| | The Theme | Objectives | Date |
| Term I Unit One Travelling 9 hours |
| | Step one Central Asia Trips | 10.C3 respect differing points of view 10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.UE1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics | |
| | • Past Simple Tense • Past Continuous Tense | 10.C8develop intercultural awareness through reading and discussion 10.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S2 ask more complex questions to get information about a range of general topics and some curricular topics | |
| | Step two Adventure Holidays in Kazakhstan | 10.UE5 use 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.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7 recognise typical features at word, sentence and text level in a range of written genres10.S3 give an opinion at discourse level on a range of general and curricular topics10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | |
| | Test | W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics1 10 UE5 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics | |
| | Present Perfect Tense Present Perfect Continuous Tense | 10.C3 respect differing points of view 10.UE10use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics 10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.W6 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S6 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | |
| | Step three Transport of London | 10.C8 develop intercultural awareness through reading and discussion 10.UE10use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics 10.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts | |
| | Step four Different countries different climates | 10.C3 respect differing points of view 10.UE11use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of familiar general and curricular topics 10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S2 ask more complex questions to get information about a range of general topics and some curricular topics | |
| | Step five Ballooning for Fun | 10.C3 respect differing points of view 10.UE5 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.W6 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | |
| | Questions with Past Tenses, will, going to | 10.C8develop intercultural awareness through reading and discussion 10.UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts | |
| Unit Two Health 4 hours |
| | Step one Memory | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 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 | |
| | Step two Health Freak | 10. C8 develop intercultural awareness through reading and discussion 10.10.UE15use 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.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics 10.S2 ask more complex questions to get information about a range of general topics and some curricular topics | |
| | Step three Why is sleep important? | 10.C3 respect differing points of view 10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.W6 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S6 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | |
| | Step four Health 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.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7 recognise typical features at word, sentence and text level in a range of written | |
| Unit Three Ecology 5 hours |
| | Control work | 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.UE15use 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 | |
| | Step one The Ecological Association "Tabigat | 10.UE5 use 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.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7 recognise typical features at word, sentence and text level in a range of written genres10.S3 give an opinion at discourse level on a range of general and curricular topics10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | |
| | Step two Kazakhstan is my Motherland | 10.C8 develop intercultural awareness through reading and discussion 10.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics10.UE5 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics | |
| Term II |
| | Step three Wildlife | 10.C3 respect 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.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S2 ask more complex questions to get information about a range of general topics and some curricular topics | |
| | Step four Almaty Nature | 10.C3 respect differing points of view 10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.UE1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics | |
| Unit Four International Partnership 6 hours |
| | Step one Partnership at the epoch of changes | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W9 punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracy10.R7 recognise typical features at word, sentence and text level in a range of written genres10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics | |
| | Step two International Organization | 10.C8develop intercultural awareness through reading and discussion 10.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S3 give an opinion at discourse level on a range of general and curricular topics | |
| | Step three Kazakhstan - Turkey Partnership in the 21 Century | 10.C3 respect differing points of view 10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics 10.UE5 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics | |
| | Step four UNDP in Kazakhstan | 10.UE5 use 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.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7 recognise typical features at word, sentence and text level in a range of written genres10.S3 give an opinion at discourse level on a range of general and curricular topics10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | |
| | Step five Foreign Trade of Kazakhstan | 10.C8develop intercultural awareness through reading and discussion 10.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | |
| | Revision of Modal Verbs | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W9 punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracy10.R7 recognize typical features at word, sentence and text level in a range of written genres10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics | |
| Unit Five Canada 8 hours |
| | Step one My image of Canada | 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 topics10.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 10.R3 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts | |
| | Zero Conditional | 10.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended text10.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics10.C3respect differing points of view.10.S3give an opinion at discourse level on a range of general and curricular topics 10.W6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics | |
| | Step two Geographical position of Canada | 10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics10.S3give an opinion at discourse level on a range of general and curricular topics 10.C3respect differing points of view10.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 10.R5 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics | |
| | Project work: Canada | 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.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics texts10.S1use formal and informal registers in their talk on a limited range of general and curricular topicsC8develop intercultural awareness through reading and discussion 10.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts | |
| | Step three Political system of Canada | 10.C3respect differing points of view10.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 texts | |
| | Control work | 10.UE 13use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics 10.UE5 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics | |
| | Comparing political system of Canada and Kazakhstan | C8develop intercultural awareness through reading and discussion10.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.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended text | |
| | Step four Educational system of Canada | 10.L4understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics10.S3give an opinion at discourse level on a range of general and curricular topics 10.C3respect differing points of view10.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 10.R8 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding | |
| Term III Unit Six History of Canada 12 hours |
| | Why people choose Canada to study | 10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.C8 develop intercultural awareness through reading and discussion 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10 | |
| | A famous woman astronaut from Canada | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.S6 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 10.R5 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics 10.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics | |
| | Step five Cities of Canada | 10.UE3use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics 10.L5 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 10.C9 use imagination to express thoughts, ideas, experiences and feelings 10.R3 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts 10.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics | |
| | Test | 10.UE9use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics 10.UE5 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics | |
| | Ottawa | 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.C2 use speaking and listening skills to provide sensitive feedback to peers 10.S6 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 10.R3 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts | |
| | Frank Gehry | 10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.C4 evaluate and respond constructively to feedback from others 10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts W2 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics | |
| | Base and strong adjectives | 10.UE3use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.R5 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics 10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics | |
| | Famous scientists of Canada | 10.C6 organise and present information clearly to others 10.R5 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics 10.L3 understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics 10.S4 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics 10.W4 use with some support style and register appropriate to a limited variety of written genres on general and curricular topics | |
| | Shoqan Ualikhanov | 10.S6 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics W2 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics | |
| | Al- Farabi | 10.C2 use speaking and listening skills to provide sensitive feedback to peers 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.R5 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics 10.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | |
| | Project work: Famous Kazakh scientists | 10.C3 respect different points of view 10.L3 understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics 10.UE5 use questions which include a variety of different tenses and modal forms on a range of familiar general and curricular topics 10.C6 organize and present information clearly to others10.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics | |
| | Kazakh astronauts | 10.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 10.W7 use with minimal support appropriate layout at text level for a growing range of written genres on familiar general and curricular topics10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics10 | |
| Unit Seven Cultural heritage of the UK and Kazakhstan 8 hours |
| | Step one What is cultural heritage? | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.R7 recognise typical features at word, sentence and text level in a range of written genres10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics10.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics | |
| | Step two Cultural heritage of my country | 10.C7 develop and sustain a consistent argument when speaking or writing 10.S3 give an opinion at discourse level on a range of general and curricular topics 10.R6 recognize the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.L3 understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics | |
| | Step three Cultural sites of the UK | 10.C2 use speaking and listening skills to provide sensitive feedback to peers 10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics 10.L5 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.R3 understand the detail of an argument on a growing range | |
| | Step four Famous people of the UK | 10.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 10.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.S3 give an opinion at discourse level on a range of general and curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts | |
| | Step five Galleries and museums | 10.C2 use speaking and listening skills to provide sensitive feedback to peers 10.W6 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 10.R3 understand the detail of an argument on a growing range of10.S3 give an opinion at discourse level on a range of general and curricular topics 10.L5 recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics | |
| | Control work | | |
| | Linking words: even though, although | 10.C6 organize and present information clearly to others 10.R6 recognize the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 10.W4 use with some support style and register appropriate to a limited variety of written genres on general and curricular topics 10.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | |
| | Revision: History of Canada | 10.C9 use imagination to express thoughts, ideas, experiences and feelings 10.S3 give an opinion at discourse level on a range of general and curricular topics 10.L5 recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics | |
| Term IV Unit Eight Work 16 hours |
| | Step one Where can you work? | 10.C8develop intercultural awareness through reading and discussion 10.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 10.S3 give an opinion at discourse level on a range of general and curricular topics | |
| | Constructions with an active and a passive participle | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts 10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics 10.S2 ask more complex questions to get information about a range of general topics and some curricular topics 10.UE1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics | |
| | Step two Work and Money | 10.C3 respect differing points of view 10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.UE1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics | |
| | Aigul and Erlan’s weekly budget | 10.C8develop intercultural awareness through reading and discussion 10.UE9use appropriately a variety of passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics 10.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S2 ask more complex questions to get information about a range of general topics and some curricular topics | |
| | Participial constructions | 10.UE5 use 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.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7 recognise typical features at word, sentence and text level in a range of written genres10.S3 give an opinion at discourse level on a range of general and curricular topics10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | |
| | Test | 10.UE1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics | |
| | Step three Children at work | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.UE15 use 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.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W9 punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracy10.R7 recognise typical features at word, sentence and text level in a range of written genres10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics | |
| | Lost childhood lost future | 10.C3 respect 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.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S2 ask more complex questions to get information about a range of general topics and some curricular topics | |
| | Step four Unemployment | 10.C8develop intercultural awareness through reading and discussion 10.UE1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S3 give an opinion at discourse level on a range of general and curricular topics | |
| | Life on the Dole | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.10.UE9use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics 0.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7 recognise typical features at word, sentence and text level in a range of written genres10.S6 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | |
| | Step five Job Hunting | 10.C3 respect differing points of view 10.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 10.UE1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 10.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts10.S1 use formal and informal registers in their talk on a limited range of general and curricular topics | |
| | Finding your perfect job | 10.C8develop intercultural awareness through reading 10.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 10.W2 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics10.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts10.S2 ask more complex questions to get information about a range of general topics and some curricular topics | |
| | Control work | 10.UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 10.W2 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics 10.UE1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics | |
| | Idioms | 10.C9use imagination to express thoughts, ideas, experiences and feelings 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics10.R7 recognise typical features at word, sentence and text level in a range of written genres10.S6 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 10.S3 give an opinion at discourse level on a range of general and curricular topics | |
| | A job application letter | 10.R9 begin to recognize inconsistencies in argument in short texts on a limited range of general and curricular subjects 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.S4 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics 10.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 10.C8develop intercultural awareness through reading and | |
| | Revision: Work | 10.UE 13use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics 10.S3 give an opinion at discourse level on a range of general and curricular topics 10.L4 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics 10.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 10.C8develop intercultural awareness through reading | |
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| № | Hour | The Theme | Objectives | Date |
| | | Unit one Step one Holidays | 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 | |
| | | • Past Simple Tense • Past Continuous Tense | 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 texts | |
| | | • Airports of London • Jobs in tourism | 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 | |
| | | Step two Why do people travel? | 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.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 | |
| | | • Present Perfect Tense • Present Perfect Continuous Tense | 10.C8develop intercultural awareness through reading and discussion 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 | |
| | | • Two-word verbs | 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.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 | |
| | | Step three Welcome to London | 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.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 | |
| | | • Future Continuous Tense • Future Perfect Tense | 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 texts• Degrees of comparison of adjectives | |
| | | Test | 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 | |
| | | Step four Weather | 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.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 | |
| | | • Revision of Present and Past Tenses | 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 | |
| | | • American climate | 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 | |
| | | • Idioms • Making comparisons | 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 | |
| | | Step five Tourism | 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.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 | |
| | | • Questions with Past Tenses • Past Simple Passive • Will, going to | 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 10.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 | |
| | | • Poems • Proverbs • Dos and don'ts for travellers | 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.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 | |
| | | • Past Simple Tense • Past Continuous Tense | 10.C8develop intercultural awareness through reading and discussion 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 | |
| | | Unit two Step one The UK | 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.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 | | |
| | | Analyzing the control work | | |
| | | • Modal verbs of possibility | 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.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 | |
| | | • The use of the articles with geographical names | 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.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 | |
| | | • The United Kingdom of Britain | 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.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 | |
| | | • Geographical context | 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 People of Britain | 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 | |
| | | • Revision of must / may (necessity) | 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.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 texts | |
| | | • History and politics (about the UK) | 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 | |
| | | Step four Members of the British Royal family | 10.C3respect differin |
