№
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Units
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Theme
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Learning objectives
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Hour
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Date
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Note
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1
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Hobbies and qualities (Unit 1 p.8)
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Attributes and personality p.8
Diagnostic test.
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9.5.1.1plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics;
9.6.7.1use a variety of simple perfect forms including some passive forms, including time adverbials on a range of familiar general and curricular topics;
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1
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2
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Your lifestyle
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9.1.7.1develop and sustain a consistent argument when speaking or writing;
9.3.1.1use formal and informal registers in their talk on a range of general and curricular topics;
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1
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3
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Present tenses
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9.5.2.1write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics;
9.6.1.1 use present continuous forms and past continuous, including a growing variety of passive forms, on a range of familiar general and curricular topics;
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1
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4
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Irregular verbs
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9.5.2.1write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics;
9.6.12.1 use an increased variety of comparative degree adverb structures with regular and irregular adverbs, use a variety of pre-verbal, post-verbal and end-position adverbs
on a range of familiar general and curricular topics;
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1
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5
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Past simple
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9.4.6.1recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics
9.6.9.1 use appropriately an increased 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;
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1
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6
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Comparing adjectives and adverbs
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9.1.7.1develop and sustain a consistent argument when speaking or writing;
9.6.15.1use infinitive forms after a growing number of adjectives and verbs, use gerund forms after a growing variety of verbs and prepositions, use an increased variety of prepositional verbs and phrasal verbs on a range of familiar general and curricular topics;
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1
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7
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Comparing generations
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9.3.7.1use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics
9.6.15.1use infinitive forms after a growing number of adjectives and verbs, use gerund forms after a growing variety of verbs and prepositions, use an increased variety of prepositional verbs and phrasal verbs on a range of familiar general and curricular topics;
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1
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8
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Past perfect and past simple
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9.2.1.1 understand the main points in unsupported extended talk on a wide range of general and curricular topics;
9.6.9.1 use appropriately an increased 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;
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1
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9
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Uses of get
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9.3.6.1link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;
9.6.5.1 use questions including prepositions at what time, in which direction, from whose on a range of familiar general and curricular topics;
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1
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10
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Past simple and continuous
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9.3.1.1use formal and informal registers in their talk on a range of general and curricular topics;
9.6.1.1 use present continuous forms and past continuous, including a growing variety of passive forms, on a range of familiar general and curricular topics;
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1
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11
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Talking about past events
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9.2.2.1understand most specific information in unsupported extended talk on a wide range of general and curricular topics
9.3.6.1link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;
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1
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12
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Describing decades
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9.4.2.1understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts;
9.5.2.1write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics;
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1
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13
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The British sense of humor.
SAU.
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9.4.4.1read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;
9.5.1.1plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics;
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1
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14
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Project. An interview summary: teenage years
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9.3.7.1use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics
9.4.6.1recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics
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1
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15
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Exercise and sport (Unit 2 p.20)
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Medical science
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9.1.2.1use speaking and listening skills to provide sensitive feedback to peers;
9.4.6.1 recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics;
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1
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16
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Alternative therapy
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9.4.9.1recognise inconsistencies in argument in extended texts on a range of general and curricular topics
9.5.2.1write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics;
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1
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17
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May, might, could, must, can't
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9.3.6.1link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;
9.6.13.1 use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topics;
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1
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18
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Phrasal verbs
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9.5.2.1write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics;
9.6.14.1use an increased variety of prepositions before nouns and adjectives, use a growing number of dependent prepositions following nouns, adjectives and verbs on a range of familiar general and curricular topics;
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1
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19
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Past modals
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9.4.6.1 recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics;
9.6.13.1 use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topics;
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1
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20
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Should, must, have to
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9.2.7.1recognize typical features at word, sentence and text level of a wide growing range of spoken genres
9.6.13.1 use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topics;
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1
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21
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Exchanging opinions
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9.2.1.1understand the main points in unsupported extended talk on a wide range of general and curricular topics;
9.3.6.1link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;
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1
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22
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A discussion essay
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9.3.6.1link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;
9.4.6.1 recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics;
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1
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23
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Key phrases
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9.4.9.1recognise inconsistencies in argument in extended texts on a range of general and curricular topics
9.5.8.1spell most high-frequency vocabulary accurately for a wide range of familiar general and curricular topics
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1
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24
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My country. Exercise and sport. SAU
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9.4.2.1understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts;
9.3.6.1link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;
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1
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25
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