Calendar Thematic Plan for grade 8
Calendar Thematic Plan for grade 8
within the framework of updating the secondary education content
№ |
Units/ Changing lessons |
Theme |
Learning objectives
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Hours |
Date |
Notes |
1st term 26 hours |
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1 |
Unit 1: Our World (12 hours) |
Our World
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Content 8.1.2.1- use speaking and listening skills to provide sensitive feedback to peers; 8.1.3.1- respect differing points of view; 8.1.4.1- evaluate and respond constructively to feedback from others; 8.1.5.1- use feedback to set personal learning objectives; 8.1.7.1- develop and sustain a consistent argument when speaking or writing; 8.1.8.1- develop intercultural awareness through reading and discussion; 8.1.9.1- use imagination to express thoughts, ideas, experiences and feelings; 8.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world Listening 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; 8.2.3.1- 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; 8.2.7.1- recognize typical features at word, sentence and text level of a growing range of spoken genres; Speaking 8.3.1.1-use formal and informal registers in their talk on a growing 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; 8.3.4.1-respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 8.3.5.1- interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 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; 8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics Reading 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; 8.4.4.1- read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics; 8.4.8.1- use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding Writing 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; 8.5.2.1- 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 with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.5.4.1- use with some support style and register appropriate to a variety of written genres on general and curricular topics; 8.5.7.1- use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics; 8.5.8.1- spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics Use of English 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; 8.6.9.1- 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; 8.6.15.1- 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; 8.6.16.1- use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a...that in giving explanations |
1 |
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2 |
Family, relations with other people, personal identification; personal feelings, experiences and opinions Entering Test |
1 |
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3 |
Family, relations with other people, personal identification; personal feelings, experiences and opinions |
1 |
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4 |
House and homes
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1 |
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5 |
Creating a personal profile
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1 |
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6 |
Discussion on the role of social media |
1 |
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7 |
Discussion on the role of social media (this relates to computer science) |
1 |
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8 |
Critical analysis of the role of social media and the internet on deep slow thought |
1 |
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9 |
Critical analysis of the role of social media and the internet on deep slow thought
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1 |
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10 |
Creating a survey on social media use and collating the results |
1 |
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11 |
Creating a survey on social media use and collating the results (this relates to maths and computer science)
Summative assessment for the unit «Our World» |
1 |
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12 |
Unit revision |
1 |
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