Today we are going to check out what needs to be done based on the curriculum and grade guidelines:
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In years 7–9
Content of communication
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Current subject areas familiar to the pupils.
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Interests, everyday situations, activities, sequences of events, relations and ethical
questions.
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Views, experiences, emotions and plans for the future.
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Living conditions, traditions, social relations and cultural phenomena in various
contexts and areas where English is used.
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Listening and reading – reception
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Spoken English and texts from various media.
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Spoken English with slight regional and social accents.
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Oral and written instructions and descriptions.
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Different types of conversations, dialogues, interviews and oral communications.
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Literature and other fiction in spoken, dramatised and filmed forms.
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Songs and poems.
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Oral and written information, as well as discussions and argumentation for different
purposes, such as news, reports and newspaper articles.
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Strategies for understanding details and context in spoken language and texts, such
as adapting listening and reading to the type of communication, contents and
purpose.
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Different ways of searching for, choosing and assessing texts and spoken language in
English from the internet and other media.
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Language phenomena such as pronunciation, intonation, grammatical structures,
sentence structure, words with different registers, as well as fixed language expressions pupils will encounter in the language.
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How texts and spoken language can be varied for different purposes and contexts.
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How connecting words and other expressions are used to create structure and
linguistically coherent entities.
Speaking, writing and discussing – production and interaction
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Different ways of working on one’s own production and interaction to vary, clarify,
specify and adapt them for different purposes.
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Oral and written narratives, descriptions and instructions.
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Conversations, discussions and argumentation.
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Language strategies to understand and be understood when language skills are
lacking, such as reformulations, questions and explanations.
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Language strategies to contribute to and actively participate in conversations
by taking the initiative in interaction, giving confirmation, putting follow-up
questions, taking the initiative to raise new issues and also concluding
conversations.
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Language phenomena to clarify, vary and enrich communication such as
pronunciation, intonation and fixed language expressions, grammatical structures
and sentence structures.
Knowledge requirements for grade E at the end of year 9
Pupils can understand the main content and clear details in English spoken at a moderate pace and in basic texts in various genres. Pupils show their understanding by presenting an overview with discussion and comments on content and details and also with acceptable results act on the basis of the message and instructions in the content. To facilitate their understanding of the content of the spoken language and texts, pupils can choose and apply a strategy for listening and reading. Pupils can choose texts and spoken language from different media and with some relevance use the selected material in their own production and interaction.
In oral and written production in various genres, pupils can express themselves simply, understandably and relatively coherently. To clarify and vary their communication, pupils can work on and make simple improvements to their communications. In oral and written interaction in different contexts, pupils can express themselves simply and understandably and also to some extent adapted to purpose, recipient and situation. In addition, pupils can choose and apply basically functional strategies which to some extent solve problems and improve their interaction.
Pupils can understand the main content and clear details in English spoken at a moderate pace and in basic texts in various genres. Pupils show their understanding by presenting an overview with discussion and comments on content and details and also with acceptable results act on the basis of the message and instructions in the content. To facilitate their understanding of the content of the spoken language and texts, pupils can choose and apply a strategy for listening and reading. Pupils can choose texts and spoken language from different media and with some relevance use the selected material in their own production and interaction.
In oral and written production in various genres, pupils can express themselves simply, understandably and relatively coherently. To clarify and vary their communication, pupils can work on and make simple improvements to their communications. In oral and written interaction in different contexts, pupils can express themselves simply and understandably and also to some extent adapted to purpose, recipient and situation. In addition, pupils can choose and apply basically functional strategies which to some extent solve problems and improve their interaction.
Pupils discuss in overall terms some phenomena in different contexts and areas where
English is used, and can also make simple comparisons with their own experiences and
knowledge.
Knowledge requirements for grade D at the end of year 9
Grade D means that the knowledge requirements for grade E and most of C are satisfied.
Knowledge requirements for grade C at the end of year 9
Pupils can understand the main content and essential details in English spoken at a moderate pace and in basic texts in various genres. Pupils show their understanding by presenting a well grounded account with discussion and comments on content and details and also with satisfactory results act on the basis of the message and instructions in the content. To facilitate their understanding of the content of the spoken language and the texts, pupils can to some extent choose and apply strategies for listening and reading. Pupils can choose texts and spoken language from different media and in a relevant way use the selected material in their own production and interaction.
In oral and written production in various genres, pupils can express themselves in relatively varied ways, relatively clearly and relatively coherently. Pupils express themselves also with some ease and to some extent adapted to purpose, recipient and situation. To clarify and vary their communication, pupils can work on and make well grounded improvements to their own communications. In oral and written inter- action in different contexts, pupils can express themselves clearly and with some ease and with some adaptation to purpose, recipient and situation. In addition, pupils can choose and use functional strategies to solve problems and improve their interaction.
Pupils discuss in detail some phenomena in different contexts and areas where English is used, and can then also make well developed comparisons with their own experiences and knowledge.
Knowledge requirements for grade B at the end of year 9
Grade B means that the knowledge requirements for grade C and most of A are satisfied.
Knowledge requirements for grade A at the end of year 9
Pupils can understand both the whole and the details in English spoken at a moderate pace in basic texts in various genres. Pupils show their understanding by giving awell grounded and balanced account where they discuss and comment on content and details, and with good results act on the basis of the message and instructions in the content. To facilitate their understanding of the content of the spoken language and the texts, pupils can to some extent choose and apply strategies for listening and reading. Pupils can choose texts and spoken language from different media and in a relevant and effective way use the material chosen in their own production and inter- action.
Pupils discuss in detail and in a balanced way some phenomena from different
contexts and areas where English is used, and can also make well developed and
balanced comparisons with their own experiences and knowledge.
Suggestions
Knowledge requirements for grade D at the end of year 9
Grade D means that the knowledge requirements for grade E and most of C are satisfied.
Knowledge requirements for grade C at the end of year 9
Pupils can understand the main content and essential details in English spoken at a moderate pace and in basic texts in various genres. Pupils show their understanding by presenting a well grounded account with discussion and comments on content and details and also with satisfactory results act on the basis of the message and instructions in the content. To facilitate their understanding of the content of the spoken language and the texts, pupils can to some extent choose and apply strategies for listening and reading. Pupils can choose texts and spoken language from different media and in a relevant way use the selected material in their own production and interaction.
In oral and written production in various genres, pupils can express themselves in relatively varied ways, relatively clearly and relatively coherently. Pupils express themselves also with some ease and to some extent adapted to purpose, recipient and situation. To clarify and vary their communication, pupils can work on and make well grounded improvements to their own communications. In oral and written inter- action in different contexts, pupils can express themselves clearly and with some ease and with some adaptation to purpose, recipient and situation. In addition, pupils can choose and use functional strategies to solve problems and improve their interaction.
Pupils discuss in detail some phenomena in different contexts and areas where English is used, and can then also make well developed comparisons with their own experiences and knowledge.
Knowledge requirements for grade B at the end of year 9
Grade B means that the knowledge requirements for grade C and most of A are satisfied.
Knowledge requirements for grade A at the end of year 9
Pupils can understand both the whole and the details in English spoken at a moderate pace in basic texts in various genres. Pupils show their understanding by giving awell grounded and balanced account where they discuss and comment on content and details, and with good results act on the basis of the message and instructions in the content. To facilitate their understanding of the content of the spoken language and the texts, pupils can to some extent choose and apply strategies for listening and reading. Pupils can choose texts and spoken language from different media and in a relevant and effective way use the material chosen in their own production and inter- action.
In oral and written production, pupils can express themselves in relatively varied ways,
clearly and coherently. Pupils express themselves with ease and some adaptation to
purpose, recipient and situation. To clarify and vary their communication, pupils
can work on and make well grounded improvements to their own communications. In oral and written interaction in different contexts, pupils can express themselves clearly and with ease, and also with some adaptation to purpose, recipient and situation. In addition, pupils can choose and apply well functioning strategies to solve problems and improve their interaction and take it forward in a constructive way.
can work on and make well grounded improvements to their own communications. In oral and written interaction in different contexts, pupils can express themselves clearly and with ease, and also with some adaptation to purpose, recipient and situation. In addition, pupils can choose and apply well functioning strategies to solve problems and improve their interaction and take it forward in a constructive way.
Suggestions
- Finish off "Lord of the Flies"- 2 seminars left plus a quiz and a piece of writing (directly after Easter)
- A debate
- An oral presentation to the class of something you are interested in
- A written reflection with more information from an article or series of articles from "The Local". See example- Text 1 Text 2
- Realia project about an English speaking country (based on Keith Foster's program series- Family Foster
- A letter to me in ten years time
plus
- a film (Eskil's suggestion "Brother where art thou?")
Any other suggestions....
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