Chapter 1. General provisions

Типовая учебная программа по учебному предмету «Английский язык»

Для 5-9 классов уровня основного среднего образования

(с русским языком обучения) по обновленному содержанию

Chapter 1. General provisions

1. The Subject program was developed in accordance with the State Compulsory Education Standard (primary, lower secondary and upper secondary education) approved by Republic of Kazakhstan government decree dated № 1080 dated 23 August, 2012.

2. The importance of the subject is determined by the fact that it is the language of communication, science, business, tourism and sport. A knowledge of English can:

1) increase learners’ confidence in communicating in different situations;

2) give learners access to higher education in Kazakhstan and abroad;

3) allow students to continue professional education in Kazakhstan and abroad;

4) broaden learners’ access to news and information currently distributed in English;

5) allow learners to access English language literary works in their original form;

6) enable learners to represent Kazakhstan in both Kazakhstan and overseas;

7) become lifelong learners, building on skills, learning strategies and knowledge learned in school.

3. The English curriculum aims to develop learners who gain the low-mid B1 level of language skills through the following:

1) varied tasks which foster analysis, evaluation and creative thinking;

2) exposure to a wide variety of spoken and written sources;

Chapter 2. Organization of the content of the subject of "The English language"

4. In the study of the subject "The English language"

1) in the 5th grade have 3 hours a week, 102 hours a year;

2) in the 6th grade - 3 hours a week, 102 hours a year;

3) in the 7th grade - 3 hours a week, 102 hours a year;

4) in the 8th grade - 3 hours a week, 102 hours a year;

5) in the 9th grade - 3 hours a week, 102 hours a year.

5. The English language programme content

Grade 5

1) Content. Speaking and listening skills to solve problems creatively and cooperatively in groups; to provide sensitive feedback to peers. Respect differing points of view. Evaluate and respond constructively to feedback from others; use feedback to set personal learning objectives. Organise and present information clearly to others. Develop and sustain a consistent argument when speaking or writing. Develop intercultural awareness through reading and discussion. Use imagination to express thoughts, ideas, experiences and feelings. Use talk or writing as a means of reflecting on and exploring a range of perspectives on the world.

2) Listening. A sequence of supported classroom instructions. Unsupported basic questions which ask for personal information; on general and curricular topics. The main points of supported extended talk; most specific information and detail of short, supported talk on a wide range of familiar topics. Deducing meaning from context in short supported talk. Opinion of the speaker(s) in basic, supported talk. Supported narratives on an increasing range of topics.

3) Speaking. Basic information about themselves and others at sentence level. Simple questions. An opinion at sentence level. Responding with limited flexibility at sentence level to unexpected comments. Interaction going in basic exchanges. Communicating meaning clearly at sentence level during, pair, group and whole class exchanges using appropriate subject-specific vocabulary and syntax. Recounting basic stories and events.

4) Reading. The main points in a limited range of short simple texts; specific information and detail; the detail of an argument in short, simple texts. on a limited range of texts. Short fiction and non-fiction texts with some support. Deducing meaning from context; the attitude or opinion of the writer in short texts on a limited range of texts. Typical features at word, sentence and text level in a limited range of written genres. Paper and digital reference resources to check meaning and extend understanding. The difference between fact and opinion in short, simple texts.

5) Writing. Planning, writing, editing and proofreading at text level with support. A sequence of short sentences in a paragraph. Factual descriptions at text level which describe people, places and objects. A sequence of extended sentences in a paragraph to give basic personal information. Basic coordinating connectors. Linking sentences into coherent paragraphs using basic connectors. Appropriate layout at text level. Most high-frequency words accuracy. Punctuation in written work at text level with some accuracy.

6) Use of English. Appropriate countable and uncountable nouns, including common noun phrases describing times and location. Quantifiers many, much, a lot of, a few. A growing variety of adjectives and regular and irregular comparative and superlative adjectives. Determiners including any, no each, every. Questions, including tag questions to seek agreement, and clarify meaning. Basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything. Simple perfect forms of common verbs to express what has happened [indefinite time]. Future forms will for predictions and be going to to talk about already decided plans. Simple present and simple past regular and irregular forms to describe routines, habits and states. Present continuous forms with present and future meaning. Be/look/sound/feel/taste/smell like and use be made of on a limited range of familiar general and curricular topics. Common regular and irregular adverbs, simple and comparative forms, adverbs of frequency and adverbs of definite time: last week, yesterday. Might, may, could to express possibility; prepositions to talk about time and location. Prepositions like to describe things and about to denote topic; prepositions of direction to, into, out of, from, towards. Common verbs followed by infinitive verb / verb + ing patterns.

6. Grade 6

1) Content. Speaking and listening skills to solve problems creatively and cooperatively in groups. Speaking and listening skills to provide sensitive feedback to peers. Respect differing points of view. Evaluate and respond constructively to feedback from others. Use feedback to set personal learning objectives. Organise and present information clearly to others. Develop and sustain a consistent argument when speaking or writing. Develop intercultural awareness through reading and discussion. Use imagination to express thoughts, ideas, experiences and feelings. Use talk or writing as a means of reflecting on and exploring a range of perspectives on the world.

2) Listening. Longer sequences of supported classroom instructions. More complex supported questions which ask for personal information. More complex supported questions. The main points of extended talk. Most specific information and detail of supported, extended talk. Opinion of the speaker(s) in supported extended talk. Narratives including some extended talk.

3) Speaking. Basic information about themselves and others at discourse level. Simple questions about a growing range of general topics. An opinion at sentence and discourse level. Interaction going in longer exchanges. Communicating meaning clearly at sentence and discourse level during, pair, group and whole class exchanges. Appropriate subject-specific vocabulary and syntax. Extended stories and events on a limited range of topics.

4) Reading. The main points in a growing range of short, simple texts. Independent understanding a specific information and detail in short, simple texts; the detail of an argument, including some extended texts. Independent reading of short simple fiction and non-fiction texts. Deducing meaning from context, including some extended texts. The attitude or opinion of the writer in short texts on a growing range of general and curricular topics. Typical features at word, sentence and text level in a range of written genres. Independent use of familiar paper and digital reference resources to check meaning and extend understanding. The difference between fact and opinion in short, simple texts on a wide range of general and curricular topics.

5) Writing. Real and imaginary past events, activities and experiences. Personal feelings and opinions. Topics with some paragraphs to give basic personal information. Coherent arguments supported when necessary by examples and reasons for a limited range of written genres. Sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics. Appropriate layout at text level. Spelling most high-frequency vocabulary accurately. Punctuation in written works at text level.

6) Use of English. Basic abstract nouns and compound nouns and noun phrases describing times and location. Quantifiers including more, little, few less, fewer not as many, not as much. Common participles as adjectives and order adjectives correctly in front of nouns. A variety of determiners including all, other. Questions including questions with whose, how often, how long and a growing range of tag questions. A variety of personal, demonstrative and quantitative pronouns including someone somebody, everybody, no one. Simple perfect forms to express indefinite and unfinished past [with for and since]. Future form will to make offers, promises, and predictions. Appropriately an increased variety of present and past simple active and some passive forms. Present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions. Common impersonal structures with: it, there. An increased variety of adverbs, including adverbs of degree too, not enough, quite, rather. Modal forms including mustn’t (prohibition) need (necessity) should (for advice). An increased variety of prepositions of time, location and direction; by and with to denote agent and instrument. Prepositions before nouns and adjectives in common prepositional phrases. Common verbs followed by infinitive verb / verb + ing patterns; infinitive of purpose. Conjunctions if, when, where, so, and, or, but, because, before, after to link parts of sentences in short texts. Subordinate clauses following think, know, believe, hope, say, tell; use subordinate clauses following sure, certain: defining relative clauses with which who that where.

7. Grade 7

1) Content. Speaking and listening skills to solve problems creatively and cooperatively in groups. Speaking and listening skills to provide sensitive feedback to peers. Respect differing points of view. Evaluate and respond constructively to feedback from others. Use feedback to set personal learning objectives. Organize and present information clearly to others. Develop and sustain a consistent argument when speaking or writing. Develop intercultural awareness through reading and discussion. Use imagination to express thoughts, ideas, experiences and feelings. Use talk or writing as a means of reflecting on and exploring a range of perspectives on the world.

2) Listening. The main points, most specific information, and most of the detail of an argument in extended talk with little support. Some of the implied meaning in extended talk with little support. Opinion of the speaker(s) in supported extended talk. Typical features at word, sentence and text level of a limited range of spoken genres. Narratives with support on a wide range of topics.

3) Speaking. Formal and informal registers in their talk on a limited range of topics. Complex questions. An opinion at sentence and discourse level on a growing range of topics. Responding with limited flexibility at both sentence and discourse level to unexpected comments. Interaction with peers to negotiate, agree and organise priorities. Linking comments with some flexibility to what others say at sentence and discourse level. Some extended stories and events on a growing range of topics.

4) Reading. The main points in texts, specific information and detail in texts. The detail of an argument, including some extended texts. Extended fiction and non-fiction texts. The attitude or opinion of the writer. Inconsistencies in argument in short, simple texts.

5) Writing. Moderate grammatical accuracy. Some support style and register appropriate to a limited variety of written genres. Coherent arguments supported when necessary by examples and reasons for a limited range of written genres. Punctuation in written works at text level with some accuracy

6) Use of English. Some abstract nouns and complex noun phrases. A growing variety of quantifiers for countable and uncountable nouns including too much, too many, none any, enough. A growing variety of compound adjectives and adjectives as participles. An increased variety of determiners including neither, either. Questions which include a variety of different tense. A variety of possessive and reflexive pronouns including mine, yours, ours, theirs, hers, his, myself, yourself, themselves. A variety of simple perfect forms to express recent, indefinite and unfinished past. A growing variety of future forms including present continuous with future meaning. Appropriately a variety of active and passive simple present and past forms and past perfect simple forms. Present continuous forms for present and future meaning and past continuous. Some reported speech forms for statements. Comparative degree adverb structures with regular and irregular adverbs. A variety of modal forms for different functions. Prepositions before nouns and adjectives in common prepositional phrases. Infinitive forms after a limited number of verbs and adjectives; gerund forms after a limited variety of verbs and prepositions. A growing variety of conjunctions including because, since, as to explain reasons on a range of familiar general and curricular topics. If / unless in first conditional clauses; use defining relative clauses with which who that where.

8. Grade 8

2) Listening. With little or no support the main points; most specific information; most of the implied meaning in extended talk on a range of general and curricular topics. The opinion of the speaker(s) with little or no support in extended talk. Deducing meaning from context with little or no support in extended talk Typical features at word, sentence and text level of a growing range of spoken genres. Extended narratives on a wide range of topics.

3) Speaking. Formal and informal registers in talk on a growing range of topics. More complex questions to get information about a growing range of general topics and some curricular topics. Interaction with peers to negotiate, agree and organize priorities and plans for completing classroom tasks. Linking comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges. Recounting some extended stories and events.

4) Reading. The main points, specific information and detail in texts on a growing range of unfamiliar general and curricular topics, including some extended texts. The detail of an argument on a range of familiar general and curricular topics, including some extended texts. A growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics. Recognizing the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts. Inconsistencies in argument in short texts on a limited range of general and curricular subjects

5) Writing. With minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics. Moderate grammatical accuracy on a growing range of familiar general and curricular topics. Style and register appropriate to a variety of written genres. Coherent arguments supported when necessary by examples and reasons for a growing range of written genres. Using independently, sentences into coherent paragraphs; using a variety of basic connectors on a range of familiar general topics and some curricular topics. Spelling most high-frequency vocabulary accurately for a range of familiar general and curricular topics. Punctuation in written works at text level on a range of familiar general and curricular topics with growing accuracy.

6) Use of English. Some abstract nouns and complex noun phrases. A growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount. A growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree. An increased variety of determiners including all, half, both [of] in pre-determiner function. Questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics. A variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few. A variety of simple perfect forms to express recent, indefinite and unfinished past. A growing variety of future forms including present continuous and present simple with future meaning. Appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech. Present continuous forms for present and future meaning and past continuous, including some passive forms. Some reported speech forms for statements, questions and commands: say, ask, tell including reported requests. Comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs. An increased variety of pre-verbal, post-verbal and end-position. A growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition. Some prepositions before nouns and adjectives; prepositions as, like to indicate manner; dependent prepositions following adjectives. Infinitive forms after a limited number of verbs and adjectives; gerund forms after a limited variety of verbs and prepositions; some prepositional verbs and begin to use common phrasal verbs. A growing variety of conjunctions including since, as to explain reasons and the structures so... that, such a... that in giving explanations. If / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; a growing variety of relative clauses including why clauses.

9. Grade 9

2) Listening. The main points, most specific information, and most of the detail in unsupported extended talk on a wide range of topics. Most of the implied meaning in unsupported extended talk; opinion of the speaker(s) in unsupported extended talk on a wide range of topics. Typical features at word, sentence and text level of a range of spoken genres. Recognition of the inconsistencies in argument in extended talk on a growing range of topics.

3) Speaking. Formal and informal registers in their talk on a range of general and curricular topics. Complex questions to get information on a range of general and curricular topics. Explanation and justification own point of view. Linking comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges. Use of appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics. Recounting extended stories and events.

4) Reading. The main points; specific information; details; the detail of an argument in extended texts on a range of unfamiliar general and curricular topics. A range of extended fiction and non-fiction texts. Deducing meaning from context in extended texts. Recognising the attitude or opinion of the writer in extended texts. Typical features at word, sentence and text level in a wide range of written genres. Use of a range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding. Inconsistencies in argument in extended texts on a range of general and curricular topics.

5) Writing. Planning, writing, editing and proofreading work at text level with little or no support. Writing independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics. With moderate grammatical accuracy on a wide range of familiar general and curricular topics. With minimal or no support style and register appropriate to a growing variety of written genres on general and curricular topics. Coherent writing at text level using a variety of connectors on a growing range of familiar general and curricular topics. Appropriate layout at text level on a growing range of general and curricular topics. Spelling of most high-frequency vocabulary accurately for a wide range of familiar general and curricular topics. Written work at text level on a range of familiar general and curricular topics with a good degree of accuracy.

6) Use of English. A growing variety of abstract compound nouns and complex noun phrases. A variety of quantifiers for countable and uncountable nouns and some noun phrases, including majority of, minority of, a great deal of, a great number of. A variety of compound adjectives and adjectives as participles and a variety of comparative structures to indicate degree. A wide variety of determiners and pre-determiner structures. Questions including prepositions at what time, in which direction, from whose. Relative, demonstrative, indefinite, quantitative pronouns and a variety of reflexive pronoun structures on a range of familiar general and curricular topics. A variety of simple perfect forms including some passive forms including time adverbials. A variety of future forms, including some passives, on a range of familiar general and curricular topics. An increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech. Present continuous forms and past continuous, including a growing variety of passive forms. An increased variety of reported speech forms for statements, questions and commands: including indirect and embedded questions with know, wonder. An increased variety of comparative degree adverb structures with regular and irregular adverbs. A variety of pre-verbal, post-verbal and end-position adverbs. 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. An increased variety of prepositions before nouns and adjectives. A growing number of dependent prepositions following nouns and adjectives and an increased variety of dependent prepositions following verbs on a range of familiar general and curricular topics. 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. A variety of conjunctions including so that, (in order to) to indicate purpose although, while, whereas to contrast. If only /wish [that] clauses [past reference]; use a variety of relative clauses including prepositions from where, to whom.

10. This is the substantive knowledge of the programme and comprises what we know in the subject and how we gain that knowledge. Knowledge in the subject is organized into strands of learning. Strands are further broken down into sub-strands, which will be at the level of a skill or topic, knowledge or understanding. Sub-strands, when expressed as grade-related expectations, form the learning objectives for a subject. The learning objectives demonstrate the progression within each sub-strand allowing teachers to plan and assess, sharing with learners the next steps they should take.

4. Strand 1: Content. A learner develops skills needed for success in a range of academic subjects such as using speaking and listening skills to solve problems, organizing information clearly for others and developing intercultural awareness through reading and discussion.

5. Strand 2: Listening. A learner understands the main ideas of texts on curricular topics; identifies essential facts distinguishing them from non-essential; understands details within the framework of familiar topics; formulates complex questions based on listening material in order to obtain additional information; deduces the meaning of listening material using context clues; identifies specific information within the framework of familiar topics; recognizes inconsistencies in arguments within the framework of familiar topics.

6. Strand 3: Speaking. A learner conveys the main ideas of a text within the framework of familiar topics logically organizing events; uses the formal and informal registers; presents information within the framework of familiar topics; predicts the content of a text using the heading, pictures, key words, extracts within the framework of familiar topics; asks simple and complex questions to obtain specific information; interacts with peers (in a pair, group) to fulfill learning tasks; compares and contrasts texts within the framework of familiar topics; expresses and opinion providing arguments.

7. Strand 4: Reading. A learner identifies the main ideas of texts and details in texts of a range of styles and genres within the framework of familiar topics; uses a range of information sources (reference materials, dictionaries, the Internet); recognizes specific information in a text and a range of styles and genres within the framework of familiar topics; predicts the content of a text using the heading, pictures, key words, extracts; identifies the attitude and opinion of the author; evaluates information from different texts.

8. Strand 5: Writing. A learner fills in tables, diagrams, schemes, questionnaires, forms; plans, writes, edits and proofreads texts within the framework of familiar topics; makes notes based on a text according to a communicative task; describes real and/or imagined events of the past, present, and future using the knowledge of topics studied before; links and coordinates sentences and paragraphs in a text within the framework of familiar topics; correctly uses punctuation in a text within the framework of familiar topics; creates texts of a range of styles and genres using appropriate rules and layout.

9. Strand 6: Use of English. A learner expresses him/herself using a good lexical range and variety of language with a generally high degree of accuracy. A learner develops an ability to use a range of past, present and future forms and a wider range of modals.

Chapter 1. General provisions

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