| № | The Theme | Objectives | Date |
| | Step five Customs and traditions • Superstitions | 10.C3respect differing points of view 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.UE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S1use formal and informal registers in their talk on a limited range of general and curricular topics | |
| | • Kazakh food | 10.C8develop intercultural awareness through reading and discussion 10.UE2use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics | |
| | • Kazakh costumes | 10.UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7recognise typical features at word, sentence and text level in a range of written genres10.S3give an opinion at discourse level on a range of general and curricular topics10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | |
| | • Wedding ceremonies | 10.C3respect differing points of view 10.UE6use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.W6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | |
| | • Revision of the Modal verbs | 10.C8develop intercultural awareness through reading and discussion 10.UE12use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs. Use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics | |
| | Unit four Step one Memory | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.UE15use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics 10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W9punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracy10.R7recognise typical features at word, sentence and text level in a range of written genres10.S1use formal and informal registers in their talk on a limited range of general and curricular topics | |
| | • Brain | 10.C3respect differing points of view 10.UE17use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference] use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S2ask more complex questions to get information about a range of general topics and some curricular topics | |
| | • Memory | 10.C8develop intercultural awareness through reading and discussion 10.UE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S3give an opinion at discourse level on a range of general and curricular topics | |
| | • Exchanging ideas • Matching | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.UE2use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics 10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7recognise typical features at word, sentence and text level in a range of written genres10.S6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | |
| | Test | 10.C3respect differing points of view 10.UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.W6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | |
| | Nouns | 10.C8develop intercultural awareness through reading and discussion 10.UE6use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts | |
| | • Countable and uncountable nouns | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | |
| | Step two Keeping fit | 10.C3respect differing points of view 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.UE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S1use formal and informal registers in their talk on a limited range of general and curricular topics | |
| | • Verbs connected with describing people's character | 10.C8develop intercultural awareness through reading and discussion 10.UE2use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S2ask more complex questions to get information about a range of general topics and some curricular topics | |
| | • Star signs | 10.UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7recognise typical features at word, sentence and text level in a range of written genres10.S3give an opinion at discourse level on a range of general and curricular topics10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | |
| | • Gerund | 10.C3respect differing points of view 10.UE6use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.W6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | |
| | • Talking about people's character • Interviewing | 10.C8develop intercultural awareness through reading and discussion 10.UE12use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs. Use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | |
| | • Gerund | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.UE15use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics 10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W9punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracy10.R7recognise typical features at word, sentence and text level in a range of written genres10.S1use formal and informal registers in their talk on a limited range of general and curricular topics | |
| | Control work | 10.C3respect differing points of view 10.UE17use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference] use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S2ask more complex questions to get information about a range of general topics and some curricular topics | |
| | Analyzing the control work | 10.C8develop intercultural awareness through reading and discussion 10.UE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S3give an opinion at discourse level on a range of general and curricular topics | |
| | Step three Are you stressed? | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.UE2use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics 10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics s10.R7recognise typical features at word, sentence and text level in a range of written genres10.S6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | |
| | • Interviewing • Talking about stressful situations | 10.C3respect differing points of view 10.UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.W6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | |
| | • Adjectives connected with describing feelings | 10.C8develop intercultural awareness through reading and discussion 10.UE6use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts | |
| | • Participles | 10.C3respect differing points of view 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.UE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topics | |
| | Step four Bad habits | 10.C3respect differing points of view 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.UE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S1use formal and informal registers in their talk on a limited range of general and curricular topics | |
| | • Finding similarities and differences | 10.C8develop intercultural awareness through reading and discussion 10.UE2use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S2ask more complex questions to get information about a range of general topics and some curricular topics | |
| | • Verbs after which infinitive is used | 10.UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7recognise typical features at word, sentence and text level in a range of written genres10.S3give an opinion at discourse level on a range of general and curricular topics10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | |
| | • Infinitive | 10.C3respect differing points of view 10.UE6use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.W6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | |
| | Test | 10.C8develop intercultural awareness through reading and discussion 10.UE12use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs. Use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts | |
| | Step five Eating habits | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.UE15use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics 10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W9punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracy10.R7recognise typical features at word, sentence and text level in a range of written genres10.S1use formal and informal registers in their talk on a limited range of general and curricular topics | |
| | • Adjectives connected with cooking | 10.C3respect differing points of view 10.UE17use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference] use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S2ask more complex questions to get information about a range of general topics and some curricular topics | |
| | • Food words | 10.C8develop intercultural awareness through reading and discussion 10.UE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S3give an opinion at discourse level on a range of general and curricular topics | |
| | • Infinitive and - ing form compared | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.UE2use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics 10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7recognise typical features at word, sentence and text level in a range of written genres10.S6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | |
| | Unit five Step one A hobby | 10.C3respect differing points of view 10.UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.W6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | |
| | • Types of hobbies | 10.C8develop intercultural awareness through reading and discussion 10.UE6use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts | |
| | • Outdoor activities | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts | |
| | • Indoor activites | 10.C3respect differing points of view 10.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics10.UE1use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S1use formal and informal registers in their talk on a limited range of general and curricular topics | |
| | • Present Participle • Gerund | 10.UE2use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics 10.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S2ask more complex questions to get information about a range of general topics and some curricular topics | |
| | Control work | | |
| | Analyzing the control work | | |
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