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Типовая учебная программа по учебному предмету «Английский язык»Стр 1 из 5Следующая ⇒
Типовая учебная программа по учебному предмету «Английский язык» для 5-9 классов уровня основного среднего образования (с русским языком обучения) по обновленному содержанию
По реализации Типовой учебной программы По учебному предмету « Английский язык » для 5-9 классов уровня основного среднего образования По обновленному содержанию 1) grade 5: 1.
TERM I (24 HOURS) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
TERM II (24 hours) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
UNIT 3 VALUES (12 hours) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
25 | 1 | Family and friends | Vocabulary Reading | 1 | 6.11.17 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
26 | 2 | A big Family | Listening Reading | 1 | 8.11.17 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
27 | 3 | Language focus 1 have got | Reading | 1 | 10.11.17 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
28 | 4 | Describing people | Vocabulary | 1 | 13.11.17 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
29 | 5 | Language focus 2 Comparative adjectives | 1 | 15.11.17 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
30 | 6 | My family, by Boris Moldanov | Watching video | 1 | 17.11.17 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
31 | 7 | A Family Festival | Reading | 1 | 20.11.17 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
32 | 8 | Speaking on the phone | Speaking | 1 | 22.11.17 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
33 | 9 | My best friend | Writing | 1 | 24.11.17 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
34 | 10 | CLIL. Math. Fractions | Reading | 1 | 27.11.17 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
35 | 11 | Fractions (End of unit test 20 min) | Write a fraction quiz | 1 | 29.11.17 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
36 | 12 | What we value | Reading | 1 | 30.11.17 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
TERM III (30 hours) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
UNIT 5 CREATIVITY (11 hours) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
49 | 1 | Arts | Vocabulary | 1 | 8.01.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
50 | 2 | Kung-fu school | Reading | 1 | 10.01.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
51 | 3 | Language focus 1 can for ability and permission | Writing | 1 | 12.01.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
52 | 4 | A podcast | Listening | 1 | 15.01.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
53 | 5 | Language focus 2 Object pronouns | 1 | 17.01.18 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
54 | 6 | South African schoolgirl | Watching video | 1 | 19.01.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
55 | 7 | A Welsh school | Reading | 1 | 22.01.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
56 | 8 | Asking and giving permission | Speaking | 1 | 24.01.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
57 | 9 | Writing an e-mail | Writing | 1 | 26.01.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
58 | 10 | CLIL. Art Images and communication | Reading | 1 | 29.01.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
59 | 11 | Making music | Reading | 1 | 31.01.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
UNIT 6 READING FOR PLEASURE (7 hours) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
60 | 12 | Arthur Conan Doyle’s biography | Reading | 1 | 2.02.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
61 | 13 | The Hound of the Baskervilles. Part I | Reading | 1 | 5.02.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
62 | 14 | The Hound of the Baskervilles. Part II | Reading | 1 | 7.02.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
63 | 15 | A description of the scene | Speaking Writing | 1 | 9.02.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
64 | 16 | My favourite writer’s biography | Reading | 1 | 12.02.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
65 | 17 | My favourite book (End of unit test 20 min) | Reading | 1 | 14.02.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
66 | 18 | My favourite chartacter | Speaking Writing | 1 | 16.02.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
TERM 4 (24 hours) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
UNIT 8 SPORTS (11 hours) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
79 | 1 | Sports for all | Vocabulary Listening | 1 | 4.04.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
80 | 2 | A paralympic champion | Reading | 1 | 6.04.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
81 | 3 | Language focus 1 yes/no questions | 1 | 9.04.18 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
82 | 4 | Listening to a conversation | Listening | 1 | 11.04.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
83 | 5 | Language focus 2 Past simple: Wh-questions | 1 | 13.04.18 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
84 | 6 | The bowler | Watching video | 1 | 16.04.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
85 | 7 | The highland games | Reading | 1 | 18.04.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
86 | 8 | Expressing interest | Speaking | 1 | 20.04.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
87 | 9 | A teen athlete | Writing | 1 | 23.04.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
88 | 10 | Outdoor sports and activities End of unit test (20 min) | Reading | 1 | 25.04.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
89 | 11 | Kazakhstan’s sporting success | Reading | 1 | 27.04.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
UNIT 9 HOLIDAYS (13 hours)
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90 | 12 | Seasons and weather | Speaking | 1 | 30.04.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
91 | 13 | Adventure | Reading | 1 | 2.05.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
92 | 14 | Language focus 1 to be going to… | Vocabulary Video Listening | 1 | 3.05.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
93 | 15 | Listening to a conversation Landscapes | Speaking | 1 | 4.05.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
94 | 16 | Language focus 2 Future with will/won’t | 1 | 8.05.18 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
95 | 17 | Alaska | Watching video Listening | 1 | 10.05.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
96 | 18 | Summer camp | Reading | 1 | 11.05.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
97 | 19 | Making suggestions | Speaking | 1 | 14.05.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
98 | 20 | Math. End of unit test (20 min) | Speaking | 1 | 16.05.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
99 | 21 | Writing an e-mail | Writing | 1 | 18.05.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
100 | 22 | Final test (40 min) | 1 | 21.05.18 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
101 | 23 | CLIL. Maths. Frequency tables and bar charts | Reading | 1 | 22.05.18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
102 | 24 | Amazing adventures | Reading | 1 | 23.05.18 |
MID - TERM PLAN
Unit 1 HOME AND AWAY
Unit aims
Pupils will be able to …
• describe their house
• personal possessions and adjectives
• talk about days of the week, months and dates
• talk about countries, nationalities and languages
• understand about English as a world language.
• use prepositions, possessive adjectives and pronouns
• ask for clarification
• learn vocabulary for the seasons and weather.
• talk about favourite months and seasons.
Unit 1 HOME AND AWAY
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# | Theme | Lesson objectives |
Lesson 1 | Home and away | • revise greetings, the alphabet, numbers 1–20, time. |
Lesson 2 | Diagnostic test | • identification of levels for later work • reinforcement of learning and pupil motivation • identification of problem areas |
Lesson 3 | Prepositions | • revise prepositions, classroom objects, this, that, these and those. |
Lesson 4 | Possessive adjectives and pronouns | • revise possessive adjectives and possessive pronouns, personal possessions and adjectives, possessive ’s. |
Lesson 5 | The verb to be | • revise be: affirmative, negative and questions |
Lesson 6 | Days of the week | days of the week, months and dates. |
Lesson 7 | Countries, nationalities and languages | • revise countries, nationalities and languages. |
Lesson 8 | Let’s do the quiz | • read and talk about countries, nationalities and languages. |
Lesson 9 | Asking for clarification | • listen to teenagers talking about their name and nationality. • practise asking for clarification. |
Lesson 10 | Climate and food | • learn the difference between climate and weather. • read about different types of climates and the food grown in different parts of the world. • write about different types of food. |
Lesson 11 | Weather and climate | • learn vocabulary for the seasons and weather. • talk about favourite months and seasons. |
Lesson 12 | Fun in Almaty | • read a text about ways to enjoy yourself in Almaty. • answer comprehension questions about the text. • talk about enjoyable places to visit where you live. |
Unit 2 LIVING THINGS
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Grade: 5 | Duration of Scheme of Work: 12 hours |
Unit aims Pupils will be able to … I can … · talk about animals and plants. · read and understand an animal quiz. · make statements and ask and answer · questions in the present simple. · understand a conversation about zoos. · talk about the past. · ask for information in a museum. · write a short description of an animal.
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Vocabulary | Animals Plants The suffix x –er |
Reading | A quiz Shark attack! An article |
Language focus | Present simple Wh- questions was/were There was/were |
Listening | A conversation |
Discover Culture | Animals in the city |
Speaking | Asking for and giving directions Real talk: Do you like going to museums? |
Pronunciation | /g/ at the beginnings and ends of words |
Get it right! | irregular plural forms of fish and sheep verbs not usually used in the present continuous |
Writing | A description of an animal; position of adjectives |
CLIL | Science: Vertebrates |
Unit 2 LIVING THINGS | ||
# | Theme | Lesson objectives |
Lesson 1 | Animals | • learn the names of animals. • organise animal words into categories. • create, draw and describe an animal. |
Lesson 2 | Animal actions | • do an animals quiz. • learn adverbs of movement. • talk about actions that animals do. |
Lesson 3 | Present Simple | learn the affi rmative and negative forms of the present simple. • learn the difference between the /s/, /z/ and /ɪ z/ sounds. • talk about what I do during the week, at the weekends and every day. |
Lesson 4 | Plants | • listen to conversations at a zoo. • learn action verbs. • talk about what animals do. • work with a partner. Ask and answer questions about plants and animals. |
Lesson 5 | Was /were | • learn the past simple forms of be. • learn to ask and answer questions using was / were. |
Lesson 6 | Discover culture | • watch a video about animals living on the street in India. • talk about animals that live on the street in my country. |
Lesson 7 | Huskies The unit’s helper | • read a text about husky dogs and the Inuit people of the Arctic. • learn how to form nouns with the suffix -er. • write about what work animals do in my country. |
Lesson 8 | Asking for and giving directions | • watch teenagers talking about whether they like going to museums. • listen to a conversation in which someone asks for and is given directions. • practise asking for and giving directions. |
Lesson 9 | End of term test | Giving each pupil a summative assessment Checking on general progress and obtaining feedback Measuring what pupils have learnt Identification of levels for later work Reinforcement of learning and pupil motivation Identification of problem areas |
Lesson 10 | A description of an animal | • read a description of an animal. • learn about the position of adjective in a sentence. • write a description of animal. |
Lesson 11 | Animals with backbones | • read and learn about vertebrates. • learn vocabulary to describe animals. |
Lesson 12 | Which animal? | • read and learn about vertebrates. • learn vocabulary to describe animals. |
Unit 3 VALUES
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Grade: 5 | Duration of Scheme of Work: 11 hours |
Unit aims Pupils will be able to … • talk about my family. • compare people. • understand a text about other cultures. • talk on the phone. • write a description of someone. | |
Vocabulary | Family and friends Describing people Adjectives |
Reading | An online article Robot Fighters Diwali: A family festival |
Language focus | have got affirmative, negative, questions and short answers Comparative adjectives |
Listening | A conversation |
Discover Culture | My family, by Boris Moldanov |
Speaking | On the phone Real talk: What’s your phone number? What’s your email address? |
Pronunciation | /ð en/ |
Writing | A description of a person Modifiers |
Get it right! | Comparative and superlative forms of one syllable adjectives |
CLIL | Maths Fractions |
Unit 3 VALUES | ||
# | Theme | Lesson objectives |
Lesson 1 | Family and friends | • learn vocabulary for friends and family. • talk about my own family. • draw and describe my family tree. |
Lesson 2 | A big Family | • read an article about a big family. • learn adjective opposites. • compare my own family with the one in the article. |
Lesson 3 | Language focus 1 have got | • learn the affirmative, negative, question and short answer forms of have got. • practise asking and answering questions about possessions with have got. |
Lesson 4 | Describing people | • listen to a conversation about a virtual world. • learn words to describe people. • write a description of my avatar. |
Lesson 5 | Language focus 2 Comparative adjectives | • learn comparative adjectives. • describe a picture using comparative adjectives. • compare myself to another student using comparative adjectives. |
Lesson 6 | My family, by Boris Moldanov | • watch a video about a family in Siberia. • compare my own town with the town in the video. • compare my own family with the family in the video. |
Lesson 7 | A Family Festival | • read a text about Diwali. • talk about festivals in my own country. |
Lesson 8 | Speaking on the phone | • watch or listen to teenagers taking about mobile numbers and e-mail addresses. • practise giving out mobile numbers and email addresses. |
Lesson 9 | My best friend | • read a description of someone’s brother. • learn about the modifi ers not very, quite and really/very. • write a description of my best friend. |
Lesson 10 | CLIL. Math. Fractions | • learn about fractions. |
Lesson 11 | Do the quiz | • write a fractions quiz. |
Lesson 12 | What we value | • read an article about Batyrkhan Shukenov. • decide if information about the article is true or false. • talk about how to improve the lives of children around the world. |
Unit 4 THE WORLD OF WORK | |
Grade: 5 | Duration of Scheme of Work: 13 hours |
Unit aims Pupils will be able to … I can … • talk about jobs. • read and understand a text about time zones. • have a conversation about friends’ jobs. • use the present continuous and the past simple correctly. • understand about schools in other countries. • ask for and give information about weekend jobs. • write a blog post about my family's jobs. • use basic conjunctions. | |
Vocabulary | Jobs Outdoor and service jobs Prepositions of time Expressions with have |
Reading | An online forum Ali’s day A blog |
Language focus | Present continuous Past simple: regular verbs |
Listening | A conversation |
Discover Culture | Chinese gymnast |
Speaking | Asking for information Real talk: Do you know anyone who’s got a weekend job? |
Pronunciation | /g/ at the beginnings and ends of words /t/, /d/, /ɪ d/ |
Writing | Connectors: and, but A blog post |
Get it right! | Use go for activities ending in –ing |
CLIL | Science: The Earth’s movements |
Unit 4 THE WORLD OF WORK | ||
# | Theme | Lesson objectives |
Lesson 1 | Jobs | • learn vocabulary for jobs. • categorise jobs. • talk about jobs I would like. |
Lesson 2 | Times around the world | • read an article about time zones around the world. • learn prepositions of time. • talk about when I do certain activities. • talk about time zones. |
Lesson 3 | An online forum Language focus 1 Present Continuous | • learn the affi rmative, negative, question and short answer forms of the present continuous. • learn how to pronounce the letter g at the beginnings and ends of words. • talk about what is happening in my school at the moment. |
Lesson 4 | Outdoor and service job | • learn vocabulary for outdoor and service jobs. • listen to learn about different jobs. • talk about the jobs your family do. |
Lesson 5 | Language focus 2 Past simple regular verbs | • learn regular past simple verb forms. • learn the /t/, /d/, and /ɪ d/ pronunciations of -ed. • learn about the use of ago. • talk about when you did some activities. |
Lesson 6 | Chinese gymnast | • watch a video about a gymnast from China. • compare my life to the gymnast’s. |
Lesson 7 | Hello from Bogota! | • read a text about the daily routine of a boy from Colombia. • talk about how the Colombian boy’s life is different from mine. |
Lesson 8 | Asking for information | • listen to teenagers talking about activities. • practise asking for information. |
Lesson 9 | Champion swimmer | • read a blog post about a daily routine. • learn how to write about my daily routine. • learn how to use the connectors and and but. |
Lesson 10 | CLIL. Science. The Earth movements | • do a science quiz. • learn about the solar system. • read about the science of day and night. • write a description of one of the planets. • Speak about the jobs in Kazakstan |
Lesson 11 | Mid-year test | Giving each pupil a mid-year summative assessment Checking on general progress and obtaining feedback Measuring what pupils have learnt Identification of levels for later work Reinforcement of learning and pupil motivation |
Lesson 12 | Jobs in Kazakhstan | • read a text about jobs in Kazakhstan in the past, present and future. • answer questions about the text. • discuss jobs in the past in your region and family. |
Unit 5 CREATIVITY
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Grade: 5 | Duration of Scheme of Work: 11 hours |
Unit aims Pupils will be able to … talk about art and music. • talk about what I like and don’t like. • understand about schools in other countries. • talk about things we can and can’t do. • ask and answer questions about personal information. • write an email about my school. | |
Vocabulary | Arts Music Nouns and verbs Adjectives |
Reading | A magazine article Kung Fu school A profile |
Language focus | can for ability and permission Object pronouns like, love, hate, don’t mind + -ing |
Listening | A podcast |
Discover Culture | South African schoolgirl |
Speaking | Asking and giving permission Real talk: Can you use your mobile phone at school? Pronunciation can |
Writing | An email Informal language used in emails |
Get it right! | Can |
CLIL | Art Images and communication |
Unit 5 CREATIVITY
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# | Theme | Lesson objectives |
Lesson 1 | Arts | • learn vocabulary for places in a school. • draw and describe a map of a school. |
Lesson 2 | Kung-fu school | • read about a Kung Fu school. • learn noun and verb forms. • talk about learning martial arts. |
Lesson 3 | Language focus 1 can for ability and permission | • learn can for ability and permission. • learn the different ways of pronouncing can. • ask and answer questions about what I can do. |
Lesson 4 | A podcast | • listen to a boy talking about his school. • learn vocabulary for school subjects. • talk about the school subjects. |
Lesson 5 | Language focus 2 Object pronouns | • learn object pronouns. • learn (don’t) like, don’t mind, love, hate + -ing • talk about what I like and dislike. |
Lesson 6 | South African schoolgirl | • watch a video about a schoolgirl from South Africa. • compare my school day to the schoolgirl’s. |
Lesson 7 | A Welsh school | • read a profile of a school in Wales. • learn some adjectives opposites. |
Lesson 8 | Asking and giving permission | • watch or listen to teenagers talking about using their mobile phones at school. • practise asking for and giving permission. |
Lesson 9 | Writing an e-mail | • read an email. • learn informal language used in emails. • write an email about my school. |
Lesson 10 | CLIL. Art Images and communication | • read about the use of images to communicate a message. • talk about the communicative purpose of images in your school. |
Lesson 11 | Making music | • read an article about music in Kazakhstan. • answer comprehension questions about the article. • listen to and talk about folk music from around the world. |
Unit 6 READING FOR PLEASURE
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Grade: 5 | Duration of Scheme of Work: 6 hours |
Unit aims Pupils will be able to… • understand a biography of a famous writer. • follow the events in an extract from a novel. • understand a character’s actions and feelings. • write about an exciting scene. | |
Vocabulary | Words from the text Words describing important periods during lifetime |
Reading | The Hound of the Baskervilles. A biography A story |
Get reading | Read quickly for gist |
Writing | A description of the scene |
Unit 6 READING FOR PLEASURE
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# | Theme | Lesson objectives |
Lesson 1 | Arthur Conan Doyle’s biography | • read a biography of Arthur Conan Doyle. • read an extract from the The Hound of the Baskervilles. • practise reading for gist (also called skim reading). • write a description of a scene from a film or book. |
Lesson 2 | The Hound of the Baskervilles. Part I | • practice using the past simple to talk about what happened in the novel • read an extract • answer the test questions. |
Lesson 3 | The Hound of the Baskervilles. Part II | |
Lesson 4 | A description of the scene | • write a description of the scene |
Lesson 5 | My favourite writer’ s bography | • learn vocabulary for describing important periods during lifetime • talk about people in the family • talk about the author’s life |
Lesson 6 | My favourite book | • read an extract from your favourite book and talk about it. • answer the questions. |
Lesson 7 | My favourite character | • talk about your favourite character • write about your favourite character |
Unit 7 FANTASY WORLD
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Grade: 5 | Duration of Scheme of Work: 12 hours |
Unit aims Pupils will be able to … • talk about places in a town. • read and understand an article about real and fantasy cities. • talk about the past. • describe where things are. • understand a presentation about a town. • talk about methods of transport. • understand an article about transport in big cities. • use sequencing devices. • write a description of a place. | |
Vocabulary | Places in a town Home and garden Extreme adjectives Collocations |
Reading | An information text Rome: ancient and modern A blog |
Language focus | Past simple: irregular verbs Prepositions of location |
Listening | A report |
Discover Culture | Crossing cities |
Speaking | Sequencing Real talk: Where do you usually go with your friends? |
Pronunciation | /t/, /d/, /ɪ d/ |
Writing | A description of a place Adding information |
CLIL | Design and Technology Drawing tools |
Unit 7 FANTASY WORLD
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# | Theme | Lesson objectives |
Lesson 1 | Places in a town 1 | • learn vocabulary for places in a town. • ask and answer questions about my favourite place in town. |
Lesson 2 | Fantasy or reality? | • read a text about Fantasy or reality. • learn extreme adjectives. • talk about historic places in my country. |
Lesson 3 | Language focus 1 Past simple irregular verbs | • learn the past simple forms of irregular verbs. • learn to ask and answer questions using the past simple form of irregular verbs. |
Lesson 4 | Home and garden | • learn vocabulary for the home and garden. • listen to a conversation about a new house. • learn prepositions of location. • draw and talk about a fantasy garden. |
Lesson 5 | Listening a conversation | • listen to a report about Jamie’s new house. |
Lesson 6 | Language focus 2 Preposition of location | • learn the prepositions of location: agains, in, outside, at, on the left, on |
Lesson 7 | Crossing cities | • watch a video about transport in big cities. • talk about my favourite form of transport. |
Lesson 8 | Getting around in Hong Kong | • read a text about public transport in Hong Kong. • learn transport collocations. • ask and answer questions about my journey to school. |
Lesson 9 | Sequencing | • watch teenagers talking about where they usually go with their friends. • listen to someone talk about what they did at the weekend. • talk about where I usually go with my friends. • practise using sequencing words. |
Lesson 10 | A description of a place | • read a description of a place. • learn about adding information to a sentence using also and too. • write a description of a place. |
Lesson 11 | CLIL. Design and Technology Drawing tools | • learn the names for and use of different drawing tools. • distinguish between tools used in Art and tools used in Maths. • copy shapes into your notebook. |
Lesson 12 | I live in Astana | • read a text about Astana. • answer comprehension questions about the text. • talk about capital cities around the world. |
Unit 8 SPORTS
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Grade: 5 | Duration of Scheme of Work: 11 hours |
Unit aims Pupils will be able to … • talk about sports and activities. • read and understand about a Paralympic athlete. • ask and answer yes/no questions in the past. • understand a conversation about a sports event. • talk about clothes. • ask and answer Wh - questions in the past. • write a short biography. | |
Vocabulary | Sports and activities Clothes Adverbs Irregular plurals |
Reading | FAQs about a paralympic champion The Palio An article |
Language focus | Past simple: yes/no questions Past simple: Wh - questions |
Listening | A conversation |
Discover Culture | The bowler |
Speaking | Expressing interest Real talk: What’s your favourite sport and why? |
Pronunciation | Sentence stress |
Writing | A biography Prepositions of time and place |
Get it right! | go, do, play questions in the past simple American and British English words |
CLIL | PE: Outdoor sports and activities |
Unit 8 SPORTS
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# | Theme | Lesson objectives |
Lesson 1 | Sports for all | • learn vocabulary for sports and activities. • talk about the sports I do. |
Lesson 2 | A paralympic champion | • read FAQs about a paralympic champion. • learn adverbs. • talk about my sports habits. |
Lesson 3 | Language focus 1 yes/no questions | • learn yes/no questions in the past simple. • practise asking and answering Yes/No questions in the past simple. |
Lesson 4 | Listening to a conversation | • listen to a conversation about sports events. • learn words for clothes. • talk about what I am wearing and the clothes I wear to do my favourite sport. |
Lesson 5 | Language focus 2 Past simple: Wh-questions | • learn Wh - questions in the past simple. • ask and answer questions about a sports event I went to. |
Lesson 6 | The bowler | • watch a video about an Indian cricketer. • talk about cricket and my sporting hero. |
Lesson 7 | The highland games | • read a text about the Highland Games in Scotland. • learn about irregular plurals. • talk about which events in the Highland Games I would like and not like to do. |
Lesson 8 | Expressing interest | • watch teenagers talking about their favourite sport. • practise talking about the sport I did at the weekend. |
Lesson 9 | A teen athlete | • read a biography. • learn about prepositions of time and place. • write a biography of someone I know. |
Lesson 10 | CLIL. PE. Outdoor sports and activities | • read about outdoor sports and activities. • learn the words for some pieces of equipment needed to do outdoor sports. • make a poster about an outdoor sport or activity. |
Lesson 11 | Kazakhstan’s sporting success | • read an article about Kazakhstan’s success at the 2016 Olympics. • Decide if information about the article is true or false. • talk about the Paralympic Games. |
Unit 9 HOLIDAYS
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Grade: 5 | Duration of Scheme of Work: 13 hours |
Unit aims Pupils will be able to … • talk about seasons and the weather. • talk about future intentions. • ask questions about future intentions. • understand a conversation about holiday plans. • talk about landscapes. • make predictions about the future. • make suggestions and express preferences. • write an email about holidays plans. | |
Vocabulary | Weather Seasons Months Landscapes Collocations 2 Adjectives |
Reading | A web page City of water A holiday brochure |
Language focus | be going to Future with will/won’t |
Listening | A conversation |
Discover Culture | Alaska |
Speaking | Making suggestions Real talk: Where do you like going on holiday? |
Writing | An email |
Pronunciation | going to |
CLIL | Maths: Frequency tables and bar charts |
Unit 9 HOLIDAYS | ||
# | Theme | Lesson objectives |
Lesson 1 | Seasons and weather | • learn vocabulary for the seasons and weather. • talk about favourite months and seasons. |
Lesson 2 | Adventure | • read descriptions of holidays. • learn holiday collocations. • talk about my last holiday. |
Lesson 3 | Language focus 1 to be going to… | • learn the affirmative, negative and question forms of be going to. • talk about future plans. |
Lesson 4 | Listening to a conversation. Landscapes | • listen to a conversation about planned holidays. • learn vocabulary to describe landscapes. • talk about holiday destinations. |
Lesson 5 | Language focus 2 Future with will/won’t | • learn will/won’t for prediction. • talk about the future using will/won’t. |
Lesson 6 | Alaska | • watch a video about adventure holidays in Alaska. • talk about extreme sports and why people like to come to my country on holiday. |
Lesson 7 | Summer camp | • read about summer camps in the USA. • learn adjectives used to describe positive experiences. • compare my own summer holidays with the description of what happens at the summer camp. |
Lesson 8 | Making suggestions | • watch teenagers talking about where they like going on holiday. • practise making suggestions. |
Lesson 9 | End of term test | Giving each pupil a summative assessment Checking on general progress and obtaining feedback Measuring what pupils have learnt Identification of levels for later work Reinforcement of learning and pupil motivation Identification of problem areas |
Lesson 10 | Writing an e-mail | • read an email. • learn how to start and finish an email. • write an email about my next holiday. |
Lesson 11 | Final test | Giving each pupil a final summative assessment Checking on general progress and obtaining feedback Measuring what pupils have learnt Identification of levels for later work Reinforcement of learning and pupil motivation |
Lesson 12 | CLIL. Maths. Frequency tables and bar charts | • read about frequency tables and bar charts. • make a frequency table and bar chart. |
Lesson 13 | Amazing adventures | • read a blog about a holiday in Kazakhstan. • answer comprehension questions about the blog. • talk about a holiday. |
Типовая учебная программа по учебному предмету «Английский язык»
для 5-9 классов уровня основного среднего образования
(с русским языком обучения) по обновленному содержанию
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