Типовая учебная программа по учебному предмету «Английский язык»

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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:

Unit	Strands	Learning objectives
Term 1
1 Home and away Homes Cities and countries Weather and climate	Content	5.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 5.1.6.1 - organise and present information clearly to others; 5.1.8.1 - develop intercultural awareness through reading and discussion; 5.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings
	Listening	5.2.1.1 - understand a sequence of supported classroom instructions; 5.2.3.1 - understand an increasing range of unsupported basic questions on general and curricular topics; 5.2.6.1 - deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5.2.7.1 - recognize the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics
	Speaking	5.3.1.1 - provide basic information about themselves and others at sentence level on an increasing range of general topics; 5.3.2.1. - ask simple questions to get information about a limited range of general topics; 5.3.4.1 - respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics; 5.3.6.1 - communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics
	Reading	5.4.1.1 - understand the main points in a limited range of short simple texts on general and curricular topics; 5.4.2.1 - understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5.4.5.1 - deduce meaning from context in short texts on a limited range of familiar general and curricular topics
	Writing	5.5.1.1 - plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics; 5.5.2.1 - write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics; 5.5.3.1 - write with support factual descriptions at text level which describe people, places and objects; 5.5.6.1 - link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics; 5.5.7.1 - use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics
	Use of English	5.6.1.1 - use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics; 5.6.3.1 - use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics; 5.6.4.1 - use determiners including any, no each, every on a limited range of familiar general and curricular topics; 5.6.6.1 - use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics; 5.6.8.1 - use future forms will for predictions and be going to talk about already decided plans on a limited range of familiar general and curricular topics; 5.6.11.1 - use be/look/sound/feel/taste/smell like and use be made of on a limited range of familiar general and curricular topics; 5.6.12.1 - use common regular and irregular adverbs, simple and comparative forms, adverbs of frequency and adverbs of definite time: last week, yesterday on a limited range of familiar general and curricular topics; 5.6.14.1 - use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics
2 Living things Plants Animals Human Beings	Content	5.1.4.1 - evaluate and respond constructively to feedback from others; 5.1.5.1 - use feedback to set personal learning objectives; 5.1.6.1 - organize and present information clearly to others; 5.1.7.1 - develop and sustain a consistent argument when speaking or writing
	Listening	5.2.1.1 - understand a sequence of supported classroom instructions; 5.2.3.1 - understand an increasing range of unsupported basic questions on general and curricular topics; 5.2.4.1 - understand the main points of supported extended talk on a range of general and curricular topics; 5.2.6.1 - deduce meaning from context in short, supported talk on an increasing range of general and curricular topics
	Speaking	5.3.1.1 - provide basic information about themselves and others at sentence level on an increasing range of general topics; 5.3.4.1 - respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics; 5.3.6.1 - communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics
	Reading	5.4.1.1 - understand the main points in a limited range of short simple texts on general and curricular topics; 5.4.2.1 - understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5.4.4.1 - read with some support a limited range of short fiction and non-fiction texts; 5.4.6.1 - recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics; 5.4.8.1 - use with some support familiar paper and digital reference resources to check meaning and extend understanding; 5.4.9.1 - recognize the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics
	Writing	5.5.2.1 - write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics; 5.5.3.1 - write with support factual descriptions at text level which describe people, places and objects; 5.5.7.1 - use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics; 5.5.8.1 - spell most high-frequency words accurately for a limited range of general topics
	Use of English	5.6.1.1 - use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics; 5.6.3.1 - use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics; 5.6.9.1 - use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics; 5.6.13.1 - use might may could to express possibility on a limited range of familiar general and curricular topics 5.6.15.1 - use common verbs followed by infinitive verb / verb + ing patterns on a limited range of familiar general and curricular topics;
Term 2
3 Values Family relationships Friendship What we value	Content	5.1.2.1 - use speaking and listening skills to provide sensitive feedback to peers; 5.1.5.1-use feedback to set personal learning objectives; 5.1.6.1- organize and present information clearly to others; 5.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings
	Listening	5.2.1.1 - understand a sequence of supported classroom instructions; 5.2.2.1 - understand an increasing range of unsupported basic questions which ask for personal information; 5.2.6.1 - deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5.2.8.1 - understand supported narratives, including some extended talk, on an increasing range of general and curricular topics
	Speaking	5.3.3.1- give an opinion at sentence level on a limited range of general and curricular topics; 5.3.4.1- respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics; 5.3.5.1- keep interaction going in basic exchanges on a growing range of general and curricular topics; 5.3.6.1- communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics
	Reading	5.4.1.1- understand the main points in a limited range of short simple texts on general and curricular topics; 5.4.2.1- understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics; 5.4.6.1- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics
	Writing	5.5.1.1- plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics; 5.5.3.1- write with support factual descriptions at text level which describe people, places and objects; 5.5.4.1- write with support a sequence of extended sentences in a paragraph to give basic personal information; 5.5.5.1- link without support sentences using basic coordinating connectors; 5.5.7.1- use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics; 5.5.8.1- spell most high-frequency words accurately for a limited range of general topics
	Use of English	5.6.1.1- use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics; 5.6.2.1- use quantifiers many, much, a lot of, a few on a limited range of familiar general and curricular topics; 5.6.3.1- use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics; 5.6.5.1- use questions, including tag questions to seek agreement, and clarify meaning on a limited range of familiar general and curricular topics; 5.6.6.1- use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics; 5.6.7.1- use simple perfect forms of common verbs to express what has happened [indefinite time] on a limited range of familiar general and curricular topics; 5.6.13.1- use might may could to express possibility on a limited range of familiar general and curricular topics; 5.6.16.1- use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics; 5.6.17.1-use if clauses (in zero conditionals); use where clauses; use before/after clauses (with past reference); use defining relative clauses with which who that where to give details on a limited range of familiar general and curricular topics
4 The world of work Professions Outdoor, factory and service jobs Work past and future	Content	5.1.2.1- use speaking and listening skills to provide sensitive feedback to peers; 5.1.4.1- evaluate and respond constructively to feedback from others; 5.1.7.1- develop and sustain a consistent argument when speaking or writing; 5.1.8.1 - develop intercultural awareness through reading and discussion
	Listening	5.2.1.1-understand a sequence of supported classroom instructions; 5.2.5.1- understand most specific information and detail of short, supported talk on a wide range of familiar topics; 5.2.6.1- deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5.2.7.1- recognize the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics
	Speaking	5.3.2.1- ask simple questions to get information about a limited range of general topics; 5.3.3.1- give an opinion at sentence level on a limited range of general and curricular topics; 5.3.4.1- respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics; 5.3.6.1- communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics
	Reading	5.4.4.1- read with some support a limited range of short fiction and non-fiction texts; 5.4.5.1- deduce meaning from context in short texts on a limited range of familiar general and curricular topics; 5.4.6.1- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics; 5.4.7.1- recognize typical features at word, sentence and text level in a limited range of written genres
	Writing	5.5.3.1- write with support factual descriptions at text level which describe people, places and objects; 5.5.6.1- link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics; 5.5.7.1- use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics; 5.5.8.1- spell most high-frequency words accurately for a limited range of general topics; 5.5.9.1- punctuate written work at text level on a limited range of familiar general with some accuracy
	Use of English	5.6.1.1- use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics; 5.6.2.1- use quantifiers many, much, a lot of, a few on a limited range of familiar general and curricular topics; 5.6.6.1- use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics; 5.6.9.1- use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics; 5.6.10.1- use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics 5.6.14.1- use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics; 5.6.16.1- use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics; 5.6.17.1- use if-clauses (in zero conditionals); use where clauses; use before/after clauses (with past reference); use defining relative clauses with which who that where to give details on a limited range of familiar general and curricular topics
Term 3
5 Creativity Art Music Stories and poems	Content	5.1.3.1 - respect differing points of view; 5.1.4.1 - evaluate and respond constructively to feedback from others; 5.1.5.1 - use feedback to set personal learning objectives; 5.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings; 5.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
	Listening	5.2.1.1 -understand a sequence of supported classroom instructions; 5.2.4.1 - understand the main points of supported extended talk on a range of general and curricular topics; 5.2.5.1 - understand most specific information and detail of short, supported talk on a wide range of familiar topics; 5.2.6.1 - deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5.2.8.1 - understand supported narratives, including some extended talk, on an increasing range of general and curricular topics
	Speaking	5.3.1.1- provide basic information about themselves and others at sentence level on an increasing range of general topics; 5.3.3.1- give an opinion at sentence level on a limited range of general and curricular topics; 5.3.4.1- respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics; 5.3.6.1- communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics; 5.3.8.1- recount basic stories and events on a range of general and curricular topics
	Reading	5.4.1.1- understand the main points in a limited range of short simple texts on general and curricular topics; 5.4.2.1- understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics; 5.4.6.1- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics
	Writing	5.5.1.1- plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics; 5.5.3.1- write with support factual descriptions at text level which describe people, places and objects; 5.5.4.1- write with support a sequence of extended sentences in a paragraph to give basic personal information; 5.5.6.1- link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics; 5.5.7.1- use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics
	Use of English	5.6.1.1- use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics; 5.6.3.1- use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics; 5.6.6.1- use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics; 5.6.10.1- use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics; 5.6.16.1- use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics
6 Reading for pleasure	Content	5.1.4.1- evaluate and respond constructively to feedback from others; 5.1.5.1- use feedback to set personal learning objectives; 5.1.7.1- develop and sustain a consistent argument when speaking or writing; 5.1.8.1- develop intercultural awareness through reading and discussion; 5.1.9.1- use imagination to express thoughts, ideas, experiences and feelings
	Listening	5.2.3.1- understand an increasing range of unsupported basic questions on general and curricular topics; 5.2.4.1- understand the main points of supported extended talk on a range of general and curricular topics; 5.2.6.1- deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5.2.7.1- recognize the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics; 5.2.8.1- understand supported narratives, including some extended talk, on an increasing range of general and curricular topics
	Speaking	5.3.2.1- ask simple questions to get information about a limited range of general topics; 5.3.3.1- give an opinion at sentence level on a limited range of general and curricular topics; 5.3.6.1- communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics; 5.3.8.1- recount basic stories and events on a range of general and curricular topics
	Reading	5.4.1.1- understand the main points in a limited range of short simple texts on general and curricular topics; 5.4.2.1- understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics; 5.4.4.1- read with some support a limited range of short fiction and non-fiction texts; 5.4.5.1- deduce meaning from context in short texts on a limited range of familiar general and curricular topics; 5.4.6.1- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics; 5.4.8.1- use with some support familiar paper and digital reference resources to check meaning and extend understanding; 5.4.9.1- recognise the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics
	Writing	5.5.1.1- plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics; 5.5.2.1- write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics; 5.5.3.1- write with support factual descriptions at text level which describe people, places and objects; 5.5.4.1- write with support a sequence of extended sentences in a paragraph to give basic personal information; 5.5.5.1- link without support sentences using basic coordinating connectors; 5.5.6.1- link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics; 5.5.7.1- use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics
7 Fantasy world Home and garden City World	Content	5.1.4.1- evaluate and respond constructively to feedback from others; 5.1.7.1- develop and sustain a consistent argument when speaking or writing; 5.1.8.1- develop intercultural awareness through reading and discussion; 5.10- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
	Listening	5.2.1.1- understand a sequence of supported classroom instructions; 5.2.4.1- understand the main points of supported extended talk on a range of general and curricular topics; 5.2.6.1- deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5.2.7.1- recognize the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics
	Speaking	5.3.3.1- give an opinion at sentence level on a limited range of general and curricular topics; 5.3.5.1- keep interaction going in basic exchanges on a growing range of general and curricular topics; 5.3.6.1- communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics
	Reading	5.4.1.1- understand the main points in a limited range of short simple texts on general and curricular topics; 5.4.2.1- understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics; 5.4.6.1- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics
	Writing	5.5.2.1- write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics; 5.5.3.1- write with support factual descriptions at text level which describe people, places and objects; 5.5.6.1- link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics; 5.5.8.1- spell most high-frequency words accurately for a limited range of general topics; 5.5.9.1- punctuate written work at text level on a limited range of familiar general with some accuracy
	Use of English	5.6.1.1- use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics; 5.6.3.1- use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics; 5.6.4.1- use determiners including any, no each, every on a limited range of familiar general and curricular topics; 5.6.5.1- use questions, including tag questions to seek agreement, and clarify meaning on a limited range of familiar general and curricular topics; 5.6.6.1- use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics; 5.6.7.1- use simple perfect forms of common verbs to express what has happened [indefinite time] on a limited range of familiar general and curricular topics; 5.6.8.1- use future forms will for predictions and be going to to talk about already decided plans on a limited range of familiar general and curricular topics; 5.6.9.1- use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics; 5.6.14.1- use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics; 5.6.16.1- use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics; 5.6.17.1-use if clauses (in zero conditionals); use where clauses; use before/after clauses (with past reference); use defining relative clauses with which who that where to give details on a limited range of familiar general and curricular topics
Term 4
8 Sports Sport for all Rules and respect Human body and exercise	Content	5.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups; 5.1.2.1- use speaking and listening skills to provide sensitive feedback to peers; 5.1.3.1 - differing points of view; 5.1.6.1 -organize and present information clearly to others; 5.1.7.1- develop and sustain a consistent argument when speaking or writing
	Listening	5.2.1.1-understand a sequence of supported classroom instructions; 5.2.2.1- understand an increasing range of unsupported basic questions which ask for personal information; 5.2.3.1- understand an increasing range of unsupported basic questions on general and curricular topics; 5.2.4.1- understand the main points of supported extended talk on a range of general and curricular topics; 5.2.8.1- understand supported narratives, including some extended talk, on an increasing range of general and curricular topics
	Speaking	5.3.1.1- provide basic information about themselves and others at sentence level on an increasing range of general topics; 5.3.2.1- ask simple questions to get information about a limited range of general topics; 5.3.4.1- respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics; 5.3.6.1- communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics
	Reading	5.4.1.1- understand the main points in a limited range of short simple texts on general and curricular topics; 5.4.2.1- understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5.4.4.1- read with some support a limited range of short fiction and non-fiction texts; 5.4.6.1- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics; 5.4.7.1- recognize typical features at word, sentence and text level in a limited range of written genres
	Writing	5.5.1.1- plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics; 5.5.4.1- write with support a sequence of extended sentences in a paragraph to give basic personal information; 5.5.6.1- link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics; 5.5.8.1- spell most high-frequency words accurately for a limited range of general topics
	Use of English	5.6.1.1- use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics; 5.6.2.1- use quantifiers many, much, a lot of, a few on a limited range of familiar general and curricular topics; 5.6.3.1- use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics; 5.6.4.1- use determiners including any, no each, every on a limited range of familiar general and curricular topics; 5.6.6.1- use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics; 5.6.8.1- use future forms will for predictions and be going to talk about already decided plans on a limited range of familiar general and curricular topics; 5.6.10.1- use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics; 5.6.12.1- use common regular and irregular adverbs, simple and comparative forms, adverbs of frequency and adverbs of definite time: last week, yesterday on a limited range of familiar general and curricular topics; 5.6.13.1- use might may could to express possibility on a limited range of familiar general and curricular topics; 5.6.14.1 use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics; 5.6.15.1- use common verbs followed by infinitive verb / verb + ing patterns on a limited range of familiar general and curricular topics; 5.6.16.1- use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics
9 Holidays Destinations Holiday Activities Transport	Content	5.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups; 5.1.3.1- respect differing points of view; 5.1.4.1- evaluate and respond constructively to feedback from others; 5.1.8.1- develop intercultural awareness through reading and discussion
	Listening	5.2.1.1-understand a sequence of supported classroom instructions; 5.2.2.1- understand an increasing range of unsupported basic questions which ask for personal information; 5.2.3.1- understand an increasing range of unsupported basic questions on general and curricular topics; 5.2.8.1- understand supported narratives, including some extended talk, on an increasing range of general and curricular topics
	Speaking	5.3.2.1- ask simple questions to get information about a limited range of general topics; 5.3.3.1- give an opinion at sentence level on a limited range of general and curricular topics; 5.3.4.1- respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics; 5.3.6.1- communicate meaning clearly at sentence level during, pair, group and whole class exchanges
	Reading	5.4.1.1- understand the main points in a limited range of short simple texts on general and curricular topics; 5.4.2.1- understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics; 5.4.4.1- read with some support a limited range of short fiction and non-fiction texts; 5.4.6.1- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics
	Writing	5.5.3.1- write with support factual descriptions at text level which describe people, places and objects; 5.5.4.1- write with support a sequence of extended sentences in a paragraph to give basic personal information; 5.5.6.1- link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics; 5.5.7.1- use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics
	Use of English	5.6.9.1- use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics; 5.6.10.1- use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics; 5.6.13.1- use might may could to express possibility on a limited range of familiar general and curricular topics; 5.6.14.1- use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics; 5.6.16.1- use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics; 5.6.17.1- use if clauses (in zero conditionals); use where clauses; use before/after clauses (with past reference); use defining relative clauses with which who that where to give details on a limited range of familiar general and curricular topics

TERM I (24 HOURS)

TERM II (24 hours)

UNIT 3 VALUES (12 hours)

Family and friends

Vocabulary Reading

6.11.17

A big Family

Listening Reading

8.11.17

Language focus 1 have got

Reading

10.11.17

Describing people

Vocabulary

13.11.17

Language focus 2 Comparative adjectives

15.11.17

My family, by Boris Moldanov

Watching video

17.11.17

A Family Festival

Reading

20.11.17

Speaking on the phone

Speaking

22.11.17

My best friend

Writing

24.11.17

CLIL. Math. Fractions

Reading

27.11.17

Fractions (End of unit test 20 min)

Write a fraction quiz

29.11.17

What we value

Reading

30.11.17

TERM III (30 hours)

UNIT 5 CREATIVITY (11 hours)

Arts

Vocabulary

8.01.18

Kung-fu school

Reading

10.01.18

Language focus 1 can for ability and permission

Writing

12.01.18

A podcast

Listening

15.01.18

Language focus 2 Object pronouns

17.01.18

South African schoolgirl

Watching video

19.01.18

A Welsh school

Reading

22.01.18

Asking and giving permission

Speaking

24.01.18

Writing an e-mail

Writing

26.01.18

CLIL. Art Images and communication

Reading

29.01.18

Making music

Reading

31.01.18

UNIT 6 READING FOR PLEASURE (7 hours)

Arthur Conan Doyle’s biography

Reading

2.02.18

The Hound of the Baskervilles. Part I

Reading

5.02.18

The Hound of the Baskervilles. Part II

Reading

7.02.18

A description of the scene

Speaking Writing

9.02.18

My favourite writer’s biography

Reading

12.02.18

My favourite book (End of unit test 20 min)

Reading

14.02.18

My favourite chartacter

Speaking Writing

16.02.18

TERM 4 (24 hours)

UNIT 8 SPORTS (11 hours)

Sports for all

Vocabulary Listening

4.04.18

A paralympic champion

Reading

6.04.18

Language focus 1 yes/no questions

9.04.18

Listening to a conversation

Listening

11.04.18

Language focus 2 Past simple: Wh-questions

13.04.18

The bowler

Watching video

16.04.18

The highland games

Reading

18.04.18

Expressing interest

Speaking

20.04.18

A teen athlete

Writing

23.04.18

Outdoor sports and activities End of unit test (20 min)

Reading

25.04.18

Kazakhstan’s sporting success

Reading

27.04.18

UNIT 9 HOLIDAYS (13 hours)

Seasons and weather

Speaking

30.04.18

Adventure

Reading

2.05.18

Language focus 1 to be going to…

Vocabulary Video Listening

3.05.18

Listening to a conversation Landscapes

Speaking

4.05.18

Language focus 2 Future with will/won’t

8.05.18

Alaska

Watching video Listening

10.05.18

Summer camp

Reading

11.05.18

Making suggestions

Speaking

14.05.18

Math. End of unit test (20 min)

Speaking

16.05.18

Writing an e-mail

Writing

18.05.18

100

Final test (40 min)

21.05.18

101

CLIL. Maths. Frequency tables and bar charts

Reading

22.05.18

102

Amazing adventures

Reading

23.05.18

MID - TERM PLAN

Unit 1 HOME AND AWAY

Grade: 5 Duration of Scheme of Work: 12 HOURS

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.

Vocabulary -greetings -the alphabet, numbers 1–20, time -classroom objects -personal possessions and adjectives -days of the week, months and dates, -countries, nationalities and languages - learn vocabulary for the seasons and weather. - talk about favourite months and seasons. Reading Fun in Almaty Language focus -prepositions -possessive adjectives and pronouns -this, that, these, those -be: affirmative, negative and questions Listening Real Talk: What’s your name? Where are you from Speaking Ask for clarification CLIL Geography. Climate and food

Unit 1 HOME AND AWAY
#	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
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.
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
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
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
#	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
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
#	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
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
#	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
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
#	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
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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