Thematic Curriculum For The 11 Grade

Thematic Curriculum for the 11th Grade
Introduction
The main goal of this thematic curriculum is to help teachers implement the 11 t h grade English-language teaching goals. The purpose
of this curriculum are:
 To develop students' English language abilities as a function of their thinking abilities.

 To have students be able to use learning strategies to extend their communicative competence.
The teacher will evaluate the implementation of overall and specific expectations of English training and check that the students acquire skill,
main competence, and social and cultural ability.
The content of the 11th grade curriculum consists of 105 hours, and it has a variety of themes related to the content of the time plan given on
the next pages. Lexical sets consist of about 1500 new words and phrasal verbs and other phrases. Students will extend listening, speaking,
reading and writing skills through participation in discussions, presentations and debates, write essays, articles and summaries in English.
English 7 is intended for students of English at the intermediate level who have studied English 1, 2, 4, 5 and 6. Tins book provides
students with the necessary skills to successfully communicate in both the oral and written forms of the language. The student's book contains
ten units of five lessons each and four extra activities.
Overall Expectations:
At the end of the 11th grade, students will be able to develop their intellectual, social and emotional abilities through basic skills that they have
acquired in the intermediate level.
The expectations for the 11lh grade focus on the consolidation of students' language-knowledge skills, strategies and their ability to use
them independently and effectively to understand, reflect on, apply and communicate information and ideas, and for continued learning in school
and : multicultural, multimedia world.
Specific Expectation:
- Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.
Speaking
- Use speaking skills and strategies appropriately to communicate to different audiences for a variety
of purposes
- Reflect on and identify their strengths as listeners and speakers, areas for improvement, and the
strategies they found most helpful in oral communication situations.
- Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a
range of strategies to construct meaning
Reading - Recognize a variety of text forms, text features, and stylistic elements and demonstrate
understanding of how they help communicate meaning
- Use knowledge of words and cueing systems to read fluently
- Reflect on and identify their strengths as readers, areas for improvement, and the strategies they found
most helpful before, during, and after reading
- Generate, gather, and organize ideas and information to write for an intended purpose and audience
Writing - Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic
elements appropriate for the purpose and audience
- Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to
correct errors, refine expression, and present their work effectively
- Reflect on and identify their strengths as writers, areas for improvement, and the strategies they found
most helpful at different stages in the writing process.
- Demonstrate an understanding of a variety of media texts
- Identify some media forms and explain how the conventions and techniques associated with them are
Listening used to create meaning
- Create a variety of media texts for different purposes and audiences, using appropriate forms,
conventions, and techniques;
- Reflect on and identify their strengths as media interpreters and creators, areas for
improvement, and the strategies they found most helpful in understanding and creating media texts
Work in pairs and groups in order to listen to others.

Social and
cultural - Use language to share their feelings and thoughts with each other to improve knowledge about tradition,
knowledge history and life of own and other countries
- Communicate with others through writing
- Learn about other cultures through speaking, listening and reading

Study skill:
 use a variety of texts from various content areas effectively
 practice taking tests
 use IT sources and different dictionaries
 work in pairs, groups and individually in order to listen to others
 self-assessment
Cultural awareness
-Use language to share their feelings and thoughts with each other to improve knowledge about tradition, history and life of own and other
countries -Learn about other cultures through speaking, listening and reading. -Respect cultural perspectives that may differ from their
own.
11th Grade Range of Language
Phonetics Vocabulary Grammar

 D Vowel sounds in two and Lexical sets consist  Present tenses
more - syllable words approximately 1500 new words ( Present simple, Present Continuous, Present Perfect, Present
 Homophones including phrasal verbs and perfect continuous)
 Spelled words phrases The Present Passive
 Spelling patterns The Past Passive
 Intonation and stress  Past tenses
 Intonation in complex (Past Simple, Past Continuous,)
sentences  Future tenses
( Future Simple,) □ Frequency expressions: every day,
once a week etc. D By+ing form
 Adverbs of frequency: almost, always, frequently, generally,
occasionally, rarely, hardly ever, all the time, most of the time
 Sequencers: first, next, and, then, after that, finally
 Subject questions (present forms)

 Object questions (Present forms)
 Very/ really/ absolutely + weak adjectives vs. strong adjectives
 Contrasting ideas using whereas
 1st, 2nd conditional
 Infinitive of purpose
 Gerund as a subject
 To be more/less likely to...
 Both ... and..., neither ... nor ...
 Comparisons: as... as..., not as ... as ... D Be + supposed to
 Modal verbs:
- Obligation and prohibition: must/mustn’t 't
- Necessity and lack of necessity: have to/don't have to
- Should/shouldn’t 't for advice
- Might be/ can't be/ must be
 In, on, during + past times
 Going to vs. will
 / wish + past simple/past perfect
 Relative clauses with who/ which/ when/ where
 Narrative forms
 Reported speech/questions/statements
Content Area:
Everyday life Personal and social life The world around us

- Language learning - Language learning - Green world
- People and their lifestyles - People and their lifestyles - Life experiences
- Technology in our life - Technology in our life - Travel around the world
- Culture and traditions - Culture and traditions
- Rules, rules, rules - Rules, rules, rules
- The world of art - The world of art
- - Leisure and pastimes - Green world
- Life experiences
- Leisure and pastimes
- Travel around the world
The world of communication The international world The world of art and creativity
- Technology in our life - Technology in our life - People and their lifestyles
- Culture and traditions - Culture and traditions - The world of art
- The world of art - Leisure and past times
- Green world
- Life experiences
- Travel around the world
Evaluation and Assessment:

• Skills of understanding and distinguishing main and specific information from listening
• Skills of recognizing use of lexical structure from listening
• Answer the questions on their own
• Give word definitions
• Use new vocabulary and expressions orally
• Communicate in the frame of the topic
• Narrate in the frame of the topic
• Describe surroundings and people in simple way
• Read the text correctly and answer the questions on their own
• Skills of writing a story in correct sequences
• Skills of working individually
• Skills of working in pairs
• Skills of working in small groups
• Understand others' talk and respond
• Work creatively on class project
• Use supplementary materials related to the unit topic
Approved by training manager…………………………..G. Bolormaa

Review "Tenses"
Total hours: 6 hours
Previous knowledge: In grade 9 they learnt to talk about Present Simple, Present Continuous, Past Continuous, Past Simple, Present
Perfect, Past perfect and Future tenses, for grammar rules.
Aim: Our students will be able to express their ideas about fashion and beauty in written and oral ways and communicate with others
using their new vocabulary and lexical structure.
Learning Objectives:
o Listen and identify words related to the fashion and beauty, and understand the main and specific information from listening
o Listen and answer the questions from listening
o Ask and answer the questions about fashion and beauty
o Discuss the questions and exchanges ideas
o Read the text and find general and detailed information
o Read the texts and answer the questions and true or false
o Write about the topic top model E. Odgerel (within 60-70 words)
o Write the 5-10 sentences about shopping for clothes, the way we dress, fashion trends and new images
o Make the sentences for the situations
Communication:
o Exchanging views and ideas on tenses.
Social and cultural knowledge:
o Write sentences in English tenses..
Content Assessment
Hours
Subtopic
Knowledge Skills Application Criteria Task
About To be able to: -Talking about Check ability to: -Listen and decide
summer 1 Express their own opinion fashion -New words and true or false,
holiday Pronunciation: prefer, using vocabulary related and beauty, phrases. answer the
Past Simple 1 would Hike, used to and to appearance, clothes, shops, fashion -Use grammar question
tense new vocabulary. beauty and names of trends, -Understanding main -Read the text and
Vocabulary: shops. images, idea from reading find and general
Words related to -Get information about clothes and and listening and detailed
appearance, clothes, Fashion and images in dress. -Asking for and information and
beauty and names of 60s, 70s, 80s and more •Describing giving information find title, true or
Present shops. shops and clothes. appearance. -Describing false.
1
simple tense Grammar: -Compare fashion trends -Giving appearance with the -Write about top
Present Simple, Past in the past and the opinions. correct vocabulary model.
simple, Present present, -Read small text •Identifying and grammatical
Continuous and Present and identify the main things. structures.
Present Perfect 1 Perfect idea.
Self-check/
2
analyzing
Methods and Communicative method, -Physical Response(TPR), word walls, information gaps, Comparing, Guided
techniques Total Brainstorming reading,
Classroom Students motivation, encouragement techniques, visual aids, friendly atmosphere, warm-up, starter, error-
management correction management, time management, observing, teaching English in English
Organization of Pair work, small group, walls and corners, gallery walk, double line, individual work, whole class
the lesson
Integration with History, technology
other subjects
Approved by training manager:……………………..B.Alimaa

Checked by:………………………P.Shinetuya
UNIT 1 LANGUAGE LEARNING

Aim: Our students will be able to express their ideas about language learning in written and oral ways and communicate with others using their
new vocabulary and lexical structure.
o Listen and identify words related to the language learning, and understand the main and specific information from listening
o Ask and answer the questions about language learning
o Write the 5-10 sentences for each lesson
Method and techniques:Communicative method, Total-Physical Response (TPR), word walls, information gaps. Comparing, Guided
reading, Brainstorming
Materials:Teacher’s book ,student’s book, PPT lesson, worksheets, handout materials, CD,PC,
Content Assessment
Hours
Subtopic Knowledge Skills Application Criteria Task
Personal Pronunciation: To be able to: - Talking Check a b i l i t y to: -Listen and

learning 2 Frequency expressions, - Express their own about - New words complete, answer
experiences adverbs of frequency, opinion using vocabulary language and phrases. the question -Read
sequencers and related to language learning - Using the text and find
new vocabulary. learning, learning experiences, grammar and general and
Organizing
2 Vocabulary: Words style, time management learning - Understandin detailed information
learning time
related to language and reading. styles, time g main idea from and find title, true
learning, teaming - Get information about management reading and or false.
style, time Personal language and how to listening -Write 5-10
Becoming a management learning experiences, develop - Asking and sentences for each
1 and reading. answering the
good reader learning style, organizing reading skills. situation.
Grammar: Gerund form learning time and - Identifying questions, and -Complete the
of Verb/V+ing/ becoming a good own goal and giving information charts.
Frequency reader. learning style. - Talking about -Play games with
expressions: every - Listen and understand - Organizing language learning each other using
day, once a week the main idea. information. with the correct learned
Self-check/ almost, always, - Listen and answer - Sharing vocabulary and vocabularies.
1 frequently, the questions. own grammatical
analyzing
generally etc, and - Read the text and experiences. structures.
sequencers: first, identify the main idea, - Setting the - Writing
next, and, then, after - Write the sentences for time the sentences.
that and finally.
each situation. management.
Classroom Ss motivation, encouragement techniques, visual aids, friendly atmosphere, warm-up, starter, error-correction
management management, time management, observing, teaching English in English
the lesson
Approved by training manager:…………………………..B.Alimaa

Checked by:…………………………..P.Shinetuya
UNIT-2 People and their jobs

Total hours: 6 hours.
Aim: Our students will be able to express their ideas about people and their lifestyles in written and oral ways and communicate with others using
their new vocabulary and lexical structure.
o Listen and identify words related to the people and their jobs, and understand the main and specific information from listening
o Learn new vocabularies related with the topic
o Ask and answer the questions about people and their lifestyles
o Read and listen texts and conversations and answer the questions and true or false
o Write the short texts about your hobbies and interests, family, neighborhood and place where you live in with few sentences
Materials:Teacher’s book ,student’s book, PPT lesson, worksheets, handout materials, CD,PC,flashcards
Content Assessment
Hours
2 Pronunciation: weak To be able to: -Asking about Cheek ability to: -Listen and check,
Hobbies and and strong adjectives Express their own opinion decide true or
hobbies and -New words and
interests and new vocabulary. using vocabulary related false, answer the
interests and phrases. -Use
2 Vocabulary: Words to hobbies and interests, family grammar question and
related to hobbies and lifestyles, describing lifestyles. -Understanding complete. -Listen
Family lifestyles interests, lifestyles, people and places, and -Describing main idea from to the
describing places and city and country life. places and reading and conversations and
people, and city and •Get information about people. listening •Asking find general and
2 country life. Grammar: hobbies and interests, -Comparing about hobbies and detailed
My Subject/ object family lifestyles, places. interests, family information. -Read
neighborhood question (present neighborhood and city and -Identifying lifestyles. the text and find
forms), very, really, country life. things. -Describing places and general and
absolutely + weak -Compare city and country and people, detailed
2
adjectives vs. strong life. comparing places information and
City life or
adjectives, and -Read texts and identify with the correct find title, true or
country life?
contrasting ideas the main idea. vocabulary and false, answer the
using whereas. -Using subject/ object grammatical questions,
1 structures. complete. -Write
question, weak and strong
Self- check/ adjectives and whereas. about your family,
analyzing neighborhood,
place and
Mongolian family
Classroom lifestyles. -Write 6-
Ss motivation, encouragement techniques, visual aids, friendly atmosphere, warm-up, starter, error-correction
the lesson i

UNIT-3 "Life stories"
Aim: Our students will be able to express their ideas about people and their lifestyles in written and oral ways and communicate with others using
their new vocabulary and lexical structure.
o Listen and identify words related to life stories of people, and understand the main and specific information from listening
o Ask and answer the questions about the styles in our life
o Comparing facts
o Write the 5-10 sentences about electronic gadgets, using electronic devices, world facts and technology Quiz
o Make the sentences for the situation's
o Complete the sentences from listening and reading
Materials:Teacher’s book ,student’s book, PPT lesson, worksheets, handout materials, CD,PC,flashcards
Content Assessment
Hours
Life of Pronunciation: more, To be able to: Check ability to: -Listen and check,
famous 2 less, likely and new Express their own opinion -Describing -New words and decide true or false,
people words. Vocabulary: using vocabulary related objects. phrases. -Use answer the
Words related to to the topic and -Ordering and grammar question, complete,
people life stories and their usage and sorting -Understanding tick, fill in the table,
Healthy lifestyle 2 their experiences & communication. information. main idea from and put the correct
their uses. -Get information about -Filling out reading and order.
Grammar: Infinitive of Famous people, using quizzes. listening -Ordering -Listen to the
purpose, gerund as a New words, world -Working with and sorting, and conversations and
Narration of subject, to be facts and success of visuals and organizing find general and
1 more/less likely to ... people Quiz from listening information -Using detailed
famous actor describing.
and adverbs of and visuals and information. -Read
frequency: all the time, reading. describing objects the text and find
most of time. -Compare facts with the correct and general and
-Read conversations and vocabulary and detailed information
texts and identify the main grammatical and find title,
idea. structures. answer the
-Ask and answer questions, number
Self-check/ the paragraphs and
analyzing 1 questions.
make a list.
-Write 6-10
sentences about
gadgets and their
usage, and
internet.
Classroom 1 Ss motivation, encouragement techniques, visual aids, friendly atmosphere, warm-up, starter, error-correction
the lesson
UNIT-4 "CULTURE AND TRADITIONS"
Previous knowledge: in grade 10, students learnt either ... or,,., neither ... nor,,, for grammar rules, and superstitions and passive tense in
grade 9.
Aim: Our students will be able to express their ideas about feelings and emotions, living in a different culture. New Year around the world and be
and superstitions using their new vocabulary and lexical structure.
o Listen and identify words related to the culture and traditions, and understand the main and specific information from listening
o Ask and answer the questions about culture and traditions
o Write about the topics Mongolian tea with millet and one of the Mongolian traditions (within 30-40 words)
o Write the 5-10 sentences about feelings and emotions, New Year around the world and beliefs and superstitions
Communication:
o Exchanging views and ideas on culture and traditions (feelings and emotions, living in a different culture, New Year around the world,
belief and superstitions)
o Learn about the culture and traditions, and beliefs and superstitions from own and other countries.
Content Assessment
Hours
Pronunciation: New To be able to: -Talking about -Listen and check,

Check ability to:
Feelings and words. Vocabulary: Express their own opinion decide true or
-New words and
2 ways of
emotions
Words related to using vocabulary related expressing and false, answer the
phrases. -Use
feelings and emotions, to feelings and emotions, feelings. grammar question, complete,
rituals and ceremonies, rituals and ceremonies, -Describing tick, fill in the table,
-Understanding
Living in a celebrations and celebrations and rituals and and put the correct
main idea from
2
different culture expressing opinions expressing opinions and ceremonies. order.
reading and
and beliefs. beliefs. -Get information -Giving -Listen to the
listening -Asking
Grammar: both ... about Ceremonies and opinions and and givingconversations and
New Year and .... neither ... nor celebrations. -Compare expressing find general and
information
around the 2 .... present active vs. celebrations. -Read texts beliefs. detailed
-Understanding
world passive for describing a and conversation and -learning from information,
others, learning
process, comparisons: identify the main idea. others and -Read the text and
from others,
as ... as .... not as ... as understanding find and general
comparing and
Beliefs and
2 .... passive forms for others. and detailed
expressing own
superstitions expressing opinions, information and
opinions with the
beliefs and feelings // 's find title, answer
correct vocabulary
believed/thought that ... the questions,
and grammatical
Self-check/ number the
structures. •
1 paragraphs and
analyzing
make a list.
-Write 5-10
Methods and Communicative method, Total-Physical Response(TPR), word walls, information gaps, Comparing, Guidedabout
sentences
techniques reading, Brainstorming
management .management, time management, observing, teaching English in English
the lesson
Integration with Psychology, art
other subjects
UNIT-5 "RULES, RULES, RULES"

Previous knowledge: In grade 9 they learnt to talk about duties and rights, modal verbs for grammar rules in grade 10.
Aim: Our students will be able to express their ideas about the rules in written and oral ways and communicate with others using their new and
lexical structure.
o Listen and identify words related to the modern rules, and understand the main and specific information from listening
o Ask and answer the questions about rules
o Write about school rules in few sentences
o Write the 5-10 sentences about family rules, school rules, safety rules and table manners
Communication:
o Exchanging views and ideas on rules( family, school, safety rules and table manners)

o Learn about different kinds of rules. How to recognize the safety rules.
Hours Content Assessment
Pronunciation: New To be able to: -Talking about -Listen and check,

Check ability to:
words and expressions. Express their own opinion family rules. – decide true or false,
-New words and
Family rules 2 Vocabulary: Words using vocabulary related Expressing answer the
phrases.
related to family rules, to family rules, school obligation and question, complete,
-Use grammar
school rules, safety rules, safety rules and, prohibition. tick, fill in the table,
-Understand main
rules and, behavior behavior and manners. -Giving advice. and put the correct
idea from reading
School rules 2 and manners. -Get information about -Understanding order.
and listening
Grammar: safety rules and traffic signs. -Listen to the
-Express obligation
Both ... and .... table manners. -Giving -Reading for a conversations and
and prohibition
neither ... nor..,, advice. -Read the texts gist and find general and
- Read for a gist and
present active vs. and identify the main idea, detailed detailed information.
detailed
Safety rules 2 passive for complete the table, information. information.
-Understand traffic
describing answer the questions and -Read the text and
signs
process, comparisons: separate the two texts. find and general
-Ask and answer the
as ...as..., not as... Listen to the and detailed
questions.
Tabic manners 2 as..., passive forms conversations and identify information and find
-Talk about rules.
for expressing the main idea, check, title, answer the
-Talk about
opinions, beliefs and answer and complete. questions, number
necessity and lack
feelings It's the paragraphs and
of necessity.
believed/thought that.... make a list.
Self- check/ Write rules and
1 -Write 5-10
advices.
analysing
sentences about
family, school,
Methods and safetyGuided
Communicative method, Total-Physical Response (TPR), word walls, information gaps, Comparing, rules and
Organization of Pair work, small group, walls and comers, gallery walk, double line, individual work, whole class
the lesson
Integration with Art, social science, civilization, civil education
other subjects
Approved by training manager /G. Bolormaa/

UNIT-6 "THE WORLD OF ART"
Previous knowledge: In grade 10 they have learnt the world of art and 1st, 2nd conditional for grammar rules.
Aim: Our students will be able to use new vocabulary related to the world of art and grammar in written and oral ways and communicate with othe
o Listen and identify words related to the world of art, and understand the main and specific information from listening
o Ask and answer the questions about the world of art
o Discuss the questions and exchanges own experiences
o Write about one of the artistic jobs, American writer Edgar Poe and entertainment
o Write the 5-10 sentences about modem art and going to the theater
Communication:
o Exchanging views and ideas of the world of art (modern art, my favorite writer, going to the theater and artistic jobs)

o Get knowledge about modern art, writer, theater and artistic jobs,
Content Assessment
Hours
Pronunciation: To be able to: -Talking about Check ability to: -Listen and check,
Pronunciation of new Talk about modern art, modern art, -New words and answer the
Modern art 2 writers, theater phrases. question, and
vocabulary related to writers, theater and artistic
modern art, literature, jobs. and types of -Using grammar complete the table.
theater and artistic -Get information about artistic jobs. – -Understanding main -Read the text and
jobs. types of artistic jobs, Having idea from reading find and general
My favorite 2 Vocabulary: writers and modern art. knowledge of and listening and detailed
Words related to •Interview and comparing the world of -Asking, answering information and
modern artistic jobs. art. and giving find title, true or
art, literature, theater -Read small text and -Comparing information false, put the
Going to the and artistic jobs. identify the main idea. artistic jobs. -Predicting and correct order.
2 -Write the sentences and -Predicting and guessing, planning -Write a biography
theater Grammar:
Might be/can't be/must texts for each lesson or guessing the and contrasting, of American famous
be, Is' 2nd conditional, situation. modern art. interviewing and writer Edgar Poe.
going to vs. will, and in, -Listen and understand -Writing about comparing, and - Write the
Artistic jobs 2 on, during. main and detailed favorite writer. summarizing with sentences for each
information. -Planning to go the correct situation.
to the theater. vocabulary and
grammatical
Self-check/ structures.
1
analyzing
Methods and Communicative method, Total-Physical Response (TPR), word wails, information gaps, Comparing, Guided
techniques reading. Brainstorming
the lesson
Integration with Literature, art, music, history
other subjects
UNIT-7 "GREEN WORLD "

Previous knowledge: In grade 10, they have learnt environment, and l st, 2nd conditional for grammar rules.
Aim: Our students will be able to express their ideas about environmental taboos, going green, green activities and save our earth in written
and oral ways and communicate with others using their new vocabulary and lexical structure.
o Listen and identify words related to the Green world, and understand the main and specific information from listening
o Ask and answer the questions about environment
o Write about environmental problems in Mongolia
o Write the 3-10 sentences about environment and saving our earth
Communication:
o Exchanging views and ideas on the Green world ( environmental taboos, going green, green activities and save our
earth)
o Get knowledge about protection of environment and saving earth.
Content Assessment
Hours
Pronunciation: To be able to: -Talking about Check ability to: -Listen and check,
Environmental New words, -Express their own opinion environmental -New words and and decide true or
2 traditions and
taboos expressions related to using words related to the phrases. false, answer the
environment and earth environment, green taboos. -Using grammar question
problems. activities and earth -Expressing -Understanding -Read the text and
Vocabulary: problems. about going main idea from find and general
Going green 2 Words related to the -Get information about green, reading and and detailed
environment, environmental traditions present wishes listening information, put
green activities and and taboos. and past -Asking, answering the correct order
Green 2 earth problems. -Discuss and express own wishes. -Using and giving and find title, true or
activities Grammar: 1st, 2nd ideas on saving earth. knowledge information -Writing false.
conditional, / wish + -Listening for a gist and about green texts and sentences -Complete the
past simple/ past detailed information. world. with the correct sentences and
perfect. -Read for main and -Discussing vocabulary and make the
specific ideas. and expressing grammatical sentences putting
Save our earth 2 own ideas. structures.
-Write the texts about the words in the
environmental problems in -Talking about the correct sentences.
Mongolia. green world; -Write about
environmental
Self-check/ problems in
1
analyzing Mongolia,
Methods and Communicative method, Total-Physical Response(TPR), word walls, information gaps, Comparing, Guided
the lesson
Integration with Biology, geography
other subjects
UNIT-8 "LIFE EXPERIENCES"

Previous knowledge: In grade 9 they have learnt about duties and rights, and scout.
Aim: Our students will be able to express their ideas about human rights, a man of peace, survival skills and preferences in written and oral
ways an communicate with others using their new vocabulary and lexical structure.
o Listen and identify words related to the life experiences, and understand the main and specific information from listening
o Ask and answer the questions about the life experiences
o Write preferences for outdoor activity and human and own rights
o Write about Alfred Noble and survival skills mail.
Communication:
o Exchanging views and ideas on the life experiences ( human rights, a man of peace, survival skills and
preferences)

o Learn about The Declaration of Human Rights, Alfred Noble, Noble prize and winners (Noble prize).
Content Assessment
Hours
Pronunciation: New To be able to: -Talking about Check ability to: Listen and check,
words related to rights Express their own opinion human rights, -New words ' and and decide true or
Human rights 2 using vocabulary related Alfred Noble,
and responsibilities, phrases. false, answer the
experiences, survival to rights and survival and -Using grammar question and put
A man of peace 2 and outdoor activity. responsibilities, preferences. -Understanding the sentences in
Vocabulary: experiences, survival and -Thinking, main idea from order.
Words related to rights outdoor activity. advising and reading and -Read the text and
and responsibilities, •Get information about presenting. listening. find and general
experiences, survival human rights, a man of -Expressing -Expressing and detailed
and preferences for peace, survival skills and own opinions. personal ideas, information and
outdoor activity. preferences. -Using presenting and answer the
Survival skills 2 Grammar: -Think and advise. knowledge of advising with the questions.
Relative clauses with -Read for main and rights and correct vocabulary -Complete the
who and which, when detailed idea. responsibilities, and grammatical sentences.
and where. -Listen for main and a man of structures. -Write about
Preferences 2 detailed ideas. peace, survival —Read for main Alfred Noble,
-Expressing personal and outdoor and detailed idea. survival skills and
ideas. activity. -Listen for main and human and own
detailed ideas. rights.
Self-check/
1
analyzing
Classroom 1 Ss motivation, encouragement techniques, visual aids, friendly atmosphere, warm-up, starter, error-correction
the lesson
Integration with History, social science, civilization, civil education, geography
other subjects
UNIT-9 "LEISURE AND PASTIMES"

Previous knowledge: In grade 10 they have learnt present perfect for grammar rules.
Aim: Our students will be able to talk about leisure and past times in written and oral ways and communicate with others using their new and
lexical structure.
o Listen and identify words related to the leisure and pastimes, and understand the main and specific information from listening
o Ask and answer the questions about leisure and pastimes
o Write about your hobby (within 40-50 words)
o Write the 3-8 sentences about unusual hobbies, hobbies and pastimes, family leisure activities
Communication:
o Talking about actions using present perfect and present perfect continuous,
o Learn about leisure activities and unusual hobbies.
Content Assessment
Hours
Pronunciation: New To be able to: -Talking about Check a b i l i t y to: -Listen and check,
words related to leisure -Deduce meaning from leisure and -New words and decide true
Leisure activities 2 and pastimes. pastimes using phrases.
context in extended or false, answer the
Vocabulary: Words conversation/listening, present perfect -Use grammar question, complete,
related to leisure speaking/. and all -Understanding
tick, fill in the table,
activities, hobbies and -Understand main points occasions of main idea from
and put the correct
Family leisure
2 pastimes and unusual in reading/reading, present perfect reading and order.
activities hobbies. writing/. continuous. listening -Read the text and
Grammar: Present •Recognize difference -Getting -Asking and giving
find and general
perfect continuous + in knowledge of information and detailed
Hobbies and for, since, How long + given leisure -Talking about
information and
2 present perfect information/speaking, activities, hobbies,
pastimes answer the
continuous, present listening/. hobbies and unusual hobbies
questions, decide
perfect vs. present -Interview/reading, unusual and leisure activities
true or false.
perfect continuous, and writing/. hobbies. with the correct
-Read the
Unusual hobbies 2 present perfect -Introduce yourself/writing, -Writing about vocabulary and
situations/sentence
continuous for reading/. your hobby. grammatical s and write
recently finished -Read small text and structures, sentences and
actions. identify the main idea. questions.
Self- check/ -Complete the
1
analysing sentences.
-Write about your
friend and hobby.
Methods and Communicative method, Total-Physical Response(TPR). word walls, information gaps. Comparing, Guided
Organization of Pair work, small group, walls and comers, gallery walk, double line, individual work, whole class
the lesson
Integration with Technology, music, art, PT.
other subjects
UNIT-10 "TRAVEL AROUND THE WORLD"
Previous knowledge: In grade 10 they have learnt to talk about modern travel, and reported speech for grammar rules.
Aim: Our students will be able to express their ideas about travel around the world in written and ofal ways and communicate with others using
the new vocabulary and lexical structure.
o Listen and identify words related to communication technology, and understand the main and specific information from listening
o Ask and answer the questions about travel around the world
o Read the texts and answer the questions arid true or false
o Write new words correctly
o Write about holiday story, the place that you visited, last holiday and a good traveler
Communication:
o Exchanging views and ideas on travel around the world (travel experiences, places to visit, holiday Quiz and a good traveler)
Social and cultural knowledge;

o Learn about Fenghuanling Nature Park, places to visit from own arid other countries. How to become a good traveler.
Content Assessment
Hours
Travel 2 Pronunciation: New To be able to: -Talking about Check ability to: -Listen and check,
experiences words related to travel Express their own opinion the travel -New words and complete the
around the world. using vocabulary related experiences, phrases. -Use sentences, find and
Vocabulary: grammar general and
Words related to the to places to visit, -Understanding main detailed
traveling experiences, traveling experiences, holiday quiz idea from reading information, and
Places to visit 2 places, types of places, types of holidays and a good and listening answer the
holidays and packing. and packing. traveler. -Asking and giving questions.
Grammar: Narrative -Get knowledge about -Describing opinions -Read the text and
forms, reported speech travel experiences, places traveling -Writing sentences find and general
with tell and say, to visit, holiday Quiz and a experiences, and talking about and detailed
Holiday Quiz 2 reported the travel around the
good traveler. places. information and
statements, reported -Describe, paraphrasing, -Get world with the find title, true or
questions (Yes/No and recombination. knowledge correct vocabulary false, and fill in the
Wh-questions). -Read small text and about holidays, and grammatical table.
A good traveler 2 structures.
identify the main idea. packing -Write the
-Asking and answering. smartly, places sentences for each
to visit and lesson.
travel -Talk about travel
Self-check/ experiences. around the world.
2
analyzing
the lesson
Integration with Geography
other subjects
Extension activities
Hour
¹ Grammar Vocabulary Functions Skills Learning strategies

Frequency expressions: every day, once a Sharing
Reading
week etc, by + //?£ form, adverbs of frequency: Identifying own goals, a
Language learning Revising and Speaking
1 3 almost, always, frequently, generally etc, and learning style
experiences extending Writing
sequencers: first, next, and, then, after that and Time management
Listening
finally. Organizing information
both ... and..., neither ... nor .... present active

Reading Understanding others
vs. passive for describing a process,
Revising and Speaking Learning from others
2 3 comparisons: as ... as .... not as ... as .... Culture and traditions
extending Writing Comparing
passive forms for expressing opinions, beliefs
Listening Expressing own opinions
and feelings // 's believed/thought that....
Deducing meaning from

context in extended
Reading conversation.
A few/a little/a lot of Direct Revising and Speaking Understanding main points in
3 4 Leisure and pastimes
speech vs. reported speech extending Writing reading.
Listening Recognizing difference in given
information.
Interviewing.
Reading Describing
Narrative forms, reported speech with tell and say,
Travel around the Revising and Listening Paraphrasing
4 4 reported statements, reported questions
world extending Speaking Recombination.
(Yes/No and Wh-questions)-
Writing Asking and answering
TEACHING METHODS
o K-W-L K-W-L, which stands for Know, Want to Know, Learned, is a strategy that helps students build background knowledge and
plan for further learning and research. The K-W-L strategy gives teachers a picture of the class level of background knowledge on
a particular topic so that gaps can be addressed. It also helps students prepare to learn about the topic or theme. To complete a
K-W-L chart, the teacher asks students what they think they already know about a topic and fills in the K column with their
responses. Then the teacher prompts the students to state what they would like to know about the topic, and adds these details to
the W (middle) column. At the end of the lesson or unit, the students review what they have learned. This summation will complete
the L (final) column of the chart- In order to activate students' background knowledge and stimulate their curiosity, teachers can
supply pictures, maps, models, and objects related to the topic to be studied. When the teacher initiates the K-W-L chart, students
will be eager to offer what they know and to delve further into the topic as their interest is provoked by the prompts the teacher has
supplied.
o Jigsaw. Jigsaw is a cooperative group activity in which one segment of a learning task is assigned to each member of a small
group (the "home" group). All home group members then work to become an "expert" in their aspect of the task in order to teach
the other group members. Jigsaw activities push all students to take equal responsibility for the group's learning goals. Jigsaw
activities can be done in both listening and reading formats. In a jigsaw reading activity, each student becomes a member of an
"expert" group, which reads a certain section of a text. Experts then return to their home groups to share information and thus
build a complete picture of the entire text. Each expert must ensure that all members of the home group understand all the
information. In a jigsaw listening activity, each expert listens to a difference oral excerpt of information. The home group then
compiles the components into an overall report, such as a description of the habitats of various Mongolian animals, or a overview
of various Mongolian aimag or of a more ambitions version specially useful for more mature students is to reach a class into
.Specialist groups .The groups then send one representative to other groups so that the class as a whole builds up a number
separate groups each knowing the complete picture but with one particular area of strength .An especially challenging way of
doing this activity is to have all representatives only give oral reports.
o Journal Writing. Journal writing is a technique that encourages students to produce copious amounts of writing while also giving
them the opportunity to reflect on their experiences and learning. Journal entries can be personal and private responses to
students' own experiences and thoughts, or they can be shared with a teacher or journal buddy, creating a flowing, written
dialogue between two partners. Another type of journal response is the "in-role" journal, in which students maintain a journal in the
voice of a character from a story or novel and convey the character's reactions and feelings as the story unfolds.
Prompts Indent for student journal writing can be drawn from literature being studied, classroom topics and current issues, events
in the lives of students, or questions or open-ended statements presented by the teacher. When responding to student journal
entries, the teacher should focus on the content rather than any errors in the writing. A journal is not the place for correcting
students' grammar mistakes. Teacher responses should provide good written English-language models, sensitive prompts for
more writing, and overall encouragement for journal-writing process.
English language learners at the beginning stages of acquiring English should be encouraged to maintain a journal in their
language. As English proficiency develops, students will feel more comfortable moving to a dual-language format and, finally, to
keeping English only journal.
o Information-Gap Communication Games. In these activities, often done in pairs, students share information with each other in
order to s< a problem or arrive at a decision. In information-gap activities, students exchange new information, rather than
responding to question in c about material they have already covered.
Information-gap activities can focus on content concepts, vocabulary items, or grammatical structures currently being
studied by class. For example, in pairs, students can construct a timeline of events in Mongolia's history, with one-half of the
historical events randomly assigned to each student. It is essential that partners do no show their Information to each other.
Instead, they must use their oral Eng communication skills to convey information to their partner In order to reconstruct the entire
timeline. These games are sometimes ca barrier games, because student pairs may use a physical barrier Such as a file folder to
hide their information from each other.
o Sentence Frames. A sentence frame is an open-ended model of a particular sentence pattern into which students can insert
various words to complete the sentence. Sentence frames help beginning English language learners to develop vocabulary as
well as an awareness of English sentence structures. Teachers can introduce sentence frames to focus on various sentence
structures such as questions: Where is the ________?; or repeated actions: Every day at 9:00, I ______________; every day at
10:00 I . Students can compile their frame sentences into individual illustrated books; construct a class pattern book on a
shared theme such as favourite school subject, sports; or create class poems using sentence frames that can be read In rhythm
(e.g., I like , but I don't like ________).
o Strategi Use of First Language. Strategi use of students' first language In the classroom allows students the opportunity to build
bridges between concepts they already know in their own language and the English words for those concepts.
There are many ways to integrate the strategic use of students' first language into classroom activities. The following are some
examples; A small group of students can brainstorm ideas and information on a new topic in Mongolian before the whole class
brainstorm in English.
Students can write a first draft of a composition In their first language before moving on to a draft version in English.
Students can collect articles from Mongolian media sources on a common topic before reading about the topic in English.
Students can write bilingual stories, folk tales, and autobiographies and then record them on tape in English and the first
language.
Students can create multilingual websites with multilingual caption and articles. A class can develop school or community
information and orientation materials in a variety of community language.
o Survey and Interviews. English language learners can engage in meaningful oral communication with each other and with
others outside classroom through the completion of surveys and interviews. Students can collect information on many topics and
issues: for example, h classmates spend their time during an average day; languages and countries of origin represented in the
school; favourites from the world of music, movies, or television; health and wellness lifestyle choices; steps that classmates and
friends are taking to decrease energy consumption; and cultural studies such as current popular Mongolian names for babies or
new slang terms popular with peers. Students need to prepare for, conduct, and follow up on surveys and interview's by
formulating questions; using oral interaction to collect data; and organizing, displaying, and interpreting the result.
Interviews and surveys provide opportunities for authentic interaction with a wide variety of speakers, as well as occasions for
students to investigate behaviours and opinions in order to increase their cultural knowledge of Mongolian society.
o Think-Aloud. In the think-aloud strategy, the teacher models out loud the strategies that good readers use when dealing with
complicated texts, or demonstrates orally various strategies that writers use to think about and organize their writing. The think-
aloud strategy gives students a chance to "get inside" the thought processes behind the use of reading and writing strategies.
For example, the teacher reads aloud a brief passage to the class and describes in detail his or her own thinking process when
an unknown word is encountered, including using information from context clues and background knowledge that could help in
comprehending the new word. Or, when teaching writing, the teacher models aloud the strategies used in writing an
employment-search cover letter while composing the letter on a chart, overhead transparency, or data-projector display. During
this process, the teacher verbalizes, vocabulary, and content chosen In the process of writing the letter. An effective way to
activate all students in a literature circle and raise their confidence levels is to assign specific roles to each member of the
circle .A useful set of roles is moderator .vocabulary expert, stylist, cultural and context specialist, and summarizer. The text is
real and studied independently. Then the moderator leads a discussion, insuring that each specialist contributes his or her
knowledge.
o Language-Experience Approach. In this instruction strategy, students collectivity compose written text based on an experience
they have had. An excellent method for use with beginning readers, the language-experience approach allows students to see
the connections between their actual experiences such as a school tour, art lesson, science experiment, or field trip. The teacher
then engages the class in a discussion of the experience and records the students' dictated words and sentences about the
experience to create a short text or story on chart paper or an overhead transparency. Teachers can utilize class-created
language-experience stories for many purposes, including highlighting sound-symbol relationships, grammatical structures, word
formations, and vocabulary study. The stories can be incorporated into class and school newsletters or compiled into individual
student bookies for rereading and illustration.
o Learning-Strategy instruction. Learning strategies are techniques that facilitate the process of understanding, retaining, and
applying knowledge. Making learning strategies explicit so that students can apply them successfully to both language and
content learning as a powerful classroom technique. Through building a repertoire of learning strategies that they can use in
reading, writing, and vocabulary development, English language learners take more responsibility for their own language learning
and success in school. Examples of learning strategies include: using mnemonic devices to remember new words; using a
highlighter to emphasize important information when reading; preparing cue cards to study for a test; and using Films and the
internet to learn more about English culture and language.
To help students become aware of their own learning processes and increase their repertoire 'and use of learning
strategies, the teacher can prepare a questionnaire or survey to gather information on how students complete an assignment on
time; learn and retain new words, or organise and learn from their notes. Class discussion then generates a larger class list of
strategies, to which the teacher may add additional techniques and tips. The teacher can then round out the experience by asking
students to write a reflection on growth and changes" that have occurred in their learning process as a result of the application of
new learning strategies.
o Literature circles. Also known as literature study groups or book clubs, literature circles provide an. opportunity for a group of
readers to get together to talk about a book in depth. The literature circle allows students to engage in natural and motivating talk
about books while sharing. ideas in a small-group setting.
Teachers can structure a variety or activities for the literature circle: for example, a "parking lot" for thoughts and feeling
about the book; questions to simulate thinking about the text and guide discussion; and concluding activities such as book talks,
dramatic presentations, or visual art that illustrates or interprets the text.
Literature circles offer an excellent forum for English language learners to become familiar with ways of talking about
literature as they share their responses to books and connect characters and themes In books to their own lives.
o Personal Dictionaries. This strategy allows individual English language learners to build vocabulary that Is significant to them
and relevant to their needs. Students can compile their personal dictionaries thematically or alphabetically, and can embellish
them with aids such as bilingual translations, visuals, and even accompanying pronunciation tapes made with the aid of native
speaker of English A personal environmental print collection is another from of personal dictionary helpful to students at the
beginning stages of English literacy development.
Students can be encouraged to extend the personal dictionary into a vocabulary journal in which they jot down
associations with words, common accompanying adjectives, and contexts in which they have heard or read the words. A personal
dictionary task for more advanced learners might be to compile a personal thesaurus with lists of difference and more specific
words to express nuances of very general words: for example, move (crawl, jump, slither) or say (whisper, shout, mumble).
o Role Play. Role play allows students to simulate a variety of situations, using different registers of language for different purposes
and audiences. Through role plays, English language learners can practice English as it is used in situations outside the
classroom, such as in job interviews, meeting, and formal gatherings. The role-play strategy also allows students to take different
perspectives situation, helping them develop sensitive and understanding by putting themselves in the shoes of others. Even
students who are at the beginning stages of English language learning can participate in role-play activities, for example, by
choosing a non-verbal role-play format, or by sticking closely to the script of a simple folk tale or story read in class. For students
at more advanced levels of English proficiency, a "vocabulary role play", into I which the student must creatively integrate certain
vocabulary Items, can create an enjoyable challenge. An important phase in any role-play activity is the follow-up. Debriefing after
a role play allows students to analise the role-play experience and the language used, and to make suggestion for other language
choices in future situations.
o Total Physical Response. Total Physical Response is based on recreating the process through which very young children
acquire their first language. Young children learning their first language always listen and acquire language before they are ready
to speak. Toddlers often develop comprehension through carrying out actual physical actions, and are not pressured to speak
before they are ready. In the Total Physical Response technique, the teacher models a series of actions while repeating
commands or instructions for carrying out the actions. The students carry out the actions while the teacher speaks and models
the actions. Gradually, the teacher withdraws modeling of the actions, and the students respond physically to the English
commands or instructions, slowly internalizing the English words and structures. Language learning is thus facilitated through
body movement. Teachers can lead students through a series of actions such as the following:
Pointing to or rearranging a series of objects,
Drawing lines, figures, or pictures.
Sequencing a series of pictures
Carrying out a process such as completing a morning grooming routine, checking e-mail, opening a locker, or heating liquid in a
Bunsen burner in chemistry class.
Total Physical Response sequences can form the basis for a language-experience story read and acted out by the
teacher, after which groups act out the story on their own as the teacher retells it to the class.
o Whole-Class Response. This strategy allows the teacher to involve all students in the class in giving responses to review
questions. It supplies information to the teacher about which students are having difficulty while allowing all of them to participate
in a low-Stress, linguistically adapted activity that is fun for everyone. Before beginning a question or review session, students
create response cards with content-specific words, symbols, or pictures from the lesson. Information on the cards could consist of
English vocabulary items, geographical names or features, scientific or mathematical terms, or even the words yes and no. Then,
in response to the teacher's questions or prompts, students hold up the appropriate card or combination of cards. A similar whole-
class response activity can be done using individual dry-erase boards or magnetic letter boards.
o Word Walls. Word walls are lists of words displayed in the classroom for vocabulary development and word study. They can be
arranged alphabetically or thematically, and are often accompanied by drawings, photographs, and other visuals and/or by word
equivalents in Mongolian. A prominent word wall on a classroom unit of study provides constant reference to and reinforcement of
the vocabulary needed to understand the unit.
Teachers can use the word wall as a springboard for word sorting and categorisation, spelling activities, and the study of
prefixes, suffixes, and word families.
o Free Voluntary Reading. Many educators believe that one of the most important strategies they can employ with second-
language learners is free voluntary reading (sometimes referred to as "sustained silent reading 7' or simply "extensive reading").
This strategy is grounded in the idea that reading is one of the most significant activities we can engage in at school. Free
voluntary reading provides students with regular, sustained periods of time in which to read materials of their own choice. The
focus of free voluntary reading is on improving students' reading skills while helping them to find pleasure in independent reading.
It also subtly reinforces correa grammar and vocabulary that has been learnt but not yet fully acquired.
Free voluntary reading should occur at frequent, regularly scheduled times, with everyone in the class taking part
(including the teacher, because the modeling of reading for enjoyment is an Important aspect of the activity). Students select
their own reading materials from books, magazines, manuals, newspapers, or graphic novels brought from home or found at
school. Teachers of English language learners
should stock their classroom libraries with a section of reading materials at different levels, including wordless and picture
books, catalogues, brochures, flyers, and materials adapted for English language learners. Students can keep brief logs of the
items read to allow students, teachers, and parents to track reading preferences. Time for sharing and recommending books
can also become part of a free voluntary reading program.lt is important that the students are free to discontinue any book if it
turns out to be un interesting or too difficult. While basic monitoring to determine if books claimed to have been read have really
been read might be considered necessary in some classes, it should not be done in away that stresses the reads. Rather than
detailed questions, a teacher can simply open the book around the middle, read some of out loud, and ask what happened
before or after.
o Graphic Organisers. The use of visual supports to increase English language learners' understanding of texts is an especially
powerful teaching strategy. Graphic organisers, often also referred to as key visuals, allow students to understand and represent
relationships visually rather than just with language, providing helpful redundancy in making getting from the text. Graphic
organisers can be used to record, organise, analyse, and synthesise information and ideas. Example of common graphic
organisers include the following: timeline, cycle diagram, T-chart, Venn diagram, story map, flow chart, and problem-solution
outline.
The use of a graphic organiser is extremely helpful when carried out initially as a class or group brainstorming activity. The
graphic organiser provides a way of collecting and visually presenting information about a topic that will make it more
comprehensible for English-language learners.
When using different graphic organisers, teachers should point out and model for students how particular graphic
organisers are especially suited to various types of text organisation. For example, the T-chart provides an ideal framework for
visually representing comparison and contract, while the flow chart is well suited to Illustrating cause-and-effect relationships.
o Guided Reading. Guided reading is a strategy that provides the scaffolding necessary for English language learners to tackle a
challenging text. In guided reading, the teacher meets with a group of students who are all reading at the same level. The teacher
guides the students through -the text with a series of structured activities for use before, during, and after reading the text. Pre-
reading activities can include J brainstorming, making predictions about the text, using a combination of silent, pair, and group
reading. During reading of the text, the \ teacher can provide mini-lessons to individual students on a particular grammatical
structure, vocabulary item, or content question related to the text. The individual coaching that takes place in guided reading
allows the teacher to focus on the needs of individual students in ' developing reading skills and strategies. After reading, the
teacher structures response tasks to match the reading proficiency level of the j group. For example, students can revisit the
predictions made before reading the text; identify and describe characters; compile a chart of adjectives to describe characters'
feeling'at various points in a story; or compare the theme of the story with that of another the group has read.
o Guided Writing. In guided writing , teachers provide direct instruction on aspects of the writing process, as well as supplying direct
supports for English language learners writing in English. These support may include furnishing sentence starters or words to
include in writing, providing a paragraph or essay outline to help students structure their writing, or presenting models if
successfully writing in various genres of forms. During a guided-writing activity, the teacher first provides pre-writing activities,
such as a group brainstorm on what should be included in a piece of writing. The teacher then takes students through the process
of producing a piece of writing by first modeling the process in a think-aloud and then perhaps creating a shared piece of writing
with the whole class. Students then engage in their individual writing process, while the teacher may provide focused mini-lessons
to small groups or individuals who are having difficulty with certain aspects of the writing. During the guided-writing process, the
teacher will also provide opportunities for students to engage in peer editing, self-editing, and revision of their writing.

Thematic Curriculum For The 11 Grade

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Thematic Curriculum For The 11 Grade

Uploaded by

Copyright:

Available Formats

Thematic Curriculum for the 11th Grade

 To develop students' English language abilities as a function of their thinking abilities.

- Use knowledge of words and cueing systems to read fluently

- Demonstrate an understanding of a variety of media texts

Work in pairs and groups in order to listen to others.

- Communicate with others through writing

- Learn about other cultures through speaking, listening and reading

11th Grade Range of Language

Phonetics Vocabulary Grammar

 Subject questions (present forms)

Everyday life Personal and social life The world around us

Evaluation and Assessment:

Approved by training manager…………………………..G. Bolormaa

o Exchanging views and ideas on tenses.

Social and cultural knowledge:

o Write sentences in English tenses..

Approved by training manager:……………………..B.Alimaa

UNIT 1 LANGUAGE LEARNING

Total hours: 6 hours

Subtopic Knowledge Skills Application Criteria Task

Personal Pronunciation: To be able to: - Talking Check a b i l i t y to: -Listen and

Approved by training manager:…………………………..B.Alimaa

UNIT-2 People and their jobs

Approved by training manager…………………………..G. Bolormaa

Total hours: 9 hours

UNIT-4 "CULTURE AND TRADITIONS"

Total hours: 9 hours

Pronunciation: New To be able to: -Talking about -Listen and check,

Approved by training manager…………………………..G. Bolormaa

UNIT-5 "RULES, RULES, RULES"

Social and cultural knowledge:

Pronunciation: New To be able to: -Talking about -Listen and check,

Approved by training manager /G. Bolormaa/

Total hours: 9 hours

Social and cultural knowledge:

Subtopic Knowledge Skills Application Criteria Task

Approved by training manager /G. Bolormaa/

UNIT-7 "GREEN WORLD "

Social and cultural knowledge:

o Get knowledge about protection of environment and saving earth.

Subtopic Knowledge Skills Application Criteria Task

Approved by training manager /G. Bolormaa/

UNIT-8 "LIFE EXPERIENCES"

Social and cultural knowledge:

Subtopic Knowledge Skills Application Criteria Task

UNIT-9 "LEISURE AND PASTIMES"

Total hours: 9 hours

Social and cultural knowledge:

o Learn about leisure activities and unusual hobbies.

Subtopic Knowledge Skills Application Criteria Task

UNIT-10 "TRAVEL AROUND THE WORLD"

Total hours: 10 hours

Social and cultural knowledge;

Subtopic Knowledge Skills Application Criteria Task

¹ Grammar Vocabulary Functions Skills Learning strategies

both ... and..., neither ... nor .... present active

Deducing meaning from

You might also like