Ағылшын тілі - 8-сынып

8.2.3.1 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.

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.

8.3.1.1 use formal and informal registers in their talk on a growing range of general and curricular topics 8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts.

8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics 8.6.15.1 use infinitive forms after a limited number of verbs and adjectives, use gerund forms after a limited variety of verbs and prepositions, use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics.

8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics.

8.6.15.1 use infinitive forms after a limited number of verbs and adjectives, use gerund forms after a limited variety of verbs and prepositions, use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics.

8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics.

8.6.15.1 use infinitive forms after a limited number of verbs and adjectives, use gerund forms after a limited variety of verbs and prepositions, use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics.

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics.

8.2.3.1 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.

8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 8.6.15.1 use infinitive forms after a limited number of verbs and adjectives, use gerund forms after a limited variety of verbs and prepositions, use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics.

8.2.7.1 recognize typical features at word, sentence and text level of a growing range of spoken genres 8.3.1.1 use formal and informal registers in their talk on a growing range of general and curricular topics.

8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts.

8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts.

8.5.1.1 plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics.

8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics.

8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics.

8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts.

8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts.

8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups.

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.

8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics.

8.3.5.1 Interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics.

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.6.15.1 use infinitive forms after a limited number of verbs and adjectives, use gerund forms after a limited variety of verbs and prepositions, use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics.

8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics 8.6.10.1 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics.

8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics 8.6.10.1 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics.

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics.

8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics.

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.6.15.1 use infinitive forms after a limited number of verbs and adjectives, use gerund forms after a limited variety of verbs and prepositions, use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics.

8.3.5.1 Interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics.

8.2.7.1 recognize typical features at word, sentence and text level of a growing range of spoken genres 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics.

8.2.7.1 recognize typical features at word, sentence and text level of a growing range of spoken genres.

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.

8.4.6,1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended text.

8.2.3.1 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.

8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts 8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics.

8.2.3.1 (8.L3)Understand with littleor no support most ofthe detail of anargument in extendedtalk on a wide range ofgeneral and curriculartopics 8. 4. 3. 1 understand evidence within familiar general and reading topics, including some longer texts.

8.5.3.1 (8.W3) Write with moderate grammatical accuracy on a growing range of familiar general and curricular topics. 8.3.3.1 (8.S3) Give an opinion at discourse level on a wide range of general and curricular topics.

8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges.

8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts.

Term -1 24 hours Our environment.

8. 2. 1. 1 understanding of general and main ideas of study topics with long conversations without practical support.

8. 3. 1. 1 the use of formal and informal registers when talking within general and educational topics.

8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics.

8.6.2.1 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. 4. 4. 1 read long texts in various fiction and non-fiction literature within the framework of familiar and some unfamiliar general and educational topics.

8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics.

8. 5. 3. 1 write a variety of familiar general and academic topics with uniform grammatical competence.

8.6.17.1 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.

8. 2. 3. 1 understand most of the argument without practical support in a long conversation on general and academic topics.

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.

8. 2. 3. 1 understand most of the argument without practical support in a long conversation on general and academic topics.

8. 3. 7. 1 use subject-specific vocabulary and syntax within the framework of general and a number of educational topics.

8. 2. 3. 1 understand most of the argument without practical support in a long conversation on general and academic topics.

8. 3. 7. 1 use subject-specific vocabulary and syntax within the framework of general and a number of educational topics.

8. 4. 1. 1 understand the main idea of ​​texts on a variety of unfamiliar general and academic topics, including some longer texts.

8. 5. 4. 1 using appropriate style and form of language in written genre on general and educational topics.

8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts.

8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics.

8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts 8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics.

8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts.

8. 5. 2. 1 write past experiences or real events, activities on familiar general and educational topics with little support.

8. 2. 3. 1 understand most of the argument without practical support in a long conversation on general and academic topics.

8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts.

8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence.

8. 2. 3. 1 understand most of the argument without practical support in a long conversation on general and academic topics.

8. 3. 7. 1 use subject-specific vocabulary and syntax within the framework of general and a number of educational topics.

Internet addiction p22.

Language Focus. Present Perfect: regular and irregular verbs. p23.

8. 2. 2. 1 understand some specific information on a wide range of general and academic topics in an extended conversation with little support from the teacher or independently.

8. 3. 5. 1 communicate with classmates to plan and create priorities, partner, discuss, and agree on educational tasks.

8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence.

8.6.7.1 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics.

8. 2. 1. 1 understanding of general and main ideas of study topics with long conversations without practical support.

8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks.

8. 4. 6. 1 identify the author's opinion or point of view in short texts on a variety of unfamiliar general and academic topics, including long texts 8. 5. 1. 1 planning, writing, revising and checking text-level work on general and academic topics with minor support.

8. 4. 6. 1 identify the author's opinion or point of view in short texts on a variety of unfamiliar general and academic topics, including long texts 8. 5. 1. 1 planning, writing, revising and checking text-level work on general and academic topics with minor support.

8. 4. 4. 1 read long texts in various fiction and non-fiction literature within the framework of familiar and some unfamiliar general and educational topics.

8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics.

8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts.

8. 5. 2. 1 write past experiences or real events, activities on familiar general and educational topics with little support.

8.2.3.1 (8.L3)Understand with littleor no support most ofthe detail of anargument in extendedtalk on a wide range ofgeneral and curriculartopics 8. 4. 3. 1 understand evidence within familiar general and reading topics, including some longer texts.

8.5.3.1 (8.W3) Write with moderate grammatical accuracy on a growing range of familiar general and curricular topics. 8.3.3.1 (8.S3) Give an opinion at discourse level on a wide range of general and curricular topics.

8. 2. 3. 1 understand most of the argument without practical support in a long conversation on general and academic topics.

8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges.

Term II 24 hours.

8. 2. 6. 1 infer meaning from context in long conversations on most general and academic topics with little support 8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics.

Was, were, there was, there were p33.

8. 4. 8. 1 use some unfamiliar digital or print resources to check meaning and expand understanding 8.5.4.1 use with some support style and register appropriate to a variety of written genres on general and curricular topics.

Language Focus. Past simple. p35.

8. 2. 2. 1 understand some specific information on a wide range of general and academic topics in an extended conversation with little support from the teacher or independently.

8. 3. 7. 1 use subject-specific vocabulary and syntax within the framework of general and a number of educational topics.

8. 5. 4. 1 to use appropriate style and language form in written genre for general and educational topics.

8.6.9.1 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.

8. 2. 5. 1 determine the speaker's point in a long conversation on most general and educational topics with little support.

8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics.

8. 4. 6. 1 identify the author's opinion or point of view in short texts on various unfamiliar general and academic topics, including long texts.

8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence.

8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts.

8.5.4.1 use with some support style and register appropriate to a variety of written genres on general and curricular topics.

8. 4. 1. 1 understand the main idea of ​​texts on a variety of unfamiliar general and academic topics, including some longer texts.

8.5.5.1 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.

8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts.

8. 5. 5. 1 teacher-supported use of arguments in familiar general and educational topics with examples and justifications.

8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts 8.5.4.1 use with some support style and register appropriate to a variety of written genres on general and curricular topics.

Language Focus. Adjectives.personality.p44.

Sports superstars p46.

8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence.

8.6.7.1 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics.

8. 2. 2. 1 understand some specific information on a wide range of general and academic topics in an extended conversation with little support from the teacher or independently.

8. 3. 5. 1 communicate with classmates to plan and create priorities, partner, discuss, and agree on educational tasks.

8. 5. 2. 1 write past experiences or real events, activities on familiar general and educational topics with little support.

8.6.9.1 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.

8. 2. 1. 1 understanding of general and main ideas of study topics with long conversations without practical support.

8. 3. 7. 1 use subject-specific vocabulary and syntax within the framework of general and a number of educational topics.

8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts.

8. 5. 1. 1 planning, writing, revising and checking text-level work on general and academic topics with minor support.

8. 4. 3. 1 understand evidence within familiar general and reading topics, including some longer texts.

8. 5. 6. 1 to logically connect a sentence to a paragraph on its own, using the main connectives, familiar topics.

8. 4. 3. 1 understand evidence within familiar general and reading topics, including some longer texts.

8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics.

8. 5. 1. 1 planning, writing, revising and checking text-level work on general and academic topics with minor support.

8.6.9.1 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.

8.2.6.1(8.L6) Deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics. 8.4.5.1(8.R5) Deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics 8.5.3.1(8.W3) Write with moderate grammatical accuracy on a growing range of familiar general and curricular topics 8.3.5.1(8.S5) Interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks.

8. 2. 1. 1 understanding of general and main ideas of study topics with long conversations without practical support.

8. 3. 5. 1 communicate with classmates to plan and create priorities, partner, discuss, and agree on educational tasks.

III Term 30 hours.

Twenty thousand leagues under the sea.

Unit 5. Reading for pleasure The natural world (Unit 6 p.68).

8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics 8.4.2.1 understand specific information and detail in texts on a growing range of general and curricular topics, including some extended texts.

8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics.

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.2.1 understand specific information and detail in texts on a growing range of general and curricular topics, including some extended texts.

8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics.

8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics.

The Mousaleum of Aish Bibi.

Edutainment: benefits of reading.

Unit 6 The natural world.

8.2.7.1 recognize typical features at word, sentence and text level of a growing range of spoken genres.

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.

Reading: The red panda.

Vocabulary: Endangered animals.

Use of English: The passive.

8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics.

8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.6.3.1 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.

8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts.

8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.4.8.1 use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding 8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics.

8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics.

8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.8.1 use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding.

8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding.

8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding 8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics 8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics.

Unit 7 Travel and transport.

Signs relating to travel.

Reading: Become an Urban Explorer.

8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics 8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts.

8.6.14.1 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.

8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.6.13.1 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.

8.5.6.1 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 8.6.14.1 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.

8.2.4.1 understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics.

8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics.

8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts.

8.6.5.1 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics.

8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts.

8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics.

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics.

8.1.8.1 develop intercultural awareness through reading and discussion 8.3.8.1 recount some extended stories and events on a range of general and curricular topics 8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics.

8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics.

8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics.

8.2.2.1(8.L2) Understand with little or no support most specific information in extended talk on a wide range of general and curricular topics. 8.4.7.1 (8.R7) Recognisetypical features at word,sentence and text level in arange of written genres. 8.5.4.1(8.W4) Use with some support style and register appropriate to a variety of written genres on general and curricular topics. 8.3.7.1 (8.S7) Useappropriate subject-specificvocabulary and syntax totalk about a range ofgeneral topics, and somecurricular topics.

8.3.8.1 recount some extended stories and events on a range of general and curricular topics 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics.

Term – III 30 hours.

Books and films: genres p56.

8. 4. 4.1 read long texts in various fiction and non-fiction literature within the framework of familiar and some unfamiliar general and educational topics.

8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics.

8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts.

8.5.5.1 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.

8. 2. 2. 1 understand some specific information on a wide range of general and academic topics in an extended conversation with little support from the teacher or independently.

8. 3. 4. 1 to respond in sentences with some flexibility to unexpected comments within the framework of general and educational topics.

8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics 8.6.17.1 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.

8. 2. 5. 1 identify the speaker's point in a long conversation on most general and academic topics with little support 8. 3. 4. 1 to respond in sentences with some flexibility to unexpected comments within the framework of general and educational topics.

8. 4. 4. 1 read long texts in various fiction and non-fiction literature within the framework of familiar and some unfamiliar general and educational topics.

8. 5. 5. 1 teacher-supported use of arguments in familiar general and educational topics with examples and justifications.

8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts.

8. 5. 5. 1 teacher-supported use of arguments in familiar general and educational topics with examples and justifications.

8. 4. 4. 1 read long texts in various fiction and non-fiction literature within the framework of familiar and some unfamiliar general and educational topics.

8.5.6.1 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics.

8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics.

8.6.17.1 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.

The natural world (Unit 6 p.68).

8. 2. 7. 1 to determine the characteristic features of a number of oral genres at the word, sentence and text level.

8. 3. 5. 1 communicate with classmates to plan and create priorities, partner, discuss, and agree on educational tasks.

8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence.

8.6.1.10 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics.

8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts.

8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics.

8. 5. 5. 1 teacher-supported use of arguments in familiar general and educational topics with examples and justifications.

8.6.9.1 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.

8. 2. 6. 1 infer meaning from context in long conversations on most general and academic topics with little support.

8. 3. 1. 1 the use of formal and informal registers when talking within the framework of general and educational topics.

8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence.

8.6.9.1 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.

8. 2. 6. 1 infer meaning from context in long conversations on most general and academic topics with little support.

8.3.2.1 ask more complex questions to get information about a growing range of general topics and some curricular topics.

8. 4. 8. 1 use some unfamiliar digital or print resources to check meaning and expand understanding 8. 5. 5. 1 teacher-supported use of arguments in familiar general and educational topics with examples and justifications.

8. 4. 8. 1 use some unfamiliar digital or print resources to check meaning and expand understanding 8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence.

8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts.

8.5.5.1 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.

8. 5. 5. 1 teacher-supported use of arguments in familiar general and educational topics with examples and justifications.

8.6.1.10 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics.

Travel and transportation (Unit 7 p.80).

8. 2. 2. 1 understand some specific information on a wide range of general and academic topics in an extended conversation with little support from the teacher or independently.

8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics.

8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts.

8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics.

8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence.

8.6.17.1 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.

8. 2. 2. 1 understand some specific information on a wide range of general and academic topics in an extended conversation with little support from the teacher or independently.

8. 3. 5. 1 communicate with classmates to plan and create priorities, partner, discuss, and agree on educational tasks.

8. 5. 6. 1 to logically combine the sentence into a paragraph on its own, using the main connecting conjunctions of generally familiar topics.

8.6.17.1 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.

8. 2. 2. 1 understand some specific information on a wide range of general and academic topics in an extended conversation with little support from the teacher or independently.

8. 3. 5. 1 communicate with classmates to plan and create priorities, partner, discuss, and agree on educational tasks.

8. 4. 5. 1 to determine the main idea from the context of short and some long texts within the framework of various familiar general and educational topics.

8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence.

8. 4. 4. 1 read long texts in various fiction and non-fiction literature within the framework of familiar and some unfamiliar general and educational topics.

8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence.

8.2.2.1(8.L2) Understand with little or no support most specific information in extended talk on a wide range of general and curricular topics. 8.4.7.1 (8.R7) Recognisetypical features at word,sentence and text level in arange of written genres. 8.5.4.1(8.W4) Use with some support style and register appropriate to a variety of written genres on general and curricular topics. 8.3.7.1 (8.S7) Useappropriate subject-specificvocabulary and syntax totalk about a range ofgeneral topics, and somecurricular topics.

8. 4. 4. 1 read long texts in various fiction and non-fiction literature within the framework of familiar and some unfamiliar general and educational topics.

8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence.

IV Term 24 hours.

Vocabulary: food and drinks.

Reading: Festive food calendar.

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics.

8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics.

Use of English: Countable and uncountable nouns.

Use of English: word formation.

Reading: food for thought.

Phrasal verbs (break).

Everyday English: Ordering breakfast.

Across culture: The best way to start the day.

Across the curriculum: food labeling.

Writing: An email describing how to make your favorite food.

8.2.3.1 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.

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.

Vocabulary: work and jobs.

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics.

8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics 8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics.

8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.6.11.1 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.

8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.6.11.1 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.

8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts.

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts.

8.2.7.1 recognize typical features at word, sentence and text level of a growing range of spoken genres.

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.

8.2.8.1 understand extended narratives on a wide range of general and curricular topics 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts.

8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics.

8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts 8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics.

8.2.4.1 (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. 8.4.6.1(8.R6) Recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts. 8.5.1.1(8.W1) Plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics. 8.3.5.1(8.S5) Interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks.

8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.

Total: 102 Hours.

Term – IV 24 hours.

Action and protest p92.

The food waste scandal p94.

8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence.

8.6.17.1 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.

8. 2. 4. 1 in a long conversation on general and educational topics to understand a large part of the meaning without practical support.

8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics.

8. 5. 2. 1 write past experiences or real events, activities on familiar general and educational topics with little support.

8.6.8.1 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.

8. 2. 5. 1 determine the speaker's point in a long conversation on most general and educational topics with little support.

8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks.

8. 4. 6. 1 identify the author's opinion or point of view in short texts on a variety of unfamiliar general and academic topics, including long texts.

8. 5. 2. 1 write past experiences or real events, activities on familiar general and educational topics with little support.

8. 4. 3. 1 understand evidence within familiar general and reading topics, including some longer texts.

8. 5. 2. 1 write past experiences or real events, activities on familiar general and educational topics with little support.

8. 4. 3. 1 understand evidence within familiar general and reading topics, including some longer texts.

8.5.4.1 use with some support style and register appropriate to a variety of written genres on general and curricular topics.

8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence.

8.6.17.1 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.

8. 2. 3. 1 understand most of the argument without practical support in a long conversation on general and academic topics.

8. 3. 7. 1 use subject-specific vocabulary and syntax within the framework of general and a number of educational topics.

School life: verbs p104.

8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics.

8.6.13.1 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.

8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts.

8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics.

8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence.

8.6.13.1 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.

8. 2. 3. 1 understand most of the argument without practical support in a long conversation on general and academic topics.

8. 3. 6. 1 in pairs, groups and whole class work to explain what others said with a sentence or reasoning with some flexibility.

8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence.

8.6.13.1 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.

8. 2. 4. 1 in a long conversation on general and educational topics to understand a large part of the meaning without practical support.

8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics.

8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts.

8. 5. 1. 1 planning, writing, revising and checking text-level work on general and academic topics with minor support.

8. 2. 4. 1 in a long conversation on general and educational topics to understand a large part of the meaning without practical support.

8. 3. 7. 1 use subject-specific vocabulary and syntax within the framework of general and a number of educational topics.

8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts.

8. 5. 2. 1 write past experiences or real events, activities on familiar general and educational topics with little support.

8.2.4.1 (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. 8.4.6.1(8.R6) Recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts. 8.5.1.1(8.W1) Plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics. 8.3.5.1(8.S5) Interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks.

8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts.

8. 5. 2. 1 write past experiences or real events, activities on familiar general and educational topics with little support.

Total: 102 Hours.