2- Параграф. Оқу мақсаттарының жүйесі
13. Бағдарламада оқу мақсаттары кодпен белгіленген. Кодтық белгідегі бірінші сан сыныпты, екінші сан бөлімнің ретін, үшінші және төртінші сан оқу мақсатының реттік нөмірін көрсетеді. Мысалы, 1.1.2.1 кодында: "1" – сынып,"1" – бөлім, "2.1" – оқу мақсатының реттік нөмірі.
Grade 10
|
Grade 11
|
Low-mid B2
|
High B2
|
10.1.1-use speaking and listening skills to solve problems creatively and cooperatively in groups
|
11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups
|
10.1.2-use speaking and listening skills to provide sensitive feedback to peers
|
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
|
10.1.3-respect differing points of view
|
11.1.3 - respect differing points of view
|
10.1.4-evaluate and respond constructively to feedback from others
|
11.1.4 - evaluate and respond constructively to feedback from others
|
10.1.5- use feedback to set personal learning objectives
|
11.1.5 - use feedback to set personal learning objectives
|
10.1.6-organize and present information clearly to others
|
11.1.6 - organize and present information clearly to others
|
10.1.7-develop and sustain a consistent argument when speaking or writing
|
11.1.7 - develop and sustain a consistent argument when speaking or writing
|
10.1.8- develop intercultural awareness through reading and discussion
|
11.1.8 - develop intercultural awareness through reading and discussion
|
10.1.9-use imagination to express thoughts, ideas, experiences and feelings
|
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
|
10.1.10-use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
|
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
|
2)Strand 2: Listening
Grade 10
|
Grade 11
|
Low-mid B2
|
High B2
|
10.2.1-understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics
|
11.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics
|
10.2.2-understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics
|
11.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics
|
10.2.3-understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics
|
11.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics
|
10.2.4-understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics
|
11.2.4 - implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics
|
10.2.5-recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics
|
11.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics
|
10.2.6-deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics
|
11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics
|
11.2.7- understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics
|
11.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics, including some unfamiliar topics
|
10.2.8-recognize inconsistencies in argument in extended talk on a range of general and curricular subjects
|
11.2.8 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects, including some unfamiliar topics
|
|
|
3) Strand 3: Speaking
Grade 10
|
Grade 11
|
Low-mid B2
|
High B2
|
10.3.1-use formal and informal language registers in talk on a wide range of general and curricular topics
|
11.3.1 - use formal and informal language registers in talk on a range of general and curricular topics, including some unfamiliar topics
|
10.3.2-ask and respond to complex questions to get information about a wide range of general and curricular topics
|
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics
|
10.3.3-explain and justify own and others’ point of view on a wide range of general and curricular topics
|
11.3.3 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics
|
10.3.4- evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics
|
11.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a wide range of general and curricular topics, including some unfamiliar topics
|
10.3.5-interact with peers to make hypotheses about a wide range of general and curricular topics
|
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics
|
10.3.6-navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics
|
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics
|
10.3.7-use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics
|
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics
|
|
|
4) Strand 4: Reading
Grade 10
|
Grade 11
|
Low-mid B2
|
High B2
|
10.4.1-understand main points in extended texts on a wide range of unfamiliar general and curricular topics
|
11.4.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics
|
10.4.2- understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics
|
11.4.2 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics
|
10.4.3-skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics
|
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics
|
10.4.4-read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics
|
11.4.4- read a wide range of extended fiction and non-fiction texts on a variety of more complex and abstract general and curricular topics
|
10.4.5-deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics
|
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics
|
10.4.6-recognize the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics
|
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a range of more complex and abstract general and curricular topics
|
10.4.7-recognize patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics
|
11.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics
|
10.4.8- use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding
|
11.4.8 - select and evaluate paper and digital reference resources to check meaning and extend understanding
|
10.4.9-recognize inconsistencies in argument in extended texts on a wide range of general and curricular topics
|
11.4.9 - recognize inconsistencies in argument in extended texts on a range of more complex and abstract general and curricular topics
|
5) Strand 5: Writing
Grade 10
|
Grade 11
|
Low-mid B2
|
High B2
|
10.5.1-plan, write, edit and proofread work at text level independently on a range of general and curricular topics
|
11.5.1 - plan, write, edit and proofread work at text level independently on a wide range of general and curricular topics
|
10.5.2-use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
|
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
|
10.5.3-write with grammatical accuracy on a range of familiar general and curricular topics
|
11.5.3 - write with grammatical accuracy on a wide range of general and curricular topics
|
10.5.4-use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics
|
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide variety of written genres on general and curricular topics
|
10.5.5-develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics
|
11.5.5 - develop with minimal support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics
|
10.5.6-write coherently at text level using a variety of connectors on a range of familiar general and curricular topics
|
11.5.6 - write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics
|
10.5.7-use independently appropriate layout at text level on a range of general and curricular topics
|
11.5.7 - use independently appropriate layout at text level on a wide range of general and curricular topics
|
10.5.8-communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics
|
11.5.8 - communicate and respond to news and feelings in correspondence through a variety of functions on a wide range of general and curricular topics
|
10.5.9-punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy
|
11.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy
|
6) Strand 6: Use of English
Grade 10
|
Grade 11
|
Low-mid B2
|
High B2
|
10.6.1- use a variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar general and curricular topics
|
11.6.1 - use a variety of pre- and post- modifying noun structures on a wide range of general and curricular topics
|
10.6.2-use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics
|
11.6.2 - use a variety of determiners relating to nouns for generic uses, some appositional uses and textual reference on a wide range of general and curricular topics
|
10.6.3-use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics
|
11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on a wide range of general and curricular topics
|
10.6.4-use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics
|
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide range of general and curricular topics
|
10.6.5-use a wide variety of question types on a wide range of familiar general and curricular topics
|
11.6.5 - use a range of transitive and intransitive verb complementation patterns on a wide range of general and curricular topics
|
10.6.6-use a wide variety of relative, demonstrative, indefinite, quantitative pronouns and reflexive pronoun structures on a wide range of familiar general and curricular topics
|
11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of general and curricular topics
|
10.6.7- use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life, on a wide range of familiar general and curricular topics
|
11.6.7 - use a wide variety of simple perfect active and passive forms and a variety of perfect continuous forms on a wide range of general and curricular topics
|
10.6.8- use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics
|
11.6.8 - use a wide variety of future forms, including future perfect forms on a wide range of general and curricular topics
|
10.6.9-use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics
|
11.6.9 - use a wide variety of present and past forms, including a growing number of more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a wide range of general and curricular topics
|
10.6.10- use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics
|
11.6.10 - use a wide variety of reported statement, command and question forms on a wide range of general and curricular topics
|
10.6.11-use a variety of reported statements and question forms on a wide range of familiar general and curricular topics
|
11.6.11 - use a wide variety of pre-verbal, post-verbal and end-position adverbs/adverbial phrases on a wide range of general and curricular topics,
|
10.6.12-use a variety of comparative degree adverb structures with regular and irregular adverbs;
use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics
|
11.6.12 - use a wide variety of past modal forms to express appropriate functions ;
use a variety of near modal structures including supposed to, bound to, due, willing to on a wide range of general and curricular topics
|
10.6. 13.1-use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past on a wide range of familiar general and curricular topics
|
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives and verbs on a wide range of general and curricular topics
|
10.6.14-use a variety of prepositional phrases before nouns and adjectives;
use a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs on a wide range of familiar general and curricular topics
|
11.6.14 - use a growing variety of more complex prepositional phrases including those relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range of general and curricular topics
|
10.6.15-use infinitive forms after an increased number of verbs and adjectives
use gerund forms after a variety of verbs and prepositions
use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics
|
11.6.15 - use a growing variety of more complex conjunctions to express condition concession. and contrast on a wide range of general and curricular topics
|
10.6.16.1-use a wide variety of conjunctions on a wide range of familiar general and curricular topics
|
|
11.6.17-use if / if only in third conditional structures
use a variety of relative clauses including with which [whole previous clause reference] on a wide range of familiar general and curricular topics
|
|
14. Тоқсандағы бөлімдер мен бөлімдер ішіндегі тақырыптар бойынша сағат сандарын бөлу мұғалімнің еркіне қалдырылады.
15. Осы оқу бағдарламасы жалпы орта білім беру деңгейінің қоғамдық-гуманитарлық бағытының 10-11 сыныптарына арналған «Ағылшын тілі» пәнінің бойынша Үлгілік оқу бағдарламасын бойынша іске асырудың ұзақ мерзімді жоспарына сәйкес іске асырылады.
3-Параграф. Жалпы орта білім беру деңгейінің 10-11-сыныптарына арналған қоғамдық-гуманитарлық бағыттағы «Ағылшын тілі» оқу пәні бойынша Үлгілік оқу бағдарламасын іске асыру жөніндегі ұзақ мерзімді жоспар
Достарыңызбен бөлісу: |
