics;

8.5.4.1 use with support the appropriate style and register in written genres on general and educational topics;

8.5.5.1 use arguments with support, supporting with examples and justification on familiar general and educational topics;

8.5.6.1 independently combine sentences logically into a paragraph, using the basic words of a bunch of familiar common themes;

8.5.7.1 use with minimal support the appropriate format at the text level for written genres on familiar general and educational topics;

8.5.8.1 write correctly frequently used words on familiar general and educational topics

8.6.1.1 use some abstract compound nouns and complex noun groups on familiar general and academic topics, as well as unfamiliar topics;

8.6.2.1 use various quantitative for calculable and uncountable nouns, including, several, plenty, a large/small, number/amount on familiar general and educational topics;

8.6.3.1 use various compound adjectives and ordinary adjectives as participles, and comparative structures, for example, as...as , much ...than to indicate the level on familiar general and educational topics;

8.6.5.1 use questions that include different time and modal forms on familiar general and educational topics;

8.6.7 use a variety of simple perfect forms to express the recent, uncertain and unfinished past on a number of familiar general and educational topics;

8.6.13.1 to use an increasing variety of modal forms for various functions: obligations, necessity, opportunity, permission, requests, suggestions, prohibition on familiar and common educational topics;

8.6.14.1 some prepositions before nouns and adjectives use prepositions, as, like to to indicate how

use dependent prepositions following adjectives on a number of familiar general and educational topics;

8.6.15.1 infinitive forms after a limited number of verbs and adjectives, use gerund forms after a limited number of verbs and prepositions, use prepositional verbs and start using phrasal verbs on familiar general and educational topics;

8.6.17.1 use if / unless / if only in the second subordinate clause of the condition and the wish [that] [present reference] condition, use determinative subordinate clauses, including with the word "why" on familiar general and educational topics

1

2

Looking at and writing a storyboard, then acting out the storyboard

3

Describing and writing reviews on films and computer games

1

4

Describing and writing reviews on films and computer games

1

5

Creating our own newspaper or

magazine article in two-column format

1

6

Creating our own newspaper or

magazine article in two-column format

1

7

Focusing on CGI

1

8

Learning about Minecraft

1

9

Creating and playing the quiz game: Who wants to be a millionaire?

1

10

Social media (this relates to computer science)

SAU 3

1

11

Unit revision

1

12

Unit 4:

Sport, Health and Exercise

Learning about keeping fit apps

8.1.1.1 use speaking and listening skills for creative joint problem solving in groups;

8.1.3.1 respect different points of view;

8.1.7.1 develop and reinforce a consistent argument in oral and written speech

8.2.1.1 understand the main points in a long conversation on general and educational topics almost without support;

8.2.2.1 understand, with little or no support, the most specific information in an extended conversation on a wide range of general and educational topics;

8.2.4.1 understand almost without support most of the implied meaning in a long conversation on general and educational topics;

8.2.5.1 determine with little support the opinion of the speaker(s) in a long conversation on general and educational topics

8.3.5.1 interact with classmates for cooperation, discussion, coordination, planning, and prioritization in order to complete educational tasks;

8.3.6.1 comment with some flexibility on what others have said at the level of a sentence or reasoning during the pair, group and work of the whole class;

8.3.7.1 use specific vocabulary and syntax within most general and some educational topics

8.4.2.1 understand specific information and details in texts within various familiar general and educational topics, including some long texts;

8.4.3.1 understand the details of the argument within the framework of familiar general and educational topics, including long texts;

8.4.6.1 determine the author's attitude or opinion on various unfamiliar general and educational topics, including long texts

8.5.1.1 plan, write, edit and proofread works with little text-level support on general and academic topics;

8.5.2.1 write with little support about real, fictional events, actions or experiences from the past on familiar general and educational topics;

8.5.3.1 write with moderate grammatical literacy on various familiar general and educational topics;

8.5.5.1 use arguments with support, supporting with examples and justification on familiar general and educational topics;

8.5.6.1 independently combine sentences logically into a paragraph, using the basic words of a bunch of familiar common themes

8.6.8.1 use various forms of the future tense, including the present long and present simple tense with a future meaning on a number of common and familiar educational topics;

8.6.10.1 use the forms of the present continuous tense and past continuous forms, including some passive forms, on a number of common and familiar educational topics;

8.6.12.1 use the structures of adverbs of comparative degree not as quickly as/far less quickly with correct and incorrect adverbs, increased diversity before verbal, after verbal and final position of adverbs on a number of familiar general and educational topics;

8.6.13.1 to use an increasing variety of modal forms for various functions: obligations, necessity, opportunity, permission, requests, suggestions, prohibition on familiar and common educational topics;

8.6.15.1 use infinitive forms after a limited number of verbs and adjectives, use gerund forms after a limited number of verbs and prepositions, use prepositional verbs and start using phrasal verbs on familiar general and educational topics;

8.6.17.1 use if / unless / if only in the second subordinate clause of the condition and the wish [that] [present reference] condition, use determinative subordinate clauses, including with the word "why" on familiar general and educational topics

1

13

Learning about healthy food and lifestyle

1

14

Learning about healthy food and lifestyle

15

Learners create a healthy-eating pyramid based on food from Kazakhstan

1

16

Learners create a healthy-eating pyramid based on food from Kazakhstan

1

17

Learning about illness and injuries (this relates to biology)

1

18

Learning about illness and injuries

19

Role-playing a visit to the doctor’s surgery

SAU 4

1

20

Continuing the discussion about happiness in the context of living for a long time or winning a large amount of money

1

21

Continuing the discussion about happiness in the context of living for a long time or winning a large amount of money

1

22

Continuing the discussion about happiness in the context of living for a long time or winning a large amount of money

1

23

SAT 2

1

24

Unit revision

3 четверть-30 часa

1

Unit 5:

Reading for Pleasure

Learners read non-fiction books in Kazakh, English, Russian languages

8.1.3.1 respect different points of view;

8.1.6.1 organize and clearly present information in a form understandable to others;

8.1.7.1 develop and reinforce a consistent argument in oral and written speech;

8.1.8.1 develop intercultural understanding through reading and discussion;

8.1.9.1 use imagination to express your thoughts, ideas, experiences and feelings

8.2.1.1 understand the main points in a long conversation on general and educational topics almost without support;

8.2.2.1 understand, with little or no support, the most specific information in an extended conversation on a wide range of general and educational topics;

8.2.3.1 understand almost without support most of the details of arguments in a long conversation on a wide range of general and educational topics;

8.2.5.1 determine with little support the opinion of the speaker(s) in a long conversation on general and educational topics;

8.2.8.1 understand big stories on general and educational topics

8.3.2.1 ask more complex questions to get information within the framework of general topics and training topics;

8.3.3.1 express an opinion at the level of reasoning on any general and educational topics;

8.3.4.1 respond with some flexibility at the level of a sentence with elements of reasoning to unexpected comments within the framework of educational topics;

8.3.8.1 retell some longer stories and events on most general and educational topics

8.4.1.1 understand the main points in the texts of unfamiliar various general and educational topics, including some long texts;

8.4.2.1 understand specific information and details in texts within various familiar general and educational topics, including some long texts;

8.4.3.1 understand the details of the argument within the framework of familiar general and educational topics, including some long texts;

8.4.4.1 read long texts of various fiction and non-fiction literature within the framework of familiar and unfamiliar general and educational topics;

8.4.5.1 determine the meaning from the context in short and some long texts within the framework of various familiar general and educational topics;

8.4.6.1 determine the author's attitude or opinion on various unfamiliar general and educational topics, including long texts;

8.4.7.1 determine the characteristic properties of a word, sentence and text within the framework of most written genres;

8.4.9.1 identify inconsistencies in the arguments given in short texts on some general and educational topics

8.5.1.1 plan, write, edit and proofread works with little text-level support on general and academic topics;

8.5.3.1 write with moderate grammatical literacy on general and academic topics;

8.5.5.1 use arguments with support, supporting with examples and justification on familiar general and educational topics;

8.5.8.1 write correctly frequently used words on familiar general and educational topics

8.6.1.1 use some abstract compound nouns and complex noun groups on familiar general and academic topics, as well as unfamiliar topics;

8.6.2.1 use various quantitative for calculable and uncountable nouns, including, several, plenty, a large/small, number/amount on familiar general and educational topics;

8.6.4.1 use defining words, including all, half, both [of] as pre-determinants on familiar general and educational topics;

8.6.6.1 use pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few;

for many familiar general and educational topics

8.6.7.1 use a variety of simple perfect forms to express the recent, uncertain and unfinished past on a number of familiar general and educational topics;

8.6.8.1 use various forms of the future tense, including the present long and present simple tense with a future meaning on a number of common and familiar educational topics;

8.6.9.1 use appropriately increased diversity of present and past simple forms and recent perfect simple forms in descriptive and indirect speech on a number of common educational topics;

8.6.10.1 use the forms of the present continuous tense and past continuous forms, including some passive forms, on a number of common and familiar educational topics;

8.6.11.1 use some forms of indirect speech.1 for statements, questions and commands: say, ask, tell, including requests on a number of familiar general and educational topics;

8.6.12.1 use comparative adverb structures not as quickly as / far less quickly with correct and incorrect adverbs, increased diversity before verbal, after verbal and final position of adverbs on a number of familiar general and educational topics;

8.6.14.1 use some prepositions before nouns and adjectives use prepositions, as, like to to indicate how, dependent prepositions following adjectives on a number of familiar general and educational topics;

8.6.15.1 use infinitive forms after a limited number of verbs and adjectives, use gerund forms after a limited number of verbs and prepositions, use prepositional verbs and start using phrasal verbs on familiar general and educational topics;

8.6.16.1 use different conjunctions, for example, since, as to explain the reasons, and so structures... that, such a ... when explaining familiar general and educational topics

1

2

Learners read non-fiction books in Kazakh, English, Russian languages

1

3

Learners read non-fiction books in Kazakh, English, Russian languages

1

4

Learners read non-fiction books in Kazakh, English, Russian languages

1

5

Summarizing the chosen books

1

6

Summarizing the chosen books

1

7

Summarizing the chosen books

1

8

Different activities, based on the content of the books

1

9

Different activities, based on the content of the books

1

10

Different activities, based on the content of the books

1

11

Unit 6:

The Natural World

Learning about geographical

features of Kazakhstan

8.1.1.1 use speaking and listening skills for creative joint problem solving in groups;

8.1.2.1 use speaking and listening skills to provide feedback to classmates;

8.1.3.1 respect different points of view;

8.1.7.1 develop and reinforce a consistent;

8.1.10.1 use oral or written speech to analyze and study a wide range of opinions and views on the world

8.2.1.1 understand the main points in a long conversation on general and educational topics almost without support;

8.2.2.1 understand, with little or no support, the most specific information in an extended conversation on a wide range of general and educational topics;

8.2.6.1 determine with little support the meaning from the context of a lengthy conversation on most general and educational topics;

8.2.7.1 identify characteristic features at the level of a word, sentence and text of some oral genres;

8.2.8.1 understand big stories on general and educational topics

8.3.1.1 use formal and informal registers in conversation on most general and educational topics;

8.3.2.1 ask more complex questions to get information within the framework of general topics and training topics;

8.3.3.1 express an opinion at the level of reasoning on any general and educational topics;

8.3.4.1 respond with some flexibility at the level of a sentence with elements of reasoning to unexpected comments within the framework of general and educational topics;

8.3.5.1 interact with classmates for cooperation, discussion, coordination, planning, and prioritization in order to complete educational tasks;

8.3.8.1 retell some longer stories and events on most general and educational topics

8.4.2.1 understand specific information and details in texts within various familiar general and educational topics, including long texts;

8.4.5.1 determine the meaning from the context in short and some long texts within the framework of various familiar general and educational topics;

8.4.6.1 determine the author's attitude or opinion on various unfamiliar general and educational topics, including long texts;

8.4.7.1 determine the characteristic properties of a word, sentence and text within the framework of most written genres;

8.4.8.1 use familiar and some unfamiliar paper and digital resources to verify the meaning and expand understanding

8.5.3.1 write with moderate grammatical literacy on various familiar general and educational topics;

8.5.5.1 use arguments with support, supporting with examples and justification on familiar general and educational topics;

8.5.6.1 independently combine sentences logically into a paragraph, using the basic words of a bunch of familiar common themes;

8.5.7.1 use with minimal support the appropriate format at the text level for writing genres on general and academic topics;

8.5.8.1 write correctly frequently used words on familiar general and educational topics;

8.5.9.1 use punctuation marks in written works at an average level of literacy in the text on familiar general and educational topics

8.6.1.1 use some abstract compound nouns and complex noun groups on familiar general and academic topics, as well as unfamiliar topics;

8.6.3.1 use various compound adjectives and ordinary adjectives as participles, and comparative structures, for example, as...as , much ...than to indicate the level on general and academic topics;

8.6.4.1 use defining words, including all, half, both [of] as pre-determinants on familiar general and educational topics;

8.6.6.1 use pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few for many familiar general and educational topics;

8.6.7.1 use a variety of simple perfect forms to express the recent, uncertain and unfinished past on a number of familiar general and educational topics

1

12

Learning about geographical

features of Kazakhstan

1

13

Learning about world heritage sites around the world

1

14

Learning about world heritage sites around the world (this relates to geography and biology)

1

15

Learning about a world heritage site in Kazakhstan

1

16

Learning about a world heritage site in Kazakhstan

1

17

Reading a newsletter on Our Endangered Planet

1

18

Learning how to write a campaign letter

1

19

Learning about the environment through learning about the saiga (this relates to geography and

biology)

SAU 5

1

20

Unit revision

1

21

Unit 7:

Travel and Transport

Looking at modes of transport

8.1.2.1 use speaking and listening skills to provide feedback to classmates;

8.1.3.1 respect different points of view;

8.1.5.1 use feedback to set personal learning goals;

8.1.7.1 develop and reinforce a consistent argument in oral and written speech;

8.1.10.1 use oral or written speech to analyze and study a wide range of opinions and views on the world

8.2.1.1 understand the main points in a long conversation on general and educational topics almost without support;

8.2.2.1 understand, with little or no support, the most specific information in an extended conversation on a wide range of general and educational topics;

8.2.4.1 understand almost without support most of the implied meaning in a long conversation on general and educational topics;

8.2.8.1 understand big stories on general and educational topics

8.3.1 use formal and informal registers in conversation on most general and educational topics;

8.3.3.1 express an opinion at the level of reasoning on any general and educational topics;

8.3.5.1 interact with classmates for cooperation, discussion, coordination, planning, and prioritization in order to complete educational tasks;

8.3.7.1 use specific vocabulary and syntax in most general and some educational topics

8.4.1.1 understand the main points in the texts of unfamiliar various general and educational topics, including some long texts;

8.4.2.1 understand specific information and details in texts within various familiar general and educational topics, including some long texts;

8.4.4.1 read long texts of various fiction and non-fiction literature within the framework of familiar and unfamiliar general and educational topics;

8.4.5.1 determine the meaning from the context in short and some long texts within the framework of various familiar general and educational topics;

8.4.8.1 use familiar and some unfamiliar paper and digital resources to verify the meaning and expand understanding

8.5.1.1 plan, write, edit and proofread works with little text-level support on general and academic topics;

8.5.2.1 write with little support about real, fictional events, actions or experiences from the past on familiar general and educational topics;

8.5.3.1 write with moderate grammatical literacy on various familiar general and educational topics;

8.5.4.1 use with support the appropriate style and register in written genres on general and educational topics;

8.5.6.1 independently combine sentences logically into a paragraph, using the basic words of a bunch of familiar common themes;

8.5.8.1 write correctly frequently used words on familiar general and educational topics;

8.5.9.1 use punctuation marks in written works at an average level of literacy in the text on familiar general and educational topics

8.6.5.1 use questions that include different time and modal forms on familiar general and educational topics;

8.6.7.1 use a variety of simple perfect forms to express the recent, uncertain and unfinished past on a number of familiar general and educational topics;

8.6.9.1 use appropriately increased diversity of present and past simple forms and recent perfect simple forms in descriptive and indirect speech of common and familiar educational topics;

8.6.13.1 to use an increasing variety of modal forms for various functions: obligations, necessity, opportunity, permission, requests, suggestions, prohibition on familiar and common educational topics;

8.6.14.1 use some prepositions before nouns and adjectives use prepositions, as, like to to indicate how, dependent prepositions following adjectives on a number of familiar general and educational topics

1

22

Learning about signs and the language of signs

1

23

Learning about signs and the language of signs

1

24

Creating a survey about commuting to school, either for the class or the whole school (this relates to geography and computer science)

1

25

Creating a survey about commuting to school, either for the

class or the whole school (this relates to geography and computer science)

1

26

Discussion on travelling in and around Kazakhstan

SAU 6

1

27

Writing an account of a journey in or across Kazakhstan Reading about mysterious places around the world

1

28

Writing an account of a journey in or across Kazakhstan Reading about mysterious places around the world

1

29

SAT 3

1

30

Unit revision

1

4 четверть-24 часa

Unit 8:

Food and Drink

Focusing on food in

Kazakhstan

8.1.2.1 use speaking and listening skills to provide feedback to classmates;

8.1.3.1 respect different points of view;

8.1.4.1 evaluate and respond constructively to feedback from other students;

8.1.5.1 use feedback to set personal learning goals;

8.1.8.1 develop intercultural understanding through reading and discussion;

8.1.9.1 use imagination to express your thoughts, ideas, experiences and feelings;

8.1.10.1 use oral or written speech to analyze and study a wide range of opinions and views on the world

8.2.1.1 understand the main points in a long conversation on general and educational topics almost without support;

8.2.2.1 understand, with little or no support, the most specific information in an extended conversation on a wide range of general and educational topics;

8.2.3.1 understand almost without support most of the details of arguments in a long conversation on a wide range of general and educational topics;

8.2.4.1 understand almost without support most of the implied meaning in a long conversation on general and educational topics;

8.2.5.1 determine with little support the opinion of the speaker(s) in a long conversation on general and educational topics;

8.2.6.1 determine with little support the meaning from the context of a lengthy conversation on most general and educational topics

8.3.2.1 ask more complex questions to get information within the framework of general topics and some training topics;

8.3.3.1 express an opinion at the level of reasoning on any general and educational topics;

8.3.4.1 respond with some flexibility at the level of a sentence with elements of reasoning to unexpected comments in general and educational topics;

8.3.5.1 interact with classmates for cooperation, discussion, coordination, planning, and prioritization in order to complete educational tasks;

8.3.6.1 comment with some flexibility on what others have said at the level of a sentence or reasoning during the pair, group and work of the whole class;

8.3.7.1 use specific vocabulary and syntax in most general and some educational topics;

8.3.8.1 retell some longer stories and events on most general and educational topics

8.4.2.1 understand specific information and details in texts within various familiar general and educational topics, including some long texts;

8.4.3.1 understand the details of the argument within the framework of familiar general and educational topics, including some long texts;

8.4.4.1 read long texts of various fiction and non-fiction literature within the framework of familiar and some unfamiliar general and educational topics;

8.4.5.1 determine the meaning from the context in short and some long texts within the framework of various familiar general and educational topics;

8.4.6.1 determine the author's attitude or opinion on various unfamiliar general and educational topics, including long texts;

8.4.7.1 determine the characteristic properties of a word, sentence and text within the framework of most written genres

8.5.1.1 plan, write, edit and proofread works with little text-level support on general and academic topics;

8.5.2.1 write with little support about real, fictional events, actions or experiences from the past on familiar general and educational topics;

8.5.3.1 write with moderate grammatical literacy on various familiar general and educational topics;

8.5.4.1 use with support the appropriate style and register in written genres on general and educational topics

8.6.2.1 use various quantitative for calculable and uncountable nouns, including, several, plenty, a large/small, number/amount on familiar general and educational topics;

8.6.3.1 use various compound adjectives and ordinary adjectives as participles, and comparative structures, for example, as...as , much ...than to indicate the level on familiar general and educational topics;

8.6.4.1 use defining words, including all, half, both [of] as pre-determinants on familiar general and educational topics;

8.6.8.1 use various forms of the future tense, including the present long and present simple tense with a future meaning on a number of common and familiar educational topics;

8.6.9.1 use appropriately increased diversity of present and past simple forms and recent perfect simple forms in descriptive and indirect speech on a number of common and familiar educational topics;

8.6.10.1 use the forms of the present continuous tense and past continuous forms, including some passive forms, on a number of common and familiar educational topics;

8.6.13.1 to use an increasing variety of modal forms for various functions: obligations, necessity, opportunity, permission, requests, suggestions, prohibition on familiar and common educational topics;

8.6.15.1 use infinitive forms after a limited number of verbs and adjectives, use gerund forms after a limited number of verbs and prepositions, use prepositional verbs and start using phrasal verbs on familiar general and educational topics

1

Focusing on food in

Kazakhstan

1

Making a class chart and looking at break-fasts around the world

1

Making a class chart and looking at break-fasts around the world

1

Healthy food (this relates to maths and biology)

1

Healthy food (this relates to maths and biology)

1

Drama: role-playing a fictitious family meal and/or a scene in a restaurant

1

Looking at “Food for

thought” and the role of Oxfam

1

Learning how to make a leaflet using a word processor, digital camera, desktop or other hardware

1

Planning a birthday or celebration party

1

Planning a birthday or celebration party

SAU 7

1

Unit revision

1

Unit 9:

The World of Work

The World of Work

8.1.1.1 use speaking and listening skills for creative joint problem solving in groups;

8.1.3.1 respect different points of view;

8.1.6.1 organize and clearly present information in a form understandable to others;

8.1.9.1 use imagination to express your thoughts, ideas, experiences and feelings;

8.1.10.1 use oral or written speech to analyze and study a wide range of opinions and views on the world

8.2.1.1 understand the main points in a long conversation on general and educational topics almost without support;

8.2.2.1 understand, with little or no support, the most specific information in an extended conversation on a wide range of general and educational topics;

8.2.7.1 identify characteristic features at the level of a word, sentence and text of some oral genres;

8.2.8.1 understand big stories on general and educational topics

8.3.2.1 ask more complex questions to get information within the framework of general topics and training topics;

8.3.3.1 express an opinion at the level of reasoning on any general and educational topics;

8.3.4.1 respond with some flexibility at the level of a sentence with elements of reasoning to comments within the framework of general and educational topics;

8.3.5.1 interact with classmates for cooperation, discussion, coordination, planning, and prioritization in order to complete educational tasks;

8.3.6.1 comment with some flexibility on what others have said at the level of a sentence or reasoning during the pair, group and work of the whole class;

8.3.7.1 use specific vocabulary and syntax in most general and some educational topics;

8.3.8.1 retell some longer stories and events on most general and educational topics

8.4.2.1 understand specific information and details in texts within various familiar general and educational topics, including some long texts;

8.4.6.1 determine the author's attitude or opinion on various unfamiliar general and educational topics, including long texts;

8.4.9.1 identify inconsistencies in the arguments given in short texts on some general and educational topics

8.5.1.1 plan, write, edit and proofread works with little text-level support on general and academic topics;

8.5.2.1 write with little support about real, fictional events, actions or experiences from the past on familiar general and educational topics;

8.5.3.1 write with moderate grammatical literacy on various familiar general and educational topics

8.6.5.1 use questions that include different time and modal forms on familiar general and educational topics;

8.6.6.1 use pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few for many familiar general and educational topics;

8.6.7.1 use a variety of simple perfect forms to express the recent, uncertain and unfinished past on a number of familiar general and educational topics;

8.6.8.1 use various forms of the future tense, including the present long and present simple tense with a future meaning on a number of common and familiar educational topics;

8.6.10.1 use the forms of the present continuous tense and past continuous forms, including some passive forms, on a number of common and familiar educational topics;

8.6.11.1 use some forms of indirect speech for statements, questions and commands: say, ask, tell, including requests on a number of familiar general and educational topics;

8.6.12.1 use comparative adverb structures not as quickly as / far less quickly with correct and incorrect adverbs, increased diversity before verbal, after verbal and final position of adverbs on a number of familiar general and educational topics;

8.6.13.1 to use an increasing variety of modal forms for various functions: obligations, necessity, opportunity, permission, requests, suggestions, prohibition on familiar and common educational topics;

8.6.17.1 use if / unless / if only in the second subordinate clause of the condition and the condition wish [that] [present reference], use determinative subordinate clauses, including with the word “why” on familiar general and educational topics

1

Learning about different jobs and careers; attending talks on careers by visitors to the school

1

Discussing the advantages and disadvantages of taking a gap year

1

Discussing the advantages and disadvantages of taking a gap year

1

Looking at part-time jobs for young people

1

Looking at part-time jobs for young people

1

Listening to an interview, role-playing an interview then

reporting back on it

1

Listening to an interview, role-playing an interview then

reporting back on it

SAU 8

1

Revisiting our dreams for the future

1

Optional Secret Agents! Project

1

SAT 4

1

Round up lesson

1