1. The document provides a thematic calendar plan for teaching English to 8th grade students during the 2022-2023 academic year.
2. The plan is divided into two terms, with Unit 1 focusing on topics like everyday objects, the environment, and countries. Unit 2 covers daily life, shopping, and technology.
3. Each lesson lists learning objectives, themes, and the number of hours allocated. The objectives are aligned with the state educational standards for English language learning.
This document contains a daily lesson log for an English class in Grade 6. It outlines the objectives, content standards, and performance standards for the week's lessons. The lessons focus on reacting to presented materials, reading with fluency and expression, using conjunctions in sentences, revising writing, and communicating effectively. A variety of activities are listed to introduce new concepts, practice skills, and evaluate learning. These include reading passages, answering questions, composing sentences, and self-testing. The log also includes sections for recording student performance, reflecting on teaching strategies, and noting any issues.
1. This document provides a calendar thematic plan for grade 7 students within the framework of updating secondary education content for the 2021-2022 academic year.
2. The plan outlines two terms with various units, lessons, learning objectives, and dates. The first term covers units on Hobbies and Leisure and Communication and Technology, and the second term covers units on Holidays and Travel.
3. Each lesson provides learning objectives related to skills like giving opinions, understanding spoken language, reading comprehension, writing skills, and vocabulary development.
Running head ELL CLASSROOM OBSERVATION16ELL CLASSROOM OBSE.docxsusanschei
Running head: ELL CLASSROOM OBSERVATION 1
6
ELL CLASSROOM OBSERVATION
Title
Name
Grand Canyon University: ESL 533
Date
The Sheltered Instruction Observation Protocol (SIOP)
Observer:
Date:
Grade:
ESL Level:
School:
Teacher:
Class/Topic:
Lesson:
Total Points Possible: (Subtract 4 points for each NA given) _____
Total Points Earned: _____ Percentage Score: _____
Highly Evident
Somewhat Evident
Not Evident
4
3
2
1
0
Preparation
1. Content objectives clearly defined, displayed, and reviewed with students
2. Language Objectives clearly defined, displayed and reviewed with students
3. Content concepts appropriate for age and educational background level of students
4. Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)
5. Adaptation of content (e.g., text, assignment) to all levels of student proficiency
6. Meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking
Comments:
Building Background
7. Concepts explicitly linked to students’ background experiences
8. Links explicitly made between past learning and new concepts
9. Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)
Comments:
Comprehensible Input
10. Speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners)
11. Clear explanation of academic tasks
12. A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)
Comments:
Strategies
13. Ample opportunities provided for students to use learning strategies
14. Scaffolding techniques consistently used assisting and supporting student understanding (e.g., think-alouds)
15. A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analytical, and interpretive questions)
Comments:
Interaction
16. Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts
17. Grouping configuration support language and content objectives of the lesson
18. Sufficient wait time for student responses consistently provided
19. Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text
Comments:
Practice & Application
20. Hands-one materials and/or manipulatives provided for students to practice using new content knowledge
21. Activities provided for students to apply content and language knowledge in the classroom
22. Activities integrate all language skills (i.e., readi ...
IATEFL 2017 - Developing a Sustainable EGAP CoursePeter Levrai
This is the presentation we delivered at IATEFL 2017 discussing the development of an EGAP course based on the United Nation's Sustainable Development Goals
This document provides a calendar thematic plan for an 8th grade English course covering three terms from 2022-2023. It includes 24 modules divided among the terms. Each module covers 1-2 weeks and includes topics, lesson objectives, number of lessons, and timing. The topics covered include entertainment, media, sports, health, reading, natural world, and space. The document lists detailed learning objectives for speaking, listening, reading, writing, grammar, and vocabulary aligned to the 8th grade curriculum.
ESP refers to teaching English for specific purposes like business or academic fields. It focuses on the needs of learners by selecting appropriate content and teaching approaches. ESP covers a wide range of topics but is defined by its aims being more focused than general English courses. There are two main branches - English for Occupational Purposes and English for Academic Purposes. Needs analysis plays an important role in ESP to determine what language skills and content are needed. Authentic materials from relevant fields can be adapted for ESP learners. Evaluation from both learners and teachers is important for improving ESP materials.
Running head TITLE IN ALL CAPS1TITLE IN ALL CAPS3.docxtoltonkendal
Running head: TITLE IN ALL CAPS 1
TITLE IN ALL CAPS 3
Title
Name
Grand Canyon University: ESL 533
Date
Instructional Strategies for ELLs
Pre-Emergent Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking & Listening
Reading
Writing
Emergent Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking & Listening
Reading
Writing
Basic Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking & Listening
Reading
Writing
Intermediate Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking & Listening
Reading
Writing
References
Include references here if you used any. Remember to hang the references by highlighting and pressing control + T.
Running head: ELL CLASSROOM OBSERVATION 1
7
ELL CLASSROOM OBSERVATION
Title
Name
Grand Canyon University: ESL 533
Date
The Sheltered Instruction Observation Protocol (SIOP)
Observer:
Date:
Grade:
ESL Level:
School:
Teacher:
Class/Topic:
Lesson:
Total Points Possible: (Subtract 4 points for each NA given) _____
Total Points Earned: _____ Percentage Score: _____
Highly Evident
Somewhat Evident
Not Evident
4
3
2
1
0
Preparation
1. Content objectives clearly defined, displayed, and reviewed with students
2. Language Objectives clearly defined, displayed and reviewed with students
3. Content concepts appropriate for age and educational background level of students
4. Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)
5. Adaptation of content (e.g., text, assignment) to all levels of student proficiency
6. Meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking
Comments:
Building Background
7. Concepts explicitly linked to students’ background experiences
8. Links explicitly made between past learning and new concepts
9. Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)
Comments:
Comprehensible Input
10. Speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners)
11. Clear explanation of academic tasks
12. A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)
Comments:
Strategies
13. Ample opportunities provided for students to use learning strategies
14. Scaffolding techniques consistently used assisting and supporting student understanding (e.g., think-alouds)
15. A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analytical, and interpre ...
This document contains a daily lesson log for an English class in Grade 6. It outlines the objectives, content standards, and performance standards for the week's lessons. The lessons focus on reacting to presented materials, reading with fluency and expression, using conjunctions in sentences, revising writing, and communicating effectively. A variety of activities are listed to introduce new concepts, practice skills, and evaluate learning. These include reading passages, answering questions, composing sentences, and self-testing. The log also includes sections for recording student performance, reflecting on teaching strategies, and noting any issues.
1. This document provides a calendar thematic plan for grade 7 students within the framework of updating secondary education content for the 2021-2022 academic year.
2. The plan outlines two terms with various units, lessons, learning objectives, and dates. The first term covers units on Hobbies and Leisure and Communication and Technology, and the second term covers units on Holidays and Travel.
3. Each lesson provides learning objectives related to skills like giving opinions, understanding spoken language, reading comprehension, writing skills, and vocabulary development.
Running head ELL CLASSROOM OBSERVATION16ELL CLASSROOM OBSE.docxsusanschei
Running head: ELL CLASSROOM OBSERVATION 1
6
ELL CLASSROOM OBSERVATION
Title
Name
Grand Canyon University: ESL 533
Date
The Sheltered Instruction Observation Protocol (SIOP)
Observer:
Date:
Grade:
ESL Level:
School:
Teacher:
Class/Topic:
Lesson:
Total Points Possible: (Subtract 4 points for each NA given) _____
Total Points Earned: _____ Percentage Score: _____
Highly Evident
Somewhat Evident
Not Evident
4
3
2
1
0
Preparation
1. Content objectives clearly defined, displayed, and reviewed with students
2. Language Objectives clearly defined, displayed and reviewed with students
3. Content concepts appropriate for age and educational background level of students
4. Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)
5. Adaptation of content (e.g., text, assignment) to all levels of student proficiency
6. Meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking
Comments:
Building Background
7. Concepts explicitly linked to students’ background experiences
8. Links explicitly made between past learning and new concepts
9. Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)
Comments:
Comprehensible Input
10. Speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners)
11. Clear explanation of academic tasks
12. A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)
Comments:
Strategies
13. Ample opportunities provided for students to use learning strategies
14. Scaffolding techniques consistently used assisting and supporting student understanding (e.g., think-alouds)
15. A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analytical, and interpretive questions)
Comments:
Interaction
16. Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts
17. Grouping configuration support language and content objectives of the lesson
18. Sufficient wait time for student responses consistently provided
19. Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text
Comments:
Practice & Application
20. Hands-one materials and/or manipulatives provided for students to practice using new content knowledge
21. Activities provided for students to apply content and language knowledge in the classroom
22. Activities integrate all language skills (i.e., readi ...
IATEFL 2017 - Developing a Sustainable EGAP CoursePeter Levrai
This is the presentation we delivered at IATEFL 2017 discussing the development of an EGAP course based on the United Nation's Sustainable Development Goals
This document provides a calendar thematic plan for an 8th grade English course covering three terms from 2022-2023. It includes 24 modules divided among the terms. Each module covers 1-2 weeks and includes topics, lesson objectives, number of lessons, and timing. The topics covered include entertainment, media, sports, health, reading, natural world, and space. The document lists detailed learning objectives for speaking, listening, reading, writing, grammar, and vocabulary aligned to the 8th grade curriculum.
ESP refers to teaching English for specific purposes like business or academic fields. It focuses on the needs of learners by selecting appropriate content and teaching approaches. ESP covers a wide range of topics but is defined by its aims being more focused than general English courses. There are two main branches - English for Occupational Purposes and English for Academic Purposes. Needs analysis plays an important role in ESP to determine what language skills and content are needed. Authentic materials from relevant fields can be adapted for ESP learners. Evaluation from both learners and teachers is important for improving ESP materials.
Running head TITLE IN ALL CAPS1TITLE IN ALL CAPS3.docxtoltonkendal
Running head: TITLE IN ALL CAPS 1
TITLE IN ALL CAPS 3
Title
Name
Grand Canyon University: ESL 533
Date
Instructional Strategies for ELLs
Pre-Emergent Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking & Listening
Reading
Writing
Emergent Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking & Listening
Reading
Writing
Basic Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking & Listening
Reading
Writing
Intermediate Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking & Listening
Reading
Writing
References
Include references here if you used any. Remember to hang the references by highlighting and pressing control + T.
Running head: ELL CLASSROOM OBSERVATION 1
7
ELL CLASSROOM OBSERVATION
Title
Name
Grand Canyon University: ESL 533
Date
The Sheltered Instruction Observation Protocol (SIOP)
Observer:
Date:
Grade:
ESL Level:
School:
Teacher:
Class/Topic:
Lesson:
Total Points Possible: (Subtract 4 points for each NA given) _____
Total Points Earned: _____ Percentage Score: _____
Highly Evident
Somewhat Evident
Not Evident
4
3
2
1
0
Preparation
1. Content objectives clearly defined, displayed, and reviewed with students
2. Language Objectives clearly defined, displayed and reviewed with students
3. Content concepts appropriate for age and educational background level of students
4. Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)
5. Adaptation of content (e.g., text, assignment) to all levels of student proficiency
6. Meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking
Comments:
Building Background
7. Concepts explicitly linked to students’ background experiences
8. Links explicitly made between past learning and new concepts
9. Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)
Comments:
Comprehensible Input
10. Speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners)
11. Clear explanation of academic tasks
12. A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)
Comments:
Strategies
13. Ample opportunities provided for students to use learning strategies
14. Scaffolding techniques consistently used assisting and supporting student understanding (e.g., think-alouds)
15. A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analytical, and interpre ...
This presentation draws on a course in English for Science at a university in Hong Kong, and describes the process of curriculum and syllabus design for that course, including a needs analysis and action research into new literacies and English for Specific Purposes.
The document discusses the development of a self-navigated, web-based English learning system called SNOWBALLS and how open courseware (OCW) resources could be utilized. It identifies requirements for using OCW, lists relevant OCW courses, and proposes directly linking or fully integrating and remixing OCW materials with supplemental Japanese explanations. Future work includes further developing SNOWBALLS and studying how to best incorporate OCW.
This document provides resources for teaching English as an additional language, including websites, guidance documents, and research papers. It begins with an overview of the National Association for Language Development in the Curriculum (Naldic) which is a key website for EAL resources. It then lists numerous EAL guidance documents and research papers in alphabetical order that are intended to help teachers support EAL learners. The document aims to record the views of workshop participants and provide references to allow resources to be located, but is not intended to be exhaustive.
This document contains a daily lesson log for an English class of Grade 6 students. It outlines the objectives, content, learning resources, procedures, and evaluations for lessons taught throughout the week. The lessons focus on various types of informational texts, inferring meanings of words from context clues and word parts, appropriate speaking skills, responding to different text types, using reference materials, writing outlines and sentences, and considering audience. Formative assessments are conducted throughout the week to evaluate students' understanding, and additional activities are provided for practice and remediation as needed.
This document outlines a research plan to study how total immersion can help students improve their learning of English through implicit learning. The plan includes identifying the problem of students not reaching the B2 standard of English after many years of study. It proposes total immersion in an English-speaking community called Rhiannon for one month as the solution. The methodology involves students visiting and volunteering in the community for exposure to English. Activities, timeline, resources, and annexes are defined. The expected impacts are improving the students' and institution's English abilities and meeting international standards.
This document discusses negotiated syllabuses, which involve teachers and learners working together to make decisions about course design. It outlines the key components that can be negotiated, including goals, content, presentation, and assessment. The steps for implementing a negotiated syllabus are presented, as well as examples. Both the advantages and disadvantages are examined, such as increased learner involvement but also the time commitment required. Requirements for negotiated syllabuses include establishing procedures for negotiation and planning course elements collectively. Overall, negotiated syllabuses can improve learner outcomes but also require skilled facilitation from teachers.
The document summarizes a blended learning project on World Englishes involving students from Taiwan, Japan, China, Korea, and Singapore. It describes the pedagogical framework, goals of exposing students to different Englishes and cultures, and tools used including online lectures, discussion boards, blogs and video conferences. Feedback indicated students benefited from interacting with other cultures but the workloads were heavy. Managing student autonomy and support were keys to making the collaborative online environment successful.
The document discusses the Sheltered Instruction Observation Protocol (SIOP) model for teaching English language learners. It describes SIOP as a research-based instructional model consisting of 30 features to help teachers plan and deliver lessons that are comprehensible to ELLs. The document also summarizes research findings that oral language proficiency and literacy development in a student's native language can help facilitate literacy development in English. Explicit instruction in the five components of reading is necessary but not sufficient for ELLs, who must also develop academic oral English proficiency.
The document discusses the Sheltered Instruction Observation Protocol (SIOP) model for teaching English language learners. It describes SIOP as a research-based instructional model consisting of 30 features to help teachers plan and deliver lessons that are comprehensible to ELLs. The document also summarizes research findings that oral language proficiency and literacy development in a student's native language can help facilitate literacy in English as a second language. Explicit instruction in the five components of reading is necessary but not sufficient, and ELLs require additional academic language support.
National Curr English Feb 2011 QSA Strategic Directions WorkshopPatWagnerTCEO
The document provides an overview of a workshop on implementing the Australian Curriculum for English. It discusses key principles like making clear learning goals for students and giving teachers flexibility. It describes the curriculum's organization by strands, content descriptions, and achievement standards with annotated student work samples. Challenges in supporting teachers' implementation are addressed, such as providing resources and understanding differences from existing curricula.
Tim Goodier: Implementing the new CEFR Companion Volumeeaquals
The document discusses implementing the CEFR Companion Volume with new descriptors into language teaching. It provides background on Eurocentres and its role in developing the Common European Framework of Reference (CEFR). It outlines an agenda covering disruption in 21st century language learning and the new areas described in the Companion Volume, including mediation, online interaction, and plurilingual/pluricultural competences. Examples of descriptors from these new areas are provided, and it discusses how the descriptors can be elaborated into curriculum, with the goal of building a developmental community of practice around implementing the Companion Volume.
The document discusses project-based instruction in an English course at a university in Niš, Serbia. It describes two projects undertaken by third-year students: creating an English-language magazine and compiling a bilingual brochure for prospective students. The projects aimed to give students a more active role in their studies. Students chose their project topics and worked individually and in teams. The paper focuses on the topic selection, work process, and challenges faced by students in each project. It provides context on the course structure and goals of implementing student projects to enhance learning.
This document summarizes Luis Emilio Flores Leiva's action research project on implementing an English unit focused on environmental issues with 10th grade students in Chile. The unit utilized various communicative and technology-based activities to develop students' English skills. Assessments included an essay and video interview assignment. While the essay helped develop writing skills, students lacked supporting arguments. The interviews were collaborative and creative but some lower-achieving students did not fully participate. Overall, the unit helped students improve their English communicative competencies, but individual self-evaluations and additional interactive activities could further enhance student learning and participation.
The document outlines the objectives and structure of a Seminar in Applied Linguistics course at the Universidad Tecnológica de Pereira. The course aims to help students reflect on language teaching and learning, become aware of their professional development, and develop critical thinking skills. It will cover topics like approaches to language teaching, bilingualism, language policy, and content-based instruction. Students will complete assignments like analyzing language lessons and programs, proposing content-based instruction plans, and debating language policy cases. Their work, participation, and final presentation will determine their overall grade.
The document provides details about the CBSE syllabus and assessment scheme for German language in classes IX-X for the academic year 2023-2024. Some key points include:
- The syllabus builds upon objectives from classes VI-VIII and focuses on communication over grammar translation.
- Listening, speaking, reading and writing skills are emphasized, along with using authentic materials from German speaking countries.
- The assessment scheme incorporates comprehension, writing, applied grammar and textbook sections for classes IX-X.
- Internal assessment includes periodic tests, listening activities, speaking activities and classwork.
- The document provides an overview of the new NSW English K-6 Syllabus, outlining both similarities and differences to the previous syllabus.
- Key similarities include retaining the overall structure and many features of the previous syllabus. Key differences include an increased emphasis on literature and reorganizing the content into a clear K-10 continuum.
- The syllabus focuses on developing students' skills in speaking and listening, reading and viewing, writing and representing, grammar, punctuation and vocabulary, and other areas. It outlines objectives and outcomes for each stage from Early Stage 1 to Stage 3.
The document discusses the establishment of an English Resource Centre at DIET Pitampura. It provides background information on the need for the centre to improve English communication skills among teachers. It outlines objectives, activities conducted, modules and budget proposed for operating the centre over the next year. The total estimated budget required is Rs. 9,10,500 which will be used for conducting workshops, establishing the resource centre facility and procuring teaching-learning materials.
CMC Teacher Education SIG Presentation; TsourisCmcTchrEdSIG
This study explored students' experiences using a wiki for an advanced English language course. 10 university students used the wiki over 2 weeks as their only means of communication for the course. Based on interviews, most students found the wiki easy to use but preferred face-to-face interaction for socialization and clarifying difficult concepts. While students saw benefits like convenience, some felt uncomfortable with the new technology and wanted more training. The study aims to replicate the findings with a larger sample size and different year levels to better understand the impacts of experience and technology use.
This document discusses using web 2.0 technologies like blogs, wikis, and mind mapping tools to enhance a traditional college English vocabulary class. It aims to make the class more student-centered by allowing students to learn vocabulary anywhere and anytime through these online tools. The document outlines designing a prototype vocabulary study method called STAR (Structure, Theme, Action, Review) and implementing it through a wiki and mind maps to systematically introduce and review vocabulary. Screenshots show examples of the structural analysis, thematic organization, and review components developed through these online collaborative tools. Assessment results indicate students who used these web resources achieved higher involvement and extended their learning beyond the classroom.
This presentation draws on a course in English for Science at a university in Hong Kong, and describes the process of curriculum and syllabus design for that course, including a needs analysis and action research into new literacies and English for Specific Purposes.
The document discusses the development of a self-navigated, web-based English learning system called SNOWBALLS and how open courseware (OCW) resources could be utilized. It identifies requirements for using OCW, lists relevant OCW courses, and proposes directly linking or fully integrating and remixing OCW materials with supplemental Japanese explanations. Future work includes further developing SNOWBALLS and studying how to best incorporate OCW.
This document provides resources for teaching English as an additional language, including websites, guidance documents, and research papers. It begins with an overview of the National Association for Language Development in the Curriculum (Naldic) which is a key website for EAL resources. It then lists numerous EAL guidance documents and research papers in alphabetical order that are intended to help teachers support EAL learners. The document aims to record the views of workshop participants and provide references to allow resources to be located, but is not intended to be exhaustive.
This document contains a daily lesson log for an English class of Grade 6 students. It outlines the objectives, content, learning resources, procedures, and evaluations for lessons taught throughout the week. The lessons focus on various types of informational texts, inferring meanings of words from context clues and word parts, appropriate speaking skills, responding to different text types, using reference materials, writing outlines and sentences, and considering audience. Formative assessments are conducted throughout the week to evaluate students' understanding, and additional activities are provided for practice and remediation as needed.
This document outlines a research plan to study how total immersion can help students improve their learning of English through implicit learning. The plan includes identifying the problem of students not reaching the B2 standard of English after many years of study. It proposes total immersion in an English-speaking community called Rhiannon for one month as the solution. The methodology involves students visiting and volunteering in the community for exposure to English. Activities, timeline, resources, and annexes are defined. The expected impacts are improving the students' and institution's English abilities and meeting international standards.
This document discusses negotiated syllabuses, which involve teachers and learners working together to make decisions about course design. It outlines the key components that can be negotiated, including goals, content, presentation, and assessment. The steps for implementing a negotiated syllabus are presented, as well as examples. Both the advantages and disadvantages are examined, such as increased learner involvement but also the time commitment required. Requirements for negotiated syllabuses include establishing procedures for negotiation and planning course elements collectively. Overall, negotiated syllabuses can improve learner outcomes but also require skilled facilitation from teachers.
The document summarizes a blended learning project on World Englishes involving students from Taiwan, Japan, China, Korea, and Singapore. It describes the pedagogical framework, goals of exposing students to different Englishes and cultures, and tools used including online lectures, discussion boards, blogs and video conferences. Feedback indicated students benefited from interacting with other cultures but the workloads were heavy. Managing student autonomy and support were keys to making the collaborative online environment successful.
The document discusses the Sheltered Instruction Observation Protocol (SIOP) model for teaching English language learners. It describes SIOP as a research-based instructional model consisting of 30 features to help teachers plan and deliver lessons that are comprehensible to ELLs. The document also summarizes research findings that oral language proficiency and literacy development in a student's native language can help facilitate literacy development in English. Explicit instruction in the five components of reading is necessary but not sufficient for ELLs, who must also develop academic oral English proficiency.
The document discusses the Sheltered Instruction Observation Protocol (SIOP) model for teaching English language learners. It describes SIOP as a research-based instructional model consisting of 30 features to help teachers plan and deliver lessons that are comprehensible to ELLs. The document also summarizes research findings that oral language proficiency and literacy development in a student's native language can help facilitate literacy in English as a second language. Explicit instruction in the five components of reading is necessary but not sufficient, and ELLs require additional academic language support.
National Curr English Feb 2011 QSA Strategic Directions WorkshopPatWagnerTCEO
The document provides an overview of a workshop on implementing the Australian Curriculum for English. It discusses key principles like making clear learning goals for students and giving teachers flexibility. It describes the curriculum's organization by strands, content descriptions, and achievement standards with annotated student work samples. Challenges in supporting teachers' implementation are addressed, such as providing resources and understanding differences from existing curricula.
Tim Goodier: Implementing the new CEFR Companion Volumeeaquals
The document discusses implementing the CEFR Companion Volume with new descriptors into language teaching. It provides background on Eurocentres and its role in developing the Common European Framework of Reference (CEFR). It outlines an agenda covering disruption in 21st century language learning and the new areas described in the Companion Volume, including mediation, online interaction, and plurilingual/pluricultural competences. Examples of descriptors from these new areas are provided, and it discusses how the descriptors can be elaborated into curriculum, with the goal of building a developmental community of practice around implementing the Companion Volume.
The document discusses project-based instruction in an English course at a university in Niš, Serbia. It describes two projects undertaken by third-year students: creating an English-language magazine and compiling a bilingual brochure for prospective students. The projects aimed to give students a more active role in their studies. Students chose their project topics and worked individually and in teams. The paper focuses on the topic selection, work process, and challenges faced by students in each project. It provides context on the course structure and goals of implementing student projects to enhance learning.
This document summarizes Luis Emilio Flores Leiva's action research project on implementing an English unit focused on environmental issues with 10th grade students in Chile. The unit utilized various communicative and technology-based activities to develop students' English skills. Assessments included an essay and video interview assignment. While the essay helped develop writing skills, students lacked supporting arguments. The interviews were collaborative and creative but some lower-achieving students did not fully participate. Overall, the unit helped students improve their English communicative competencies, but individual self-evaluations and additional interactive activities could further enhance student learning and participation.
The document outlines the objectives and structure of a Seminar in Applied Linguistics course at the Universidad Tecnológica de Pereira. The course aims to help students reflect on language teaching and learning, become aware of their professional development, and develop critical thinking skills. It will cover topics like approaches to language teaching, bilingualism, language policy, and content-based instruction. Students will complete assignments like analyzing language lessons and programs, proposing content-based instruction plans, and debating language policy cases. Their work, participation, and final presentation will determine their overall grade.
The document provides details about the CBSE syllabus and assessment scheme for German language in classes IX-X for the academic year 2023-2024. Some key points include:
- The syllabus builds upon objectives from classes VI-VIII and focuses on communication over grammar translation.
- Listening, speaking, reading and writing skills are emphasized, along with using authentic materials from German speaking countries.
- The assessment scheme incorporates comprehension, writing, applied grammar and textbook sections for classes IX-X.
- Internal assessment includes periodic tests, listening activities, speaking activities and classwork.
- The document provides an overview of the new NSW English K-6 Syllabus, outlining both similarities and differences to the previous syllabus.
- Key similarities include retaining the overall structure and many features of the previous syllabus. Key differences include an increased emphasis on literature and reorganizing the content into a clear K-10 continuum.
- The syllabus focuses on developing students' skills in speaking and listening, reading and viewing, writing and representing, grammar, punctuation and vocabulary, and other areas. It outlines objectives and outcomes for each stage from Early Stage 1 to Stage 3.
The document discusses the establishment of an English Resource Centre at DIET Pitampura. It provides background information on the need for the centre to improve English communication skills among teachers. It outlines objectives, activities conducted, modules and budget proposed for operating the centre over the next year. The total estimated budget required is Rs. 9,10,500 which will be used for conducting workshops, establishing the resource centre facility and procuring teaching-learning materials.
CMC Teacher Education SIG Presentation; TsourisCmcTchrEdSIG
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This document discusses using web 2.0 technologies like blogs, wikis, and mind mapping tools to enhance a traditional college English vocabulary class. It aims to make the class more student-centered by allowing students to learn vocabulary anywhere and anytime through these online tools. The document outlines designing a prototype vocabulary study method called STAR (Structure, Theme, Action, Review) and implementing it through a wiki and mind maps to systematically introduce and review vocabulary. Screenshots show examples of the structural analysis, thematic organization, and review components developed through these online collaborative tools. Assessment results indicate students who used these web resources achieved higher involvement and extended their learning beyond the classroom.
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8 сынып КТП 399 бұйрық.docx
1. Бекітемін Келісемін ӘБ отырысында қаралды
Мектеп директоры ДТІЖО орынбасары №_2_ хаттама
_________ М. Б. Құткелдиева ___________ «01» қараша 2022ж
«03» қараша 2022ж. «02» қараша 2022ж.
Орта мерзімді (күнтізбелік-тақырыптық) жоспар
Пәні: Ағылшын тілі
Сыныбы: 8 сынып
Пән мұғалімі ___________________________________
2022-2023 о.ж
2. Түсінік хат
Ағылшын тілі пәні бойынша күнтізбелік жоспарын жасауда басшылыққа алынған құжаттар:
Әдістемелік нұсқау хат Ы. Алтынсарин атындағы ҰБА-ның Ғылыми әдістемелік кеңесі шешімімен ұсынылды (2022 жылғы 15
сәуірдегі № 2 хаттама).
«Қазақстан Республикасының орта білім беру ұйымдарында оқу тәрбие процесін ұйымдастырудың 2022-2023 оқу жылындағы
ерекшеліктері туралы». Әдістемелік нұсқау хат. – Нұр-Сұлтан: Ы.Алтынсарин атындағы ҰБА, 2022. – 320 б.
Мемлекеттік білім стандарты
- «Мектепке дейінгі тәрбие мен оқытудың, бастауыш, негізгі орта және жалпы орта, техникалық және кәсіптік, орта білімнен
кейінгі білім берудің мемлекеттік жалпыға міндетті стандарттарын бекіту туралы» (бұдан әрі –МЖМБС) (Қазақстан Республикасы
Білім және ғылым министрінің 2022 жылғы 3 тамыздағы № 348 бұйрығы;
-«Қазақстан Республикасында бастауыш, негізгі орта, жалпы орта білім берудің үлгілік оқу жоспарларын бекіту туралы» (ҚР МП
2012 жылғы 8 қарашадағы № 500 бұйрығы);
-Қазақстан Республикасы Оқу- ағарту министрінің 2022 жылғы 12 тамыздағы №365 бұйрығы
Үлгілік оқу бағдарламасы
Қазақстан Республикасы Оқу-ағарту министрінің 2022 жылғы «16 » қыркүйектегі №399 бұйрығына 49 -қосымша
Оқу-әдістемелік кешен
–«Оқулықтардың, оқу-әдістемелік кешендердің, оқу құралдарының және басқа да қосымша әдебиеттердің, оның ішінде
электрондық тасымалдау құралдары тізбесін бекіту туралы» ;
«Орта білім беру ұйымдарына арналған оқулықтардың, мектепке дейінгі ұйымдарға, орта білім беру ұйымдарына арналған оқу
әдістемелік кешендердің , оның ішінде электронды нысандағы тізбесін бекіту туралы» (ҚР БҒМ 2020 жылғы 22 мамырдағы № 216
бұйрығы);
3. 2022-2023 оқу жылында «Ағылшын тілі» оқу пәндері бойынша келесі оқулық қолданылады:
БЖБ үшін максималды балл 2-4 сыныптарда кемінде 7 және 15 балданартық емес, 5-9- сыныптарда кемінде 7 және 20
балдан артық емес болуы керек.
Төменде бөлім / ортақ тақырып үшін жиынтық бағалау рәсімдерінің саны берілген (10.4-кесте).
Сынып Бөлім бойынша жиынтық бағалау рәсімдерінің
саны
1-тоқсан 2-тоқсан 3-тоқсан 4-тоқсан
5-сынып 2* 2* 2* 2*
6-сынып 2* 2* 2* 2*
7-сынып 2* 2* 2* 2*
8-сынып 2* 2* 2* 2*
9-сынып 2* 2* 2* 2*
№ Оқулықтың атауы Оқулық авторлары жылы Баспа атауы
1 English Plus Student`s book Wetz Ben, Diana Pye 2015 Oxford University Press
4. 8 - сыныптарға арналған күнтізбелік-тақырыптық жоспар
Calendar Thematic Plan for the 8th grade with in the framework of updating the secondary education content
2022-2023 оқу жылы/ academic year
№
р/с
Ауыспал
ы
тақырып
тар/
Changeab
le themes
Сабақтардың
тақырыбы/
Lesson’s theme
Оқудың мақсаттары/ Learning objectives Сағат
саны/
Hours
Мерзімі
/ Date
Ескерту
/ Notes
1st
term 26 hours
1 Our
world
(Unit 1
p.8) (13
hours)
Everyday
objects p.8
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.UE2 use 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
1
01.09-
02.09
2 Much, many, a
lot of, some, any
p.9
1 01.09-
02.09
3
The "no impact"
family p.10
8.C9 use imagination to express thoughts, ideas, experiences and
feelings
8.S3 give an opinion at discourse level on a wide range of general
and curricular topics
8.R2 understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts
1 05.09-
09.09
4
Relative
pronouns p.11
8.C6 organise and present information clearly to others
8.UE6 use 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
1 05.09-
09.09
5 Pollution and 8.C2 use speaking and listening skills to provide sensitive 1 05.09-
5. the environment
p.12
feedback to peers
8.L2 understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
09.09
6 too, too much,
too many,
enough, not
enough p.13
C6 organise and present information clearly to others
8.UE12 use an increased variety of pre-verbal, post-verbal and
end-position adverbs on a range of familiar general and curricular
topics
1 12.09-
16.09
7
Offering and
asking for help
p.14
8.L1 understand with little or no support the main points in
extended talk on a wide range of general and curricular topics
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.S5 interact with peers to negotiate, agree and organise priorities
and plans for completing classroom tasks
1 12.09-
16.09
8
An
environmental
problem p.15
8.C10 use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.W5 develop with support coherent arguments supported when
necessary by examples and reasons for a growing range of written
genres in familiar general and curricular topics
1 12.09-
16.09
9
My county: Our
world p.16
8.C8 develop intercultural awareness through reading and
discussion
8.UE2 use 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
8.S5 interact with peers to negotiate, agree and organise priorities
and plans for completing classroom tasks
1 19.09-
23.09
10 CLIL 8.C10 use talk or writing as a means of reflecting on and 1 19.09-
6. Geography:
Sustainable
development
p.17.
Summative
assessment.
Unit 1
exploring a range of perspectives on the world
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.R1 understand the main points in texts on a growing range of
unfamiliar general and curricular topics, including some extended
texts
8.W5 develop with support coherent arguments supported when
necessary by examples and reasons for a growing range of written
genres in familiar general and curricular topics
23.09
11 Review 1 p.18
8.C5 use feedback to set personal learning objectives
1 19.09-
23.09
12 Project: A blog
p.19
8.W1 plan, write, edit and proofread work at text level with little
support on a range of general and curricular topics
1 26.09-
30.09
13 Daily life
and
shopping
(Unit 2,
p.20) (14
hours)
The internet
p.20
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.UE7 use a variety of simple perfect forms to express recent,
indefinite and unfinished past on a range of familiar general and
curricular topics
8.W2 write with minimal support about real and imaginary past
events, activities and experiences on a range of familiar general
topics and some curricular topics
1 26.09-
30.09
14 Present perfect:
affirmative and
negative p.21
1 26.09-
30.09
15
Internet
addiction p.22
8.S3 give an opinion at discourse level on a wide range of general
and curricular topics
8.R2 understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts
1 03.10-
07.10
16 Present perfect:
regular verbs
p.23
8.C6 organise and present information clearly to others
8.UE7 use a variety of simple perfect forms to express recent,
indefinite and unfinished past on a range of familiar general and
1 03.10-
07.10
7. 17 Present perfect:
irregular verbs
p.23
curricular topics 1 03.10-
07.10
18
Cybercrime p.24
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.L2 understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics
8.S5 interact with peers to negotiate, agree and organise priorities
and plans for completing classroom tasks
1 10.10-
14.10
19
Present perfect:
questions p.25
8.S2 ask more complex questions to get information about a
growing range of general topics and some curricular topics
8.UE7 use a variety of simple perfect forms to express recent,
indefinite and unfinished past on a range of familiar general and
curricular topics
1 10.10-
14.10
20
Online shopping
p.26
8.L1 understand with little or no support the main points in
extended talk on a wide range of general and curricular topics
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.UE13 use 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
1 10.10-
14.10
21 A comment on a
website p.27
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
1 17.10-
21.10
22
My country:
Daily life and
shopping p. 28.
Summative
assessment.
Unit 2
8.C8 develop intercultural awareness through reading and
discussion
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.UE6 use 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
1 17.10-
21.10
8. and curricular topics
23
CLIL
Technology:
The internet -
wikis p.29
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.R1 understand the main points in texts on a growing range of
unfamiliar general and curricular topics, including some extended
texts
8.W1 plan, write, edit and proofread work at text level with little
support on a range of general and curricular topics
1 17.10-
21.10
24 Summative
assessment for
the 1st term
8.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
8.R3 Understand the detail of an argument on a range of familiar
general and curricular topics, including some extended texts
8.S3 Give an opinion at discourse level on a wide range of
general and curricular topics.
1 24.10-
28.10
25
Review 2 p.30 8.C5 use feedback to set personal learning objectives
1 24.10-
28.10
26
Skills round-up:
Welcome - Unit
2 p.31
8.C1 use speaking and listening skills to solve problems
creatively and cooperatively in groups
8.W5 develop with support coherent arguments supported when
necessary by examples and reasons for a growing range of written
genres in familiar general and curricular topics
1 24.10-
28.10
№
Ауыспал
ы
тақырып
тар/бөлім
/
Changeab
le
themes/U
nit
Тақырып
/Theme
Оқу мақсаты / Learning objectives
Сағат
саны/
Hours
Мерзімі
/Date
Ескерту
/Notes
9. 2nd
term 24 hours
27 Entertain
ment and
media
(Unit 3
p.32) (10
hours)
Television p.32
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.S2 ask more complex questions to get information about a
growing range of general topics and some curricular topics
8.C6 organise and present information clearly to others
8.UE7 use a variety of simple perfect forms to express recent,
indefinite and unfinished past on a range of familiar general and
curricular topics
1 07.11-
11.11
28
Reality TV p.34
8.C7 develop and sustain a consistent argument when speaking or
writing
8.R2 understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts
1 07.11-
11.11
29
Past simple p.35
8.C6 organise and present information clearly to others
8.W2 write with minimal support about real and imaginary past
events, activities and experiences on a range of familiar general
topics and some curricular topics
1 07.11-
11.11
30
On TV p.36
8.C1 use speaking and listening skills to solve problems
creatively and cooperatively in groups
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.L2 understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics
1 14.11-
18.11
31
Past tenses p.37
8.C6 organise and present information clearly to others
8.W2 write with minimal support about real and imaginary past
events, activities and experiences on a range of familiar general
topics and some curricular topics
1 14.11-
18.11
32
My news p.38
8.C9 use imagination to express thoughts, ideas, experiences and
feelings 8.L1 understand with little or no support the main points
in extended talk on a wide range of general and curricular topics
1 14.11-
18.11
10. 8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
33
A news article
p.39
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.W1 plan, write, edit and proofread work at text level with little
support on a range of general and curricular topics
1 21.11-
25.11
34
My country:
Entertainment
and media p.40
8.C3 respect differing points of view
8.R6 recognise the attitude or opinion of the writer on a growing
range of unfamiliar general and curricular topics, including some
extended texts
8.UE14 use some prepositions before nouns and adjectives use
prepositions as, like to indicate manner use dependent
prepositions following adjectives on a range of familiar general
and curricular topics
8.3.8.1 recount some extended stories and events on a growing
range of general and curricular topics
1 21.11-
25.11
35
CLIL
Technology:
Television p.41
Summative
assessment.
Unit 3
8.C10 use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.R1 understand the main points in texts on a growing range of
unfamiliar general and curricular topics, including some extended
texts
1 21.11-
25.11
36 Review 3 p.42
8.C5 use feedback to set personal learning objectives
1 28.11-
02.12
37 Project: A TV
programme p.43
8.R1 understand the main points in texts on a growing range of
unfamiliar general and curricular topics, including some extended
texts
8.W1 plan, write, edit and proofread work at text level with little
support on a range of general and curricular topics
1 28.11-
02.12
38 Sport,
health
Adjectives:
personality p.44
8.C2 use speaking and listening skills to provide sensitive
feedback to peers
1 28.11-
02.12
11. and
exercise
(Unit 4
p.44) (11
hours)
8.UE12 use comparative degree adverb structures not as quickly
as / far less quickly with regular and irregular adverbs.
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
39
Sports superstars
p.46
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.R2 understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts
1 05.12-
09.12
40
Present perfect +
still, yet, just
and already p.47
8.C6 organise and present information clearly to others
8.UE7 use a variety of simple perfect forms to express recent,
indefinite and unfinished past on a range of familiar general and
curricular topics
1 05.12-
09.12
41
Nouns and
adjectives:
personal
qualities p.48
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.L2 understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics
1 05.12-
09.12
42
Present perfect
and past simple
p.49
8.C6 organise and present information clearly to others
8.UE7 use a variety of simple perfect forms to express recent,
indefinite and unfinished past on a range of familiar general and
curricular topics
1 12.12-
15.12
43
Identifying and
describing
people p.50
8.C1 use speaking and listening skills to solve problems
creatively and cooperatively in groups
8.L1 understand with little or no support the main points in
extended talk on a wide range of general and curricular topics
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
1 12.12-
15.12
44
A biography
p.51
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.W1 plan, write, edit and proofread work at text level with little
support on a range of general and curricular topics
1 12.12-
15.12
12. 8.UE3 use 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
45
My country:
Sport, health and
exercise p.52
8.C8 develop intercultural awareness through reading and
discussion
8.UE3 use 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
8.W7 use with minimal support appropriate layout at text level
for a range of written genres on familiar general and curricular
topics
1 19.12-
23.12
46
Adverbs of
degree p. 45
Summative
assessment.
Unit 4
8.L6 Deduce meaning from context with little or no support in
extended talk on a growing range of general and curricular topics.
8.R5 Deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and
curricular topics.
8.W4 Use with some support style and register appropriate to a
variety of written genres on general and curricular topics.
8.S5 Interact with peers to negotiate, agree and organise priorities
and plans for completing classroom tasks.
8.S7 Use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics.
1 19.12-
23.12
47
CLIL Language
and literature:
Newspapers
p.53
8.C10 use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.R1 understand the main points in texts on a growing range of
unfamiliar general and curricular topics, including some extended
texts
1 19.12-
23.12
13. 48
Review 4 p.54 8.C5 use feedback to set personal learning objectives
1 26.12-
30.12
49 Summative
assessment for
the 2nd term
8.L6 Deduce meaning from context with little or no support in
extended talk on a growing range of general and curricular topics.
8.R5 Deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and
curricular topics.
8.W4 Use with some support style and register appropriate to a
variety of written genres on general and curricular topics.
8.S7 Use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics.
1 26.12-
30.12
50
Skills round-up:
Welcome - Unit
4 p.55
8.C1 use speaking and listening skills to solve problems
creatively and cooperatively in groups
8.W1 plan, write, edit and proofread work at text level with little
support on a range of general and curricular topics
1 26.12-
30.12
№
Ауыспал
ы
тақырып
тар/бөлім
/
Changeab
le
themes/U
nit
Тақырып
/Theme
Оқу мақсаты / Learning objectives
Сағат
саны/
Hours
Мерзімі
/Date
Ескерту
/Notes
3rd
term 30 hours
51 Reading
for
pleasure
(Unit 5
p.56) (10
hours)
Books and
films: genres
p.56
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.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
1 09.01-
13.01
14. curricular topics
52
Movie
technology p.58
8.S3 give an opinion at discourse level on a wide range of general
and curricular topics
8.R2 understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts
1 09.01-
13.01
53
Could, can, will
be able to p.59
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.UE13 use 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
1 09.01-
13.01
54
Books and
films: features
p.60
8.C7 develop and sustain a consistent argument when speaking or
writing
8.L2 understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
1 16.01-
20.01
55
Second
conditional p.61
8.C9 use imagination to express thoughts, ideas, experiences and
feelings
8.UE17 use 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
1 16.01-
20.01
56
Expressing
preferences and
recommending
p.62
8.C1 use speaking and listening skills to solve problems
creatively and cooperatively in groups
8.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
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
1 16.01-
20.01
15. 57
A review of a
book or a film
p.63
8.C10 use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.W1 plan, write, edit and proofread work at text level with little
support on a range of general and curricular topics
1 23.01-
27.01
58
My country:
Reading for
pleasure p.64
CLIL Language
and literature:
Word building-
nouns p.65
8.R4 read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular
topics
8.UE3 use 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
1 23.01-
27.01
59 Review 5 p.66
8.C5 use feedback to set personal learning objectives
1 23.01-
27.01
60
Project: A film
poster p.67
8.C5 use feedback to set personal learning objectives
8.C9 use imagination to express thoughts, ideas, experiences and
feelings
1 30.01-
03.02
61 The
natural
world
(Unit 6
p.68) (10
hours)
Nouns: art p.68
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.UE9 use 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
1 30.01-
03.02
62
The lost world
p.70
8.C7 develop and sustain a consistent argument when speaking or
writing
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.R2 understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts
1 30.01-
03.02
16. 63
Past passive:
affirmative and
negative p.71
8.C6 organise and present information clearly to others
8.UE9 use 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
1 06.02-
10.02
64
Adjectives:
describing art
p.72
8.C6 organise and present information clearly to others
8.L2 understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics
8.UE13 use 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
1 06.02-
10.02
65
Present and past
passive p.73
Summative
assessment.
Unit 5
8.C6 organise and present information clearly to others
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.UE9 use 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
1 06.02-
10.02
66
Expressing
doubt p.74
8.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
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
1 13.02-
17.02
67
A description of
a piece of art
p.75
8.C10 use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.W1 plan, write, edit and proofread work at text level with little
support on a range of general and curricular topics
1 13.02-
17.02
68 My country: 8.C5 use feedback to set personal learning objectives 1 13.02-
17. Tamgaly
petroglyphs p.76
8.C8 develop intercultural awareness through reading and
discussion
8.W1 plan, write, edit and proofread work at text level with little
support on a range of general and curricular topics
17.02
69 CLIL Natural
environments:
Tropical
rainforests p.77
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.R1 understand the main points in texts on a growing range of
unfamiliar general and curricular topics, including some extended
texts
8.W1 plan, write, edit and proofread work at text level with little
support on a range of general and curricular topics
1 20.02-
24.02
70
Review p.78 8.C5 use feedback to set personal learning objectives
1 20.02-
24.02
71 Travel
and
transport
(Unit 7
p.80) (10
hours)
Transport: nouns
p.80
8.C8 develop intercultural awareness through reading and
discussion
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.UE7 use a variety of simple perfect forms to express recent,
indefinite and unfinished past on a range of familiar general and
curricular topics
1 20.02-
24.02
72
Youth travel
p.82
8.S3 give an opinion at discourse level on a wide range of general
and curricular topics
8.R2 understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts
8.UE14 use some prepositions before nouns and adjectives use
prepositions as, like to indicate manner use dependent
prepositions following adjectives on a range of familiar general
and curricular topics
1 27.02-
03.03
73 Reported
speech: tense
changes p.83
8.C6 organise and present information clearly to others
8.UE11 use some reported speech forms for statements,
questions and commands: say, ask, tell including reported
1 27.02-
03.03
18. requests on a range of familiar general and curricular topics
74
The future of
transport p.84
8.C7 develop and sustain a consistent argument when speaking or
writing
8.L2 understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics
8.L6 deduce meaning from context with little or no support in
extended talk on a growing range of general and curricular topics
1 27.02-
03.03
75 Reported
questions,
commands and
requests p.85
8.C6 organise and present information clearly to others
8.UE11 use some reported speech forms for statements,
questions and commands: say, ask, tell including reported
requests on a range of familiar general and curricular topics
1 06.03-
10.03
76
Apologizing and
explaining p.86
Summative
assessment.
Unit 6
8.L1 understand with little or no support the main points in
extended talk on a wide range of general and curricular topics
8.R4 Read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular
topics
8.R8 Use familiar and some unfamiliar paper and digital reference
resources with little support to check meaning and extend
understanding
8.W8 Spell most high-frequency vocabulary accurately for a
range of familiar general and curricular topics
8.W9 Punctuate written work at text level on a range of familiar
general and curricular topics with growing accuracy
8.UE7 Use a variety of simple perfect forms to express recent,
indefinite and unfinished past on a range of familiar general and
curricular topics
1 06.03-
10.03
77
A memorable
journey p.87
8.C8 develop intercultural awareness through reading and
discussion
8.W1 plan, write, edit and proofread work at text level with little
support on a range of general and curricular topics
1 06.03-
10.03
19. 8.UE14 use some prepositions before nouns and adjectives
use prepositions as, like to indicate manner
use dependent prepositions following adjectives on a range of
familiar general and curricular topics
78 My country:
Almaty Metro:
Going
underground
p.88
8.C8 develop intercultural awareness through reading and
discussion
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
1 13.03-
17.03
79
Summative
assessment for
the 3rd term
8.L6 Deduce meaning from context with little or no support in
extended talk on a growing range of general and curricular topics.
8.R5 Deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and
curricular topics.
8.W4 Use with some support style and register appropriate to a
variety of written genres on general and curricular topics.
8.S7 Use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics.
1 13.03-
17.03
80
CLIL Language
and literature:
Adventure
stories p.89
Review 7 p.90
8.S8 recount some extended stories and events on a range of
general and curricular topics
8.R4 read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular
topics
8.C5 use feedback to set personal learning
objectives
1 13.03-
17.03
№
Ауыспал
ы
тақырып
тар/бөлім
/
Changeab
Тақырып
/Theme
Оқу мақсаты / Learning objectives
Сағат
саны/
Hours
Мерзімі
/Date
Ескерту
/Notes
20. le
themes/U
nit
4th
term 28 hours
81 Food and
drink
(Unit 8
p.92) (14
hours)
Action and
protest p.92
8.C9 use imagination to express thoughts, ideas, experiences and
feelings
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.UE13 use 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
1 27.03-
31.03
1 27.03-
31.03
82 Will and might
p.93
83
The food waste
scandal p.94
8.S3 give an opinion at discourse level on a wide range of general
and curricular topics
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.R2 understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts
1 27.03-
31.03
84
First conditional
review p.95
8.C6 organise and present information clearly to others
8.UE17 use 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
1 03.04-
07.04
85
Phrasal verbs: a
campaign p.96
8.C1 use speaking and listening skills to solve problems
creatively and cooperatively in groups
8.L2 understand with little or no support most specific
information in extended talk on a wide range of general and
1 03.04-
07.04
21. curricular topics
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
86
Be going to and
will p.97
8.C6 organise and present information clearly to others
8.UE8 use a growing variety of future forms including present
continuous and present simple with future meaning on a range of
familiar general and curricular topics
1 03.04-
07.04
87
Plans and
arrangements
p.98
8.C6 organise and present information clearly to others
8.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
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
1 10.04-
14.04
88
A formal letter
p.99
8.C7 develop and sustain a consistent argument when speaking or
writing
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.W1 plan, write, edit and proofread work at text level with little
support on a range of general and curricular topics
1 10.04-
14.04
89
My country:
Food and drink:
Record-breaking
food p.100
8.C8 develop intercultural awareness through reading and
discussion
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.UE3 use 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
8.3.3.1 give an opinion at discourse level on a wide range of
general and curricular topics;
1 10.04-
14.04
90 CLIL Science:
The future of
8.C10 use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
1 17.04-
21.04
22. food p.101 8.R6 recognise the attitude or opinion of the writer on a growing
range of unfamiliar general and curricular topics, including some
extended texts
91 Review 4 p.102
8.C5 use feedback to set personal learning objectives
1 17.04-
21.04
92
Unit 8 p.71
Summative
assessment.
Unit 7
8.R2Understandspecificinformation anddetailintextsonagrowingrangeof
familiargeneralandcurriculartopics,includingsomeextendedtexts
8.R5Deducemeaningfromcontextinshorttextsandsomeextendedtextsona
growingrangeoffamiliargeneralandcurriculartopics
8.S2 Askmorecomplexquestions togetinformation aboutagrowingrange
ofgeneraltopicsandsomecurriculartopics
8.S4 Respondwithsomeflexibilityatbothsentenceanddiscourselevelto
unexpectedcommentsonarangeofgeneralandcurriculartopics
8.S7Useappropriatesubject-specificvocabularyandsyntaxtotalkabouta
rangeofgeneral topics,andsomecurriculartopics
1 17.04-
21.04
93
Skills round-up:
Welcome - Unit
8 p.103
8.C1 use speaking and listening skills to solve problems
creatively and cooperatively in groups
8.W1 plan, write, edit and proofread work at text level with little
support on a range of general and curricular topics
1 24.04-
28.04
94 The
world of
work
(Unit 9
p.104)
(11 hours)
School life:
verbs p.104
8.C6 organise and present information clearly to others
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.UE13 use 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
1 24.04-
28.04
95
Should and must
p.105
8.C7 develop and sustain a consistent argument when speaking or
writing
8.UE13 use a growing variety of modal forms for different
functions: obligation, necessity, possibility, permission, requests,
suggestions, prohibition on a range of familiar general and
1 24.04-
28.04
23. curricular topics
96
Cheating p.106
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.R2 understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts
1 01.05-
05.05
97
Have to and
don't have to
p.107
8.C6 organise and present information clearly to others
8.UE13 use 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
1 01.05-
05.05
98
School life:
nouns p.108
8.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
8.S3 give an opinion at discourse level on a wide range of general
and curricular topics
1 01.05-
05.05
99
Should, must
and have to
p.109
8.C7 develop and sustain a consistent argument when speaking or
writing
8.UE13 use 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
1 10.05-
12.05
100 Asking for and
giving advice
p.110
Summative
assessment.
Unit 8
8.C6 organise and present information clearly to others
8.L1 understand with little or no support the main points in
extended talk on a wide range of general and curricular topics
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
1 10.05-
12.05
101
An opinion
essay p. 111
8.C7developandsustainaconsistentargumentwhenspeakingorwriting
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a
rangeofgeneral topics,andsomecurriculartopics
1 15.05-
19.05
24. 8.R1 understand the main points in texts on a growing range of unfamiliar
generalandcurriculartopics,includingsomeextendedtexts
8.W1 plan, write, edit and proofread work at text level with little
support on a range of general and curricular topics
102
My country. The
world of work:
What is your
dream job?
p.112
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.R1 understand the main points in texts on a growing range of
unfamiliar general and curricular topics, including some extended
texts
8.5.3.1 Writing with consistent grammatical competence on a
variety of familiar general and academic topics
1 15.05-
19.05
103
CLIL History:
Child labour in
Victorian Britain
p.113
C10 use talk or writing as a means of reflecting on and exploring
a range of perspectives on the world
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.UE17 use 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
1 15.05-
19.05
104
Summative
assessment for
the 4th term
8.L2 Understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics.
8. R2 Understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts.
8.W1 Plan, write, edit and proofread work at text level with little
support on a growing range of general and curricular topics.
8.W4 Use with some support style and register appropriate to a
variety of written genres register appropriate to a variety of
written genres on general and curricular topics.
1 22.05-
26.05
25. 8.S5 Interact with peers to negotiate, agree and organise priorities
and plans for completing classroom tasks.
8.S6 Link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class
exchanges.
105 Project: A
Survey p. 115
8.S5 Interact with peers to negotiate, agree and organise priorities
and plans for completing classroom tasks.
1 22.05-
26.05
106 Compound
Nouns: Waste p.
116
8.UE17 use 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
1 22.05-
26.05
107 Prefixes and
suffixes: Music
p.117
8.W4 Use with some support style and register appropriate to a
variety of written genres register appropriate to a variety of
written genres on general and curricular topics.
1 29.05-
31.05
108 Review 9 p.114 8.C10 use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
1 29.05-
31.05
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