Curriculum
Календарно-тематическое планирование
по английскому языку
для 10 класса по обновленной программе
2019 — 2020 учебный год
№ | Тема урока
Сабақ тақырыбы |
сағат | Сроки
Mepзiмi |
Оқу мақсаты/Цели урока/Learning objectives | Енгізуле
Корректировка |
I term – 24 hours | |||||
1 Science and scientific phenomena | |||||
1 | Introductory
lessons |
1 | 01.09-08.09 | 10.1.6 — organise and present information clearly to others;
10.2.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.2 — understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.3.4 — evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics; 10.4.1 — understand main points in extended texts on a wide range of familiar and some general and curricular topics; 10.4.3 — skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics; 10.5.2 — use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately; 10.6.7 — use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics; 10.6.11 — use a variety of reported statements and question forms on a wide range of familiar general and curricular topics; 10.6.12 — use a variety of comparative degree adverb structures with regular and irregular adverbs; use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics 10.6.13 — use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past on a wide range of familiar general and curricular topics
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2 | Interesting facts about genetics. DNA | 1 | 01.09-08.09 | ||
3 | Interesting facts about genetics. DNA | 1 | 01.09-08.09 | ||
4 | Interesting facts about genetics. DNA | 1 | 10.09-15.09 | ||
5 | Interesting facts about genetics. DNA | 1 | 10.09-15.09 | ||
6 | Myth busters (Physics, Chemistry, Biology) | 1 | 10.09-15.09 | 10.1.2 — use speaking and listening skills to provide sensitive feedback to peers;
10.1.4 — evaluate and respond constructively to feedback from others; 10.2.2 — understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.3 — understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.3.6 — navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics; 10.3.7 — use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.4.7 — recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics; 10.4.8 — use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding |
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7 | Myth busters (Physics, Chemistry, Biology) | 1 | 17.09-22.09 | ||
8 | Myth busters (Physics, Chemistry, Biology) | 1 | 17.09-22.09 | ||
9 | Writing an article | 1 | 17.09-22.09 | 10.1.10 — use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;
10.5.4 — use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics; 10.5.6 — write coherently at text level using a variety of connectors on a range of familiar general and curricular topics; 10.5.7 — use independently appropriate layout at text level on a range of general and curricular topics ; 10.6.2 — use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics; 10.6.9 — use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topic ; 10.6.10 — use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics; 10.6.12 — use a variety of comparative degree adverb structures with regular and irregular adverb use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics; 10.6.16 — use a wide variety of conjunctions on a wide range of familiar general and curricular topics |
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10 | Writing an article | 1 | 24.09-29.09 | ||
11 | Writing an article SA1 | 1 | 24.09-29.09 | Summative Control work | |
12 | Unit revision | 1 | 24.09-29.09 | Vocabulary, reflection task, check point | |
2 Natural Disasters | |||||
13 | Introductory
lesson |
1 | 01.10-06.10 |
10.1.9 — use imagination to express thoughts, ideas, experiences and feelings; 10.2.1 — understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.2 — understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.3.5 — interact with peers to make hypotheses about a wide range of general and curricular topics ; 10.4.5 — deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics; 10.5.3 — write with grammatical accuracy on a range of familiar general and curricular topics; 10.6.3 — use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics; 10.6.4 — use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics; 10.6.15 — use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics |
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14 | Causes and consequences of natural disasters (atmosphere, lithosphere, hydrosphere) | 1 | 01.10-06.10 | ||
15 | Causes and consequences of natural disasters (atmosphere, lithosphere, hydrosphere) | 1 | 01.10-06.10 | ||
16 | Causes and consequences of natural disasters (atmosphere, lithosphere, hydrosphere) | 1 | 08.10-13.10 | ||
17 | Focus on Kazakhstan: reporting on the causes and consequences of natural disasters | 1 | 08.10-13.10 | 10.1.1 — use speaking and listening skills to solve problems creatively and cooperatively in groups;
10.1.5 — use feedback to set personal learning objectives; 10.3.1 — use formal and informal language registers in talk on a wide range of general and curricular topics; 10.3.7 — use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.4.3 — skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics; 10.4.7 — recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics; 10.5.1 — plan, write, edit and proofread work at text level independently on a range of general and curricular topics; 10.5.3 — write with grammatical accuracy on a range of familiar general and curricular topics; 10.5.8 — communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics 10.6.7 — use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics; 10.6.14 — use a variety of prepositional phrases before nouns and adjectives use a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs on a wide range of familiar general and curricular topics; 10.6.17 — use if / if only in third conditional structures use a variety of relative clauses including with which [whole previous clause reference] on a wide range of familiar general and curricular topics |
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18 | Focus on Kazakhstan: reporting on the causes and consequences of natural disasters SA2 | 1 | 08.10-13.10 | ||
19 | Focus on Kazakhstan: reporting on the causes and consequences of natural disasters | 1 | 15.10-20.10 | ||
20 | Prediction and prevention of natural disasters | 1 | 15.10-20.10 | 10.1.1 — use speaking and listening skills to solve problems creatively and cooperatively in groups;
10.2.7 — understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics; 10.3.5 — interact with peers to make hypotheses about a wide range of general and curricular topics ; 10.5.5 — develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics; 10.6.3 — use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics |
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21 | Prediction and prevention of natural disasters | 1 | 15.10-20.10 | ||
22 | Prediction and prevention of natural disasters | 1 | 22.10-27.10 | ||
23 | SAT1 | 1 | 22.10-27.10 | Summative Control work | |
24 | Correction work and Unit revision | 1 | 22.10-27.10 | Vocabulary, reflection task, check point | |
II term – 24 hours | |||||
3 Virtual reality | |||||
25 | Introductory
lesson |
1 | 05.11-10.11 |
10.1.1 — use speaking and listening skills to solve problems creatively and cooperatively in groups; 10.1.4 — evaluate and respond constructively to feedback from others; 10.1.5 — use feedback to set personal learning objectives; 10.2.1 — understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.8 — recognize inconsistencies in argument in extended talk on a range of general and curricular subjects; 10.3.5 — interact with peers to make hypotheses about a wide range of general and curricular topics; 10.3.7 — use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.4.1 — understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics; 10.4.2 — understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 10.5.4 — use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics; 10.6.1 — use a variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar general and curricular topics; 10.6.4 — use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics; 10.6.15 — use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics
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26 | Developing and evaluating mobile applications | 1 | 05.11-10.11 | ||
27 | Developing and evaluating mobile applications | 1 | 05.11-10.11 | ||
28 | Developing and evaluating mobile applications | 1 | 12.11-17.11 | ||
29 | Developing and evaluating mobile applications | 1 | 12.11-17.11 | ||
30 | Developing and evaluating mobile applications | 1 | 12.11-17.11 | ||
31 | Expressing and justifying opinions about 2D games | 1 | 19.11-24.11 | 10.1.7 — develop and sustain a consistent argument when speaking or writing;
10.1.10 — use talk or writing as a means of reflecting on and exploring a range of perspectives on the world; 10.2.8 — recognise inconsistencies in argument in extended talk on a range of general and curricular subjects; 10.3.3 — explain and justify own and others’ point of view on a wide range of general and curricular topics; 10.4.3 — skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics; 10.4.5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics; 10.4.7 — recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics; 10.5.1 — plan, write, edit and proofread work at text level independently on a range of general and curricular topics; 10.5.3 — write with grammatical accuracy on a range of familiar general and curricular topics; 10.5.6 — write coherently at text level using a variety of connectors on a range of familiar general and curricular topics; 10.5.7 — use independently appropriate layout at text level on a range of general and curricular topics; 10.5.8 — communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics; 10.5.9 — punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy; 10.6.2 — use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics; 10.6.9 — use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics |
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32 | Expressing and justifying opinions about 2D games | 1 | 19.11-24.11 | ||
33 | Expressing and justifying opinions about 2D games | 1 | 19.11-24.11 | ||
34 | Expressing and justifying opinions about 2D games | 1 | 26.11-30.11 | ||
35 | Expressing and justifying opinions about 2D games SA 3 | 1 | 26.11-30.11 | Summative Control work | |
36 | Unit revision | 1 | 26.11-30.11 | Vocabulary, reflection task, check point | |
4 Organic and non-organic worlds | |||||
37 | Introductory
lesson |
1 | 03.11-08.12 |
10.1.5 — use feedback to set personal learning objectives; 10.2.2 — understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.4 — understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.5 — recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.3.3 — explain and justify own and others’ point of view on a wide range of general and curricular topics; 10.3.6 — navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics; 10.4.1 — understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics; 10.4.5 — deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics; 10.6.2 — use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics; 10.6.6 — use a wide variety of relative, demonstrative, indefinite, quantitative pronouns and reflexive pronoun structures on a wide range of familiar general and curricular topics; 10.6.8 — use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics; 10.6.13 — use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past on a wide range of familiar general and curricular topics
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38 | Discussing the difference between organic and non-organic food | 1 | 03.11-08.12 | ||
39 | Discussing the difference between organic and non-organic food | 1 | 03.11-08.12 | ||
40 | Discussing the difference between organic and non-organic food | 1 | 10.12-15.12 | ||
41 | Discussing the difference between organic and non-organic food | 1 | 10.12-15.12 | ||
42 | Analyzing the advantages and disadvantages of biofuels SA 4 | 1 | 10.12-15.12 | 10.1.9 — use imagination to express thoughts, ideas, experiences and feelings;
10.2.4 — understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.7 — understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics; 10.3.4 — evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics; 10.4.6 — recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics; 10.5.2 — use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately; 10.5.9 — punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy; 10.6.2 — use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics ; 10.6.4 — use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics; 10.6.8 — use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics; 10.6.17 — use if / if only in third conditional structures use a variety of relative clauses including with which [whole previous clause reference] on a wide range of familiar general and curricular topics |
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43 | Analyzing the advantages and disadvantages of biofuels | 1 | 19.12-22.12 | ||
44 | Analyzing the advantages and disadvantages of biofuels | 1 | 19.12-22.12 | ||
45 | Analyzing the advantages and disadvantages of biofuels | 1 | 19.12-22.12 | ||
46 | Analyzing the advantages and disadvantages of biofuels | 1 | 24.12-26.12 | Summative Control work | |
47 | SAT2 | 1 | 24.12-26.12 | ||
48 | Unit revision | 1 | 24.12-26.12 | Vocabulary, reflection task, check point | |
III term – 30 hours | |||||
5 Reading for pleasure | |||||
49 | Introductory
lesson |
1 | 10.01-12.01 | 10.1.2 — use speaking and listening skills to provide sensitive feedback to peers10.C3 respect differing points of view;
10.1.4 — evaluate and respond constructively to feedback from others; 10.1.6 — organise and present information clearly to others; 10.2.7 — understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics; 10.2.8 — recognise inconsistencies in argument in extended talk on a range of general and curricular subjects; 10.3.1 — use formal and informal language registers in talk on a wide range of general and curricular topics; 10.3.4 — evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics; 10.4.4 — read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics; 10.4.9 — recognise inconsistencies in argument in extended texts on a wide range of general and curricular topics; 10.5.2 — use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately; 10.5.4 — use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics; 10.6.5 — use a wide variety of question types on a wide range of familiar general and curricular topics; 10.6.16 — use a wide variety of conjunctions on a wide range of familiar general and curricular topics |
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50 | Learners read a non-fiction text | 1 | 10.01-12.01 | ||
51 | Learners read a non-fiction text | 1 | 10.01-12.01 | ||
52 | Learners read a non-fiction text | 1 | 14.01-19.01 | ||
53 | Learners read a non-fiction text | 1 | 14.01-19.01 | ||
54 | Learners read a non-fiction text | 1 | 14.01-19.01 | ||
55 | Learners read a non-fiction text | 1 | 21.01-26.01 | ||
56 | Learners read a non-fiction text | 1 | 21.01-26.01 | Summative Control work | |
57 | Reading for pleasure SA 5 | 21.01-26.01 | |||
58 | Unit revision | 1 | 28.01-31.01 | Vocabulary, reflection task, check point | |
6 Capabilities of human brain | |||||
59 | Introductory
lesson |
1 | 28.01-31.01 | 10.1.1 — use speaking and listening skills to solve problems creatively and cooperatively in groups;
10.1.8 — develop intercultural awareness through reading and discussion; 10.1.10 — use talk or writing as a means of reflecting on and exploring a range of perspectives on the world; 10.2.2 — understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.3 — understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.7 — understand speaker viewpoints and extent of explicit agreement betweenspeakers on a range of general and curricular topics; 10.3.2 — ask and respond to complex questions to get information about a wide range of general and curricular topics; 10.4.2 — understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 10.4.8 — use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding; 10.5.8 — communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics; 10.6.5 — use a wide variety of question types on a wide range of familiar general and curricular topics |
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60 | Investigate and report on the functions of the brain | 1 | 28.01-31.01 | ||
61 | Investigate and report on the functions of the brain | 1 | 04.02-09.02 | ||
62 | Investigate and report on the functions of the brain | 1 | 04.02-09.02 | ||
63 | Multiple intelligences (self-study project) | 1 | 04.02-09.02 | 10.1.2 — use speaking and listening skills to provide sensitive feedback to peers;
10.1.4 — evaluate and respond constructively to feedback from others; 10.1.6 — organise and present information clearly to others; 10.1.10 — use talk or writing as a means of reflecting on and exploring a range of perspectives on the world; 10.2.6 — deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.3.2 — ask and respond to complex questions to get information about a wide range of general and curricular topics; 10.3.7 — use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.4.4 — read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics; 10.4.7 — recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics; 10.5.1- plan, write, edit and proofread work at text level independently on a range of general and curricular topics; 10.5.5 — develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics; 10.6.5 — use a wide variety of question types on a wide range of familiar general and curricular topics; 10.6.17 — use if / if only in third conditional structures use a variety of relative clauses including with which [whole previous clause reference] on a wide range of familiar general and curricular topics |
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64 | Multiple intelligences (self-study project) | 1 | 11.02-16.02 | ||
65 | Multiple intelligences (self-study project) | 1 | 11.02-16.02 | ||
66 | Describing the symptoms of stress and giving advice on how to reduce stress | 1 | 11.02-16.02 | 10.1.5 — use feedback to set personal learning objectives;
10.2.2 — understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.3 — understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.5 — recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.3.3 — explain and justify own and others’ point of view on a wide range of general and curricular topics; 10.3.4 — evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics; 10.3.5 — interact with peers to make hypotheses about a wide range of general and curricular topics; 10.3.7 — use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.4.1 — understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics; 10.4.2 — understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 10.4.5 — deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics; 10.5.1 — plan, write, edit and proofread work at text level independently on a range of general and curricular topics; 10.5.2 — use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately; 10.5.3 — write with grammatical accuracy on a range of familiar general and curricular topics; 10.5.7 — use independently appropriate layout at text level on a range of general and curricular topics; 10.6.1 — use a variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar general and curricular topics; 10.6.2 — use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics; 10.6.4 — use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics; 10.6.9 — use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics; 10.6.15 — use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics; 10.6.16 — use a wide variety of conjunctions on a wide range of familiar general and curricular topics |
Summative Control work |
67 | Describing the symptoms of stress and giving advice on how to reduce stress SA 5 | 1 | 18.02-23.02 | ||
68 | Unit revision | 1 | 18.02-23.02 | Vocabulary, reflection task, check point | |
7 Breakthrough technologies | |||||
69 | Introductory
lesson |
1 | 25.03-03.03 | 10.1.3 — respect differing points of view;
10.1.8 — develop intercultural awareness through reading and discussion; 10.2.3 — understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.8 — recognise inconsistencies in argument in extended talk on a range of general and curricular subjects; 10.3.2 — ask and respond to complex questions to get information about a wide range of general and curricular topics; 10.4.6 — recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics; 10.4.7 — recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics 10.5.5 — develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics; 10.5.7 — use independently appropriate layout at text level on a range of general and curricular topics; 10.5.9 — punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy; 10.6.1 — use a variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar general and curricular topics; 10.6.3 — use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics; 10.6.8 — use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics; 10.6.11 — use a variety of reported statements and question forms on a wide range of familiar general and curricular topics; 10.6.14 — use a variety of prepositional phrases before nouns and adjectives use a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs on a wide range of familiar general and curricular topics; 10.6.17 — use if / if only in third conditional structures use a variety of relative clauses including with which [whole previous clause reference] on a wide range of familiar general and curricular topics |
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70 | Nanotechnology | 1 | 25.03-03.03 | ||
71 | Nanotechnology | 1 | 25.03-03.03 | ||
72 | Nanotechnology | 1 | 04.03-09.03 | ||
73 | Nanotechnology | 1 | 04.03-09.03 | ||
74 | Robotics SA 6
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1 | 04.03-09.03 | ||
75 | Robotics | 1 | 11.03-16.03 | 10.1.1 — use speaking and listening skills to solve problems creatively and cooperatively in groups;
10.1.2 — use speaking and listening skills to provide sensitive feedback to peers; 10.1.8 — develop intercultural awareness through reading and discussion; 10.2.3- understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.3.2 — ask and respond to complex questions to get information about a wide range of general and curricular topics; 10.3.5 — interact with peers to make hypotheses about a wide range of general and curricular topics; 10.3.6 — navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics ; 10.3.7 — use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.4.6 — recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics; 10.4.9 — recognise inconsistencies in argument in extended texts on a wide range of general and curricular topics; 10.5.5 — develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics; 10.6.8 — use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics |
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76 | Robotics | 1 | 11.03-16.03 | Summative Control work | |
77 | SAT3 | 1 | 11.03-16.03 | ||
78 | Correction work and Unit revision | 1 | 18.03-20.03 | Vocabulary, reflection task, check point | |
IV term – 24 hours | |||||
8 Space X | |||||
79 | Introductory
lesson |
1 | 03.04-06.04 | 10.11.9 — use imagination to express thoughts, ideas, experiences and feelings;
10.2.5 — recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.6 — deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.3.7 — use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.4.2 — understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 10.4.5- deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics; 10.5.6 — write coherently at text level using a variety of connectors on a range of familiar general and curricular topics 10.6.2 — use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics ; 10.6.7 — use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics ; 10.6. 8 — use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics; 10.6.15 — use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics |
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80 | Things you did not know about space | 1 | 03.04-06.04 | ||
81 | Things you did not know about space | 1 | 03.04-06.04 | ||
82 | Things you did not know about space | 1 | 08.04-13.04 | ||
83 | Things you did not know about space | 1 | 08.04-13.04 | ||
84 | Things you did not know about space | 1 | 08.04-13.04 | ||
85 | Analysis of sci-fi film from different perspectives (physics, biology, economics) | 1 | 15.04-20.04 | 10.1.6 — organise and present information clearly to others;
10.1.7 — develop and sustain a consistent argument when speaking or writing; 10.1.10 — use talk or writing as a means of reflecting on and exploring a range of perspectives on the world; 10.2.1 — understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.7 -understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics; 10.3.3- explain and justify own and others’ point of view on a wide range of general and curricular topics; 10.4.8 — use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding; 10.5.1- plan, write, edit and proofread work at text level independently on a range of general and curricular topics; 10.5.2 — use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately; 10.5.6 — write coherently at text level using a variety of connectors on a range of familiar general and curricular topics; 10.5.7 — use independently appropriate layout at text level on a range of general and curricular topics; 10.6.8 — use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics ; 10.6.10 — use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics; 10.6.11 — use a variety of reported statements and question forms on a wide range of familiar general and curricular topics; 10.6.14 — use a variety of prepositional phrases before nouns and adjectives; use a number of dependent prepositions following; nouns and adjectives and a variety of prepositions following verbs on a wide range of familiar general and curricular topics; 10.6.16 — use a wide variety of conjunctions on a wide range of familiar general and curricular topics |
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86 | Analysis of sci-fi film from different perspectives (physics, biology, economics) | 1 | 15.04-20.04 | . | |
87 | Analysis of sci-fi film from different perspectives (physics, biology, economics) | 1 | 15.04-20.04 | ||
88 | Analysis of sci-fi film from different perspectives (physics, biology, economics) | 1 | 22.04-27.04 | ||
89 | Analysis of sci-fi film from different perspectives (physics, biology, economics) SA 7 | 1 | 22.04-27.04 | Summative Control work | |
90 | Unit revision | 1 | 22.04-27.04 | Vocabulary, reflection task, check point | |
9 Independent project | |||||
91 | Introductory
lesson |
1 | 29.04-04.05 | Independent project 10.1.1 — use speaking and listening skills to solve problems creatively and cooperatively in groups;
10.1.2 — use speaking and listening skills to provide sensitive feedback to peers; 10.1.3 — respect differing points of view; 10.1.8 — develop intercultural awareness through reading and discussion; 10.2.1 — understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.2 — understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.3 — understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.8 — recognise inconsistencies in argument in extended talk on a range of general and curricular subjects; 10.3.2 — ask and respond to complex questions to get information about a wide range of general and curricular topics; 10.3.5 — interact with peers to make hypotheses about a wide range of general and curricular topics ; 10.3.6 — navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics; 10.3.7 — use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.4.1 — understand main points in extended texts on a wide range of unfamiliar general and curricular topics; 10.4.2 — understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 10.4.3 — skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics; 10.4.4 — read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics; 10.4.6 — recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics; 10.4.7 — recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics; 10.4.9 — recognise inconsistencies in argument in extended texts on a wide range of general and curricular topics; 10.5.5 — develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics; 10.5.7 — use independently appropriate layout at text level on a range of general and curricular topics ; 10.5.8 — communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics; 10.5.9 — punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy; 10.6.1 — use a variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar general and curricular topics ; 10.6.3 — use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics; 10.6.8 — use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics; 10.6.11 — use a variety of reported statements and question forms on a wide range of familiar general and curricular topics; 10.6.14 — use a variety of prepositional phrases before nouns and adjectives use a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs on a wide range of familiar general and curricular topics; 10.6.17 — use if / if only in third conditional structures use a variety of relative clauses including with which [whole previous clause reference] on a wide range of familiar general and curricular topics. |
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92 | Independent project | 1 | 29.04-04.05 | ||
93 | Independent project | 1 | 29.04-04.05 | ||
94 | Independent project | 1 | 06.05-11.05 | ||
95 | Independent project | 1 | 06.05-11.05 | ||
96 | Independent project SA 8 | 1 | 06.05-11.05 | ||
97 | Independent project | 1 | 13.05-18.05 | ||
98 | Independent project | 1 | 13.05-18.05 | ||
99 | Independent project | 1 | 13.05-18.05 | ||
100 | Independent project | 1 | 20.05-25.05 | ||
101 | SAT4 | 1 | 20.05-25.05 | Summative Control work | |
102 | Unit revision | 1 | 20.05-25.05 | Vocabulary, reflection task, check point |