Материалдар / Программа по английскому языку для 7 класса

Программа по английскому языку для 7 класса

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Автор материалды ақылы түрде жариялады. Сатылымнан түскен қаражат авторға автоматты түрде аударылады. Толығырақ

05 Қырқүйек 2018

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Приложение 7

к приказу Министра образованияи науки Республики Казахстанот « » ________ 2016 года №____

Приложение 198к приказу Министра образованияи науки Республики Казахстанот 3 апреля 2013 года № 115Типовая учебная программа по учебному предмету «Английский язык»для 5-9 классов уровня основного среднего образования(с русским языком обучения) по обновленному содержанию

The Study program is developed in accordance with the State compulsory standard of secondary-level education (elementary, basic secondary and general secondary education) approved by decision of the Government Resolution of the Republic of Kazakhstan dated 23 August, 2012 № 1080.

The importance of the subject is determined by the fact that it is the language of communication, science, business, tourism and sport. A knowledge of English can:

1) increase learners’ confidence in communicating in different situations;2) give learners access to higher education in Kazakhstan and abroad;3) allows students to continue professional education in Kazakhstan and abroad;4) broaden learners’ access to news and information currently distributed in English;5) allow learners to access English language literary works in their original form;6) enable learners to represent Kazakhstan in both Kazakhstan and overseas;7) become lifelong learners, building on skills, learning strategies and knowledge learned in school.

The English curriculum aims to develop learners who gain the low-mid B1 level of language skills through the following:

1) varied tasks which foster analysis, evaluation and creative thinking;2) exposure to a wide variety of spoken and written sources;4. In the study of the subject "The English language"

in the 5th grade have 3 hours a week, 102 hours a year;

in the 6th grade - 3 hours a week, 102 hours a year;

in the 7th grade - 3 hours a week, 102 hours a year;

in the 8th grade - 3 hours a week, 102 hours a year;

in the 9th grade - 3 hours a week, 102 hours a year.

5. The content of the subject. This is the substantive knowledge of the programme and comprises what we know in the subject and how we gain that knowledge. Knowledge in the subject is organised into strands of learning. Strands are further broken down into sub-strands, which will be at the level of a skill or topic, knowledge or understanding. Sub-strands, when expressed as grade-related expectations, form the learning objectives for a subject.6. The learning objectives demonstrate the progression within each sub-strand allowing teachers to plan and assess, sharing with learners the next steps they should take.7. Strand 1: Content. Learners develop skills needed for success in a range of academic subjects such as using speaking and listening skills to solve problems, organizing information clearly for others and developing intercultural awareness through reading and discussion.8. Strand 2: Listening. Learners learn to understand and respond to a wider range of short and extended text types on curricular and familiar topics. Learners develop the ability to understand, with some support, the main idea in extended talks spoken distinctly at a moderate pace on a range of general and curricular topics.9. Strand 3: Speaking. Learners develop the ability to ask general and more complex questions to clarify meaning and acquire, compare or evaluate knowledge. Learners develop the ability to communicate meaning clearly at sentence and discourse level when speaking in pairs, groups or whole class interaction on a range or general and curricular topics.10. Strand 4: Reading. Learners develop the ability to understand the gist and details in a wide variety of fiction and non-fiction text types of a medium length. Learners develop the ability to deduce meaning from context in texts on a range of general familiar and curricular topics.

Strand 5: Writing. Learners develop the ability to plan, draft, and layout and edit texts using a wider range of high-frequency vocabulary, with an appropriate level of grammatical and lexical accuracy and correct punctuation.

Strand 6: Use of English. Learners learn to express themselves using a good lexical range and variety of language with a generally high degree of accuracy. Learners develop the ability to use a range of past, present and future forms and a wider range of modals.

Chapter 3. Learning objectives system

Education aims in the programme are presented by the codes. The first number in the code is a grade, the second one is the number of the aim.

1) strand 1 «content»:

Grade 5	Grade	Grade 7	Grade 8	Grade 9
Mid-high A1	High A1	Low-mid A2	Mid-high A2	Low-mid B1
5.1use speaking and listening skills to solve problems creatively and cooperatively in groups	6.1use speaking and listening skills to solve problems creatively and cooperatively in groups	7.1use speaking and listening skills to solve problems creatively and cooperatively in groups	8.1use speaking and listening skills to solve problems creatively and cooperatively in groups	9.1use speaking and listening skills to solve problems creatively and cooperatively in groups
5.2use speaking and listening skills to provide sensitive feedback to peers	6.2use speaking and listening skills to provide sensitive feedback to peers	7.2use speaking and listening skills to provide sensitive feedback to peers	8.2use speaking and listening skills to provide sensitive feedback to peers	9.2use speaking and listening skills to provide sensitive feedback to peers
5.3respect differing points of view	6.3respect differing points of view	7.3respect differing points of view	8.3respect differing points of view	9.3respect differing points of view
5.4evaluate and respond constructively to feedback from others	6.4evaluate and respond constructively to feedback from others	7.4evaluate and respond constructively to feedback from others	8.4evaluate and respond constructively to feedback from others	9.4evaluate and respond constructively to feedback from others
5.5use feedback to set personal learning objectives	6.5use feedback to set personal learning objectives	7.5use feedback to set personal learning objectives	8.5use feedback to set personal learning objectives	9.5use feedback to set personal learning objectives
5.6organise and present information clearly to others	6.6organise and present information clearly to others	7.6organise and present information clearly to others	8.6organise and present information clearly to others	9.6organise and present information clearly to others
5.7develop and sustain a consistent argument when speaking or writing	6.7develop and sustain a consistent argument when speaking or writing	7.7develop and sustain a consistent argument when speaking or writing	8.7develop and sustain a consistent argument when speaking or writing	9.7develop and sustain a consistent argument when speaking or writing
5.8develop intercultural awareness through reading and discussion	6.8develop intercultural awareness through reading and discussion	7.8develop intercultural awareness through reading and discussion	8.8develop intercultural awareness through reading and discussion	9.8develop intercultural awareness through reading and discussion
5.9use imagination to express thoughts, ideas, experiences and feelings	6.9use imagination to express thoughts, ideas, experiences and feelings	7.9use imagination to express thoughts, ideas, experiences and feelings	8.9use imagination to express thoughts, ideas, experiences and feelings	9.9use imagination to express thoughts, ideas, experiences and feelings
5.10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world	6.10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world	7.10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world	8.10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world	9.10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

2) strand 2 «listening»:

Grade 5	Grade 6	Grade 7	Grade 8	Grade 9
Mid-high A1	High A1	Low-mid A2	Mid-high A2	Low-mid B1
5.1understand an increasing range of classroom instructions	6.1understand a sequence of supported classroom instructions	7.1understand with limited support the main points of extended talk on a range of general and curricular topics	8.1understand with little or no support the main points in extended talk on a wide range of general and curricular topics	9.1understandthe main points in unsupported extended talk on a wide range of general and curricular topics
5.2understand simple questions which ask for personal information	6.2understand an increasing range of supported basic questions which ask for personal information	7.2understand with some support the detail information in extended talk on a limited range of general and curricular topics	8.2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics	9.2understand specific information in unsupported extended talk on a wide range of general and curricular topics
5.3understand without any support simple questions on an increasing range of general and some curricular topics	6.3understand an increasing range of supported basic questions on general and curricular topics	7.3understand more complex supported questions on a growing range of general and curricular topics	8.3understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics	9.3understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics
5.4understand the main points of supported extended talk on a range of general and curricular topics	6.4understand the main points of supported extended talk on a range of general and curricular topics	7.4understand with limited support some of the implied meaning in extended talk on a range of general and curricular topics	8.4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics	9.4understand implied meaning in unsupported extended talk on a wide range of general and curricular topics
5.5understand most specific information and detail of short, supported talk on a wide range of familiar topics	6.5understand most specific information and detail of short, supported talk on a wide range of general and curricular topics	7.5recognise the opinion of the speaker(s) in supported extended talk on a range of general and curricular topics	8.5recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics	9.5recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics
5.6deduce meaning from context in short, supported talk on an increasing range of general and curricular topics	6.6deduce meaning from context in short, supported talk on an increasing range of general and curricular topics	7.6deduce meaning from context in supported extended talk on a range of general and curricular topics	8.6deduce meaning from context with little or no support in extended talk on a wide range of general and curricular topics	9.6deduce meaning from context inunsupported extended talk on awide range of general and curricular topics
5.7recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics	6.7recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics	7.7begin to recognise typical features at word, sentence and text level of a limited range of spoken genres	8.7begin to recognise typical features at word, sentence and text level of a limited range of spoken genres	9.7recognise typical features at word, sentence and text level of a range of spoken genres
5.8understand short, supported narratives on an increasing range of general and some curricular topics	6.8understand supported narratives, including some extended talk, on an increasing range of general and curricular topics	7.8understand supported narratives including some extended talk, on a range of general and curricular topics	8.8understand extended narratives on a range of general and curricular topics	9.8recognise inconsistencies in argument in extended talk on a range of general and curricular subjects

3) strand 3 «speaking»:

Grade 5	Grade 6	Grade 7	Grade 8	Grade 9
Mid-high A1	High A1	Low-mid A2	Mid-high A2	Low-mid B1
5.1make basic statements which provide information on an increasing range of general and some curricular topics	6.1provide basic information about themselves and others at sentence level on an increasing range of general topics	7.1provide basic information about themselves and others at discourse level on a range of general topics	8.1use formal and informal registers in their talk on a limited range of general and curricular topics	9.1use formal and informallanguage registers in their talk on a range of general and curricular topics
5.2ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics	6.2ask simple questions to get information about a limited range of general topics	7.2ask simple questions to get information about a growing range of general topics	8.2ask more complex questions to get information about a range of general topics and some curricular topics	9.2ask complex questions to get information about a wide range of general and curricular topics
5.3begin to describe past experiences on an increasing range of general and some curricular topics	6.3give an opinion at sentence level on a limited range of general and curricular topics	7.3give an opinion at sentence and discourse level on an increasing range of general and curricular topics	770 ₸ - Сатып алу Материал ұнаса әріптестеріңізбен бөлісіңіз Ашық сабақ, ҚМЖ, көрнекілік, презентация жариялап табыс табыңыз! Материалдарыңызды сатып, ақша табыңыз. (kaspi Gold, Halyk bank) Соңғы бір жылда: 45 000 000 ₸ Авторлар тапқан ақша Ресми байқаулар тізімі Республикалық байқауларға қатысып жарамды дипломдар алып санатыңызды көтеріңіз! Материал іздеу Сіз үшін 400 000 ұстаздардың еңбегі мен тәжірибесін біріктіріп, ең үлкен материалдар базасын жасадық. Төменде пәніңізді белгілеп, керек материалды алып сабағыңызға қолдана аласыз Барлығы 663 959 материал жиналған Жүктелуде... Жүктелуде... Жүктелуде... Осы аптаның ең үздік материалдары Педагогтардың біліктілігін арттыру курстары Аттестацияда (ПББ) 100% келетін тақырыптармен дайындаймыз Аттестацияда (ПББ) келетін тақырыптар бойынша жасалған тесттермен дайындалып, бізбен бірге тестілеуден оңай өтесіз Өткен жылы бізбен дайындалған ұстаздар 50/50 жинап рекорд жасады Толығырақ Ғылыми-әдістемелік орталығы Редакциямен байланыс +7 (771) 234-55-99 Жұмыс кестесі: Дүйсенбі – жұма, 9:00 – 18:00 Мекенжай: Қазақстан, Алматы, Гоголья 86, 4 этаж, 406-кабинет Электронды пошта ustaztilegi@gmail.com Сведения об организации Сайт Peaksoft веб-студиясында жасалған - Peaksoft.kz Политика конфиденциальности Сведения об организации