11

th
form
Discipline Management
Statute of
the discipline
Curricular
area
Form Nr. of units per forms Total number of
hours per year
Compulsory Language and Communication XI 3 content units evolving from year to year 102
Note: A content unit is equivalent to a maor t!eme of t!e "oreign Language I discipline#
Specifc Competence Indicators
(SC) and Sub Competences (SC)
N
r
.
Content
H
o
u
r
s
Date Notes
SC SC
Unit I
Its a Busy
World.
Spoken
Interaction
2#3# $olding a conversation on a
familiar topic using different strategies
of pragmatics %c!oosing t!e topic&
e'pressing agreement ( disagreement&
turn)ta*ing& etc#+#
2#2# Listening to and presenting some
points of vie, and opinions and
comparing t!em ,it! t!e students-
point of vie,#
Lesson
1# Busy
Enough.
Reading
3#3# .ecoding un*no,n voca/ulary in
conte't#
3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters& time
and space frame#
1'c!ange
2rogrammes#
Grammar
and Written
Interaction
- Proper use of should and ought
to.
3#2# Correct spelling of ,ords from
t!e standard voca/ulary %including
,ords formed from ot!er parts of
speec!+#
3#4# 5riting an informative essay ,it!
1'pressing
1'pectations#
an introduction& /ody and conclusion#
Initial
Evaluation
- Testing the knowledge and skills
acquired in the course of the previous
year.
6est 2aper
Spoken
Interaction
2#2# Listening to and presenting some
points of vie, and opinions and
comparing t!em ,it! t!e students-
point of vie,#
2#3# $olding a conversation on a
familiar topic using different strategies
of pragmatics %c!oosing t!e topic&
e'pressing agreement ( disagreement&
turn)ta*ing& etc#+
Lesson
2#
Time Is
Money.
Reading
3#3# .ecoding un*no,n voca/ulary in
conte't#
3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters& time
and space frame#
Life Is 7!ort#
istening
1#1# Identifying t!e main ideas of oral
te'ts on an everyday life topic#
1#3# 2erforming a series of actions in
an appropriate ,ay#
8a*ing 2eace
,it! 6ime#
Grammar
- Proper use of modals expressing
necessity, possiility, preference,
suggestion, prohiition.
8odals#
Written
Interaction
3#4# 5riting an informative essay ,it!
an introduction& /ody and conclusion#
7!ort
1'planation#
Spoken
Interaction
2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
Lesson
3#
Getting
!rgani"ed.
Life 7*ills#
2#2# Listening to and presenting some
points of vie, and opinions and
comparing t!em ,it! t!e students-
point of vie,#
2#1# 2resenting t!e information
contained in oral or ,ritten te'ts#
Reading
3#3# .ecoding un*no,n voca/ulary in
conte't#
3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters& time
and space frame#
6!e 6op "ive
8anagement
8ista*es#
Written
Interaction
3#2# Correct spelling of ,ords from
t!e standard voca/ulary %including
,ords formed from ot!er parts of
speec!+#
3#3# "illing in forms and editing
functional te'ts& ta*ing into account
specific norms#
7!ort 7tories#
Grammar - !orrect use of the "egrees of
!ertainty.
:rammar
"ocus#
Spoken
Interaction
2#2# Listening to and presenting some
points of vie, and opinions and
comparing t!em ,it! t!e students-
point of vie,#
2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
Lesson
3#
i#e at a
Glance.
Reading 3#2# 0ecogni9ing logic connectors
%lin*ing ,ords+ in an informative te't:
essay& ne,spaper article& speec!#
3#3# .ecoding un*no,n voca/ulary in
conte't#
$o, to 6ell
5!en ;ou
Are 0ic!#
Grammar - #aking up sentences with used to
to express situations in the past.
- Translating.
- $ormulating polite requests, making
suggestions and giving permission.
8odals#
istening
and
Spoken
Interaction
1#2# 7electing and correlating
information from several different
parts of a te't and ( or from different
te'ts to meet different tas*s#
2ersonal 6ime
and Career#
Written
Interaction
3#3# 7upporting a point of vie, ,it!
relevant arguments ,!ile e'c!anging
,ritten messages on cultural ( literary
topics#
Lecture
Notes#
Spoken
Interaction
2#3# $olding a conversation on a
familiar topic using different strategies
of pragmatics %c!oosing t!e topic&
e'pressing agreement ( disagreement&
turn)ta*ing& etc#+#
2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
Lesson
4#
iterary
$ocus.
%lim&ing the
adder.
Reading 3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters& time
and space frame#
3#3# .ecoding un*no,n voca/ulary in
conte't#
7uccess 7tory#
Written
Interaction
3#4# 5riting an informative essay ,it!
an introduction& /ody and conclusion#
7uccess Is t!e
2rocess 6!at
Never 1nds#
Spoken
Interaction
2#3# $olding a conversation on a
familiar topic using different strategies
of pragmatics %c!oosing t!e topic&
e'pressing agreement ( disagreement&
Lesson
<#
%ulture and
%ivili"ation.
En'oying
turn)ta*ing& etc#+#
2#1# 2resenting t!e information
contained in oral or ,ritten te'ts#
2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
$ree Time or
Working
(ard.
1'tracurricular
Activities#
Reading 3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters& time
and space frame#
3#3# .ecoding un*no,n voca/ulary in
conte't#
3#2# 0ecogni9ing logic connectors
%lin*ing ,ords+ in an informative te't:
essay& ne,spaper article& speec!#
5est =uc*land
7c!ool
Ne,sletter#
)ractical
*pplicatio
n o#
+no,ledge
- Testing the level of written and%or
oral skills and knowledge acquired
while studying the current unit &'(.
># 7top and
C!ec*
Evaluation - Testing the knowledge and skills
acquired while studying the current
unit &'(
?# 6est 2aper
Specifc Competence Indicators
(SC) and Sub Competences (SC)
N
r
.
Content
H
o
u
r
s
Date Notes
SC SC
Unit II
Its a
Beauti#ul
World.
Spoken
Interaction
2#2# Listening to and presenting some
points of vie, and opinions and
comparing t!em ,it! t!e students-
point of vie,#
2#3# $olding a conversation on a
familiar topic using different strategies
of pragmatics %c!oosing t!e topic&
e'pressing agreement ( disagreement&
turn)ta*ing& etc#+#
Lesson
1#
In (armony
,ith -ature.
Reading
3#3# .ecoding un*no,n voca/ulary in
conte't#
3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters& time
and space frame#
3#4# 0eading a te't to distinguis! its
type# 6ranslating sentences of average
difficulty#
6!e "orces of
Nature#
Grammar - Proper use of collocations in
context.
Collocations#
Written
Interaction

3#4# 5riting an informative essay ,it!
an introduction& /ody and conclusion#
3#1# 6ranslation of messages of
average difficulty#
.escription of
Nature#
Spoken
Interaction
2#3# $olding a conversation on a
familiar topic using different strategies
of pragmatics %c!oosing t!e topic&
e'pressing agreement ( disagreement&
turn)ta*ing& etc#+#
2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
Lesson
2#
*nimal
World.
Reading
3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters& time
and space frame#
3#3# .ecoding un*no,n voca/ulary in
conte't#
6!e $ealing
2o,er of
Animals#
istening
1#2# 7electing and correlating
information from several different
parts of a te't and ( or from different
te'ts to meet different tas*s#
1#3# Listening to and ta*ing notes of
some points of vie, and opinions to
present t!em ( or to compare t!em
,it! t!e students- points of vie,#
.olp!ins#
Grammar
- $illing the gaps with appropriate
Pronouns.
.efining
2ronouns#
Written
Interaction
3#2# Correct spelling of ,ords from
t!e standard voca/ulary %including
,ords formed from ot!er parts of
speec!+#
3#3# "illing in forms and editing
functional te'ts& ta*ing into account
specific norms#
.escription of
an Animal#
Spoken
Interaction
2#3# $olding a conversation on a
familiar topic using different strategies
of pragmatics %c!oosing t!e topic&
e'pressing agreement ( disagreement&
turn)ta*ing& etc#+#
2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
Lesson
3#
)eople Who
%hanged the
World.
Reading
3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters& time
and space frame#
3#3# .ecoding un*no,n voca/ulary in
conte't#
3#3# 7electing ideas from a te't to
summari9e its content#
Ne,ton-s
2apers 7et to
=e 7aved for
Nation#
istening
1#3# Listening to and ta*ing notes of
some points of vie, and opinions to
present t!em ( or to compare t!em
,it! t!e students- points of vie,#
1#3# 2erforming a series of tas*s in an
appropriate ,ay#
:eniuses#
Grammar - "efining the proper )rder of
*d+ectives in various sentences.
@rder of
Adectives#
Written
Interaction
3#3# 7upporting a point of vie, ,it!
relevant arguments ,!ile e'c!anging
,ritten messages on cultural ( literary
topics#
A "amous
2erson#
Spoken
Interaction
2#2# Listening to and presenting some
points of vie, and opinions and
comparing t!em ,it! t!e students-
point of vie,#
2#3# $olding a conversation on a
familiar topic using different strategies
of pragmatics %c!oosing t!e topic&
e'pressing agreement ( disagreement&
turn)ta*ing& etc#+#
2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
Lesson
3#
Technology vs
Environment.
Reading 3#4# 0eading a te't to distinguis! its
type# 6ranslating sentences of average
difficulty#
3#3# .ecoding un*no,n voca/ulary in
conte't#
3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters& time
and space frame#
8yopia#
Artificial
$ands#
1nvironmental
Issues#
istening 1#1# Identifying t!e main ideas of oral
te'ts on an everyday life topic#
1#2# 7electing and correlating
information from several different
parts of a te't and ( or from different
te'ts to meet different tas*s#
:lo/al
1nvironmental
Issues#
Grammar - Proper use of #odifiers. 8odifiers#
Written
Interaction
3#3# "illing in forms and editing
functional te'ts& ta*ing into account
specific norms#
Ne,spaper
Article#
Spoken
Interaction
2#3# $olding a conversation on a
familiar topic using different strategies
of pragmatics %c!oosing t!e topic&
e'pressing agreement ( disagreement&
turn)ta*ing& etc#+#
2#4# Creating and delivering a formal
speec! t!at ,ill contain an
introduction& arguments& a conclusion
/ased on sound reasoning#
Lesson
4#
iterary
$ocus.
The World Is
a Beauti#ul
)lace.
Reading 3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters& time
and space frame#
3#3# .ecoding un*no,n voca/ulary in
conte't#
6!e 7eeing
7ee Little#
istening
1#3# Listening to and ta*ing notes of
some points of vie, and opinions to
present t!em ( or to compare t!em
,it! t!e students- points of vie,#
1#3# 2erforming a series of tas*s in an
appropriate ,ay#
Written
Interaction
3#4# 5riting an informative essay ,it!
an introduction& /ody and conclusion#
$ints to 6!ose
5!o 7ee#
A 2iece of
2rose#
Spoken
Interaction
2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
2#2# Listening to and presenting some
points of vie, and opinions and
comparing t!em ,it! t!e students-
point of vie,#
Lesson
<#
%ulture and
%ivili"ation.
Beauti#ul
England.
Reading 3#3# .ecoding un*no,n voca/ulary in
conte't#
3#3# 7electing ideas from a te't to
summari9e its content#
3#4# 0eading a te't to distinguis! its
type# 6ranslating sentences of average
difficulty#
6!e 1ngland
of 8y
.reams#
istening 1#1# Identifying t!e main ideas of oral
te'ts on an everyday life topic#
1#2# 7electing and correlating
information from several different
parts of a te't and ( or from different
te'ts to meet different tas*s#
1nglis!
8ar*et 6o,n
7affron
5alden#
Written
Interaction
3#2# Correct spelling of ,ords from
t!e standard voca/ulary %including 5riting an
,ords formed from ot!er parts of
speec!+#
3#3# 7upporting a point of vie, ,it!
relevant arguments ,!ile e'c!anging
,ritten messages on cultural ( literary
topics#
3#3# "illing in forms and editing
functional te'ts& ta*ing into account
specific norms#
Article#
)ractical
*pplicatio
n o#
+no,ledge
- Testing the level of written and%or
oral skills and knowledge acquired
while studying the current unit &''(.
># 7top and
C!ec*
Evaluatio
n
- Testing the knowledge and skills
acquired while studying the current
unit. &''(
?# 6est 2aper
Specifc Competence Indicators
(SC) and Sub Competences (SC)
N
r
.
Content
H
o
u
r
s
Date Notes
SC SC
Unit III
Its *
%hallenging
World.
Spoken
Interaction
2#2# Listening to and presenting some
points of vie, and opinions and
comparing t!em ,it! t!e students-
point of vie,#
2#3# 2roviding clear& detailed
Lesson
1#
)ro&lems and
Solutions.
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
Reading
3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters& time
and space frame#
3#3# .ecoding un*no,n voca/ulary in
conte't#
Clean Ap
;our 0oom#
istening
1#3# Listening to and ta*ing notes of
some points of vie, and opinions to
present t!em ( or to compare t!em
,it! t!e students- points of vie,#
1#3# 2erforming a series of tas*s in an
appropriate ,ay#
6!e 6orn
Invitation#
Written
Interaction

3#4# 5riting an informative essay ,it!
an introduction& /ody and conclusion#
3#3# 7upporting a point of vie, ,it!
relevant arguments ,!ile e'c!anging
,ritten messages on cultural ( literary
7!ort 7tory#
Spoken
Interaction
2#1# 2resenting t!e information
contained in oral or ,ritten te'ts#
2#2# Listening to and presenting some
points of vie, and opinions and
comparing t!em ,it! t!e students-
point of vie,#
2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
Lesson
2#
The
E.clusive
%ircle.
Reading
3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters& time
and space frame#
3#3# .ecoding un*no,n voca/ulary in
conte't#
3#4# 0eading a te't to distinguis! its
type# 6ranslating sentences of average
difficulty#
2eople-s
2ro/lems#
istening
1#1# Identifying t!e main ideas of oral
te'ts on an everyday life topic#
1#2# 7electing and correlating
information from several different
parts of a te't and ( or from different
te'ts to meet different tas*s#
6!e
.ilemmas of
;oung 2eople
6oday#
Grammar
- ,sing *rticles with some Proper
-ouns. Articles#
Written
Interaction
3#2# Correct spelling of ,ords from
t!e standard voca/ulary %including
,ords formed from ot!er parts of
speec!+#
3#3# 7upporting a point of vie, ,it!
relevant arguments ,!ile e'c!anging
,ritten messages on cultural ( literary
topics#
2ro/lems and
7olutions#
Spoken
Interaction
2#3# $olding a conversation on a
familiar topic using different strategies
of pragmatics %c!oosing t!e topic&
e'pressing agreement ( disagreement&
turn)ta*ing& etc#+#
2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
Lesson
3#
+no, /our
Rights.
3
istening 1#1# Identifying t!e main ideas of oral
te'ts on an everyday life topic#
1#3# 2erforming a series of tas*s in an
appropriate ,ay#
6!e Impact of
2overty on
C!ildren#
Reading
3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters& time
and space frame#
3#3# .ecoding un*no,n voca/ulary in
conte't#
7ee*ing a
=etter Life#
Grammar
- .tudying -oun-$orming .uffixes and
the ways they are used.
- $inding the meaning of words.
Noun)"orming
7uffi'es#
Written
Interaction
3#3# 7upporting a point of vie, ,it!
relevant arguments ,!ile e'c!anging
,ritten messages on cultural ( literary
topics#
3#1# =ilingual translation of messages
of average difficulty#
A .ay
5it!out
Conflicts#
Spoken
Interaction
2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
2#4# Creating and delivering a formal
speec! t!at ,ill contain an
introduction& arguments& a conclusion
/ased on sound reasoning#
Lesson
3#
The +ey to
the World.
Reading 3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters& time
and space frame#
3#3# .ecoding un*no,n voca/ulary in
conte't#
3#4# 0eading a te't to distinguis! its
;out!
@rgani9ations#
type# 6ranslating sentences of average
difficulty#
Spoken
Interaction
2#1# 2resenting t!e information
contained in oral or ,ritten te'ts#
2#2# Listening to and presenting some
points of vie, and opinions and
comparing t!em ,it! t!e students-
point of vie,#
@pen 7ocieties)
@pen =orders#
Grammar - Proper use of different types of
Prepositions.
- Translating sentences of average
difficulty.
2repositions#
Written
Interaction
3#4# 5riting an informative essay ,it!
an introduction& /ody and conclusion#
3#3# 7upporting a point of vie, ,it!
relevant arguments in e'c!anging
,ritten messages on cultural ( literary
topics#
5riting a
0eport#
Spoken
Interaction
2#3# $olding a conversation on a
familiar topic using different strategies
of pragmatics %c!oosing t!e topic&
e'pressing agreement ( disagreement&
turn)ta*ing& etc#+#
2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
Lesson
4#
iterary
$ocus.
Why $ly o##
the (andle0
Reading 3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters& time
and space frame#
3#3# .ecoding un*no,n voca/ulary in
conte't#
6!e "ilipino
and t!e
.run*ard#
Written
Interaction
3#1# =ilingual translation of messages
of average difficulty#
3#3# 7upporting a point of vie, ,it!
relevant arguments ,!ile e'c!anging
,ritten messages on cultural ( literary
topics#
8a*ing a
7urvey#
Spoken
Interaction
2#2# Listening to and presenting some
points of vie, and opinions and
comparing t!em ,it! t!e students-
point of vie,#
2#3# $olding a conversation on a
familiar topic using different strategies
of pragmatics %c!oosing t!e topic&
e'pressing agreement ( disagreement&
turn)ta*ing& etc#+#
Lesson
<#
%ulture and
%ivili"ation.
(andling
%on#licts.
Reading 3#3# .ecoding un*no,n voca/ulary in
conte't#
3#3# 7electing ideas from a te't to
summari9e its content#
3#4# 0eading a te't to distinguis! its
type# 6ranslating sentences of average
difficulty#
;out!
@rgani9ations
and
2rogrammes#
)ractical
*pplicatio
n o#
+no,ledge
- Testing the level of written and%or
oral skills and knowledge acquired
while studying the current unit &'''(.
># 7top and
C!ec*
Evaluatio
n
- Testing the knowledge and skills
acquired while studying the current
unit. &'''(
?# 6est 2aper
Specifc Competence Indicators
(SC) and Sub Competences (SC)
N
r
.
Content
H
o
u
r
s
Date Notes
SC SC
Unit I
Its * World o#
%ommunication.
Spoken
Interaction
2#3# $olding a conversation on a
familiar topic using different strategies
of pragmatics %c!oosing t!e topic&
e'pressing agreement ( disagreement&
turn)ta*ing& etc#+#
2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
2#4# Creating and delivering a formal
speec! t!at ,ill contain an
introduction& arguments& a conclusion
/ased on sound reasoning#
Lesson
1#
The *rt o#
Talking.
Reading
3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters& time
and space frame#
3#3# .ecoding un*no,n voca/ulary in
conte't#
3#4# 0eading a te't to distinguis! its
type# 6ranslating sentences of average
difficulty#
6itle :iving#
istening
1#2# 7electing and correlating
information from several different
parts of a te't and ( or from different
te'ts to meet different tas*s#
Interpersonal
Communicati
on#
Written
Interaction
3#2# Correct spelling of ,ords from
t!e standard voca/ulary %including
,ords formed from ot!er parts of
speec!+#
3#3# 7upporting a point of vie, ,it!
5ritten
Commentary#
relevant arguments ,!ile e'c!anging
,ritten messages on cultural ( literary
topics#
Spoken
Interaction
3#2# Correct spelling of ,ords from
t!e standard voca/ulary %including
,ords formed from ot!er parts of
speec!+#
3#3# 7upporting a point of vie, ,it!
relevant arguments ,!ile e'c!anging
,ritten messages on cultural ( literary
topics#
Lesson
2#
What 1id
/ou Say0
Reading
3#4# 0eading a te't to distinguis! its
type# 6ranslating sentences of average
difficulty#
3#3# .ecoding un*no,n voca/ulary in
conte't#
3#3# 7electing ideas from a te't to
summari9e its content#
:uidelines for
:iving and
0eceiving
1ffective
"eed/ac*#
Written
Interaction
3#1# =ilingual translation of messages
of average difficulty#
3#2# Correct spelling of ,ords from
t!e standard voca/ulary %including
,ords formed from ot!er parts of
speec!+#
Note 6a*ing#
Spoken
Interaction
2#3# $olding a conversation on a
familiar topic using different strategies
of pragmatics %c!oosing t!e topic&
e'pressing agreement ( disagreement&
turn)ta*ing& etc#+#
Lesson
3#
*re /ou
istening0
Reading
and
Written
Interaction
3#4# 0eading a te't to distinguis! its
type# 6ranslating sentences of average
difficulty#
3#3# .ecoding un*no,n voca/ulary in
Are ;ou
ListeningB
conte't#
3#2# Correct spelling of ,ords from
t!e standard voca/ulary %including
,ords formed from ot!er parts of
speec!+#
Grammar
- Proper use of different types of
/uestions.
- 0ole-playing a conversation etween
a speaker and a listener.
6ypes of
Cuestions#
Spoken
Interaction
2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
2#4# Creating and delivering a formal
speec! t!at ,ill contain an
introduction& arguments& a conclusion
/ased on sound reasoning#
Lesson
3#
*re Speakers
Born or
Made0
istening 1#3# Listening to and ta*ing notes of
some points of vie, and opinions to
present t!em ( or to compare t!em
,it! t!e students- points of vie,#
1#3# 2erforming a series of tas*s in an
appropriate ,ay#
Are :reat
7pea*ers =orn
or 8adeB
Reading 3#3# .ecoding un*no,n voca/ulary in
conte't#
3#3# 7electing ideas from a te't to
summari9e its content#
3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters& time
and space frame#
8anner of
.elivering a
2resentation#
Written
Interaction
3#2# Correct spelling of ,ords from
t!e standard voca/ulary %including
,ords formed from ot!er parts of
7!ort
2resentations#
speec!+#
3#3# 7upporting a point of vie, ,it!
relevant arguments ,!ile e'c!anging
,ritten messages on cultural ( literary
topics#
3#4# 5riting an informative essay ,it!
an introduction& /ody and
conclusion#
Spoken
Interaction
2#3# $olding a conversation on a
familiar topic using different strategies
of pragmatics %c!oosing t!e topic&
e'pressing agreement ( disagreement&
turn)ta*ing& etc#+#
Lesson
4#
iterary
$ocus.
%ommunicatio
n Is More
Than a
Monologue.
Reading
3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters& time
and space frame#
3#3# .ecoding un*no,n voca/ulary in
conte't#
3#3# 7electing ideas from a te't to
summari9e its content#
6eevee#
6oo =ad#
istening 1#3# Listening to and ta*ing notes of
some points of vie, and opinions to
present t!em ( or to compare t!em
,it! t!e students- points of vie,#
1#3# 2erforming a series of tas*s in an
appropriate ,ay#
6oo =ad#
Written
Interaction
3#4# 5riting an informative essay& etc#
,it! an introduction& /ody and
conclusion#
3#3# 7upporting a point of vie, ,it!
relevant arguments ,!ile e'c!anging
,ritten messages on cultural ( literary
topics#
7tory
1ndings#
Spoken
Interaction
2#1# 2resenting t!e information
contained in oral or ,ritten te'ts#
2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
Lesson
<#
%ulture and
%ivili"ation.
%ommunicatio
n across
Borders.
Reading 3#4# 0eading a te't to distinguis! its
type# 6ranslating sentences of average
difficulty#
3#3# .ecoding un*no,n voca/ulary in
conte't#
5ays of
Communicat)
ion#
)ractical
*pplicatio
n o#
+no,ledge
- Testing the level of written and%or
oral skills and knowledge acquired
while studying the current unit &'1(.
># 7top and
C!ec*
Evaluation
- Testing the knowledge and skills
acquired while studying the current
unit. &'1(
?#
6est 2aper
Specifc Competence Indicators
(SC) and Sub Competences (SC)
N
r
.
Content
H
o
u
r
s
Date Notes
SC SC
Unit
Its a Media
World.
Spoken
Interaction
2#1# 2resenting t!e information
contained in oral or ,ritten te'ts#
2#2# Listening to and presenting some
points of vie, and opinions and
comparing t!em ,it! t!e students-
point of vie,#
Lesson
1
-e,spaper
*ddicts.
6ypes of
Ne,spapers
and 8aga9ines#
istening
1#3# Listening to and ta*ing notes of
some points of vie, and opinions to
present t!em ( or to compare t!em
,it! t!e students- points of vie,#
1#3# 2erforming a series of tas*s in an
appropriate ,ay#
6opics of
Interest for
6eenagers#
Reading
3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters& time
and space frame#
3#3# .ecoding un*no,n voca/ulary in
conte't#
6!e 7ecret Is
$appiness#
=# 7!o,-s
Cuotation#
Written
Interaction
3#3# "illing in forms and editing
functional te'ts& ta*ing into account
specific norms#
3#2# Correct spelling of ,ords from
t!e standard voca/ulary %including
,ords formed from ot!er parts of
speec!+#
3#1# =ilingual translation of messages
of average difficulty#
A Ne,spaper
Article#
Grammar
- 'dentifying different types of
!onditionals.
- Proper use of !onditionals.
Conditionals#
Spoken
Interaction
2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
2#2# Listening to and presenting some
points of vie, and opinions and
comparing t!em ,it! t!e students-
point of vie,#
Lesson
2
Brain,ashin
g
Reading

3#3# 7electing ideas from a te't to
summari9e its content#
3#3# .ecoding un*no,n voca/ulary in
conte't#
3#4# 0eading a te't to distinguis! its
type# 6ranslating sentences of average
difficulty#
6!e $idden
2ersuaders#
istening
and
Spoken
Interaction
1#2# 7electing and correlating
information from several different
parts of a te't and ( or from different
te'ts to meet different tas*s#
1#3# Listening to and ta*ing notes of
some points of vie, and opinions to
present t!em ( or to compare t!em
,it! t!e students- points of vie,#
"amous
=rands#
Grammar - Proper use of *dvers of $requency. Adver/s of
"requency#
Written
Interaction
3#3# 7upporting a point of vie, ,it!
relevant arguments ,!ile e'c!anging
,ritten messages on cultural ( literary
topics#
3#2# Correct spelling of ,ords from
t!e standard voca/ulary %including
,ords formed from ot!er parts of
speec!+#
=uying
=randed
2roducts#
Spoken
Interaction
2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
2#4# Creating and delivering a formal
speec! t!at ,ill contain an
introduction& arguments& a conclusion
/ased on sound reasoning#
Lesson
3
Watching the
Bo.#
6elevision
2rograms#

C!ange ;our
5orld for
=etter#
Reading
and
listening
3#4# 0eading a te't to distinguis! its
type# 6ranslating sentences of average
difficulty#
3#3# .ecoding un*no,n voca/ulary in
conte't#
1#3# 2erforming a series of tas*s in an
appropriate ,ay#
5!at .o ;ou
5atc!B
D Grammar
and Written
Interaction
- ,sing wish, if only...structures.
- 'mparting experience on the topic
23ndurance4 using modals from the
5rammar $ocus ox.
5is!
7entences#
Conditional
7entences E
III#
Spoken
Interaction
2#3# $olding a conversation on a
familiar topic using different strategies
of pragmatics %c!oosing t!e topic&
e'pressing agreement ( disagreement&
turn)ta*ing& etc#+#
2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
Lesson
3
Media
Stereotyping
6!e 8edia
Are out of
Control#
D istening 1#1# Identifying t!e main ideas of oral
te'ts on an everyday life topic#
1#2# 7electing and correlating
information from several different
parts of a te't and ( or from different
te'ts to meet different tas*s#
6!e game
F8edia 7tarsG
D Written
Interaction
3#3# 7electing ideas from a te't to
summari9e its content#
8y Hie, of
t!e 8edia#
)ractical
*pplicatio
n o#
+no,ledge
- Testing the level of written and%or
oral skills and knowledge acquired
while studying the current unit. &'1(
4
7top and
C!ec*
Evaluation - Testing the knowledge and skills
acquired while studying the current
unit. &'1(
< 6est paper
Specifc Competence Indicators
(SC) and Sub Competences (SC) N
r
.
Content
H
o
u
r
s
Date Notes
SC SC
Unit I
Its the World
o# *rt.
Spoken
Interaction
2#3# $olding a conversation on a
familiar topic using different
strategies of pragmatics %c!oosing
t!e topic& e'pressing agreement (
disagreement& turn)ta*ing& etc#+#
Lesson
1#
En'oying the
*rts.
Reading
3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters&
time and space frame#
3#3# .ecoding un*no,n voca/ulary
in conte't#
6!e Art of
8oving
2ictures#
istening
1#1# Identifying t!e main ideas of
oral te'ts on an everyday life topic#
1#2# 7electing and correlating
information from several different
parts of a te't and ( or from different
te'ts to meet different tas*s#
=runo
=ettel!eim and
Iat!erine
Iu!-s 6!eses
a/out Art#
Written
Interaction
3#4# 5riting an informative essay
,it! an introduction& /ody and
conclusion#
3#3# 7upporting a point of vie, ,it!
relevant arguments in e'c!anging
A C!aracter
7*etc! of
Andrei 7Jr/u#
,ritten messages on cultural (
literary topics#
3#2# Correct spelling of ,ords from
t!e standard voca/ulary %including
,ords formed from ot!er parts of
speec!+#
Spoken
Interaction
2#3# $olding a conversation on a
familiar topic using different
strategies of pragmatics %c!oosing
t!e topic& e'pressing agreement (
disagreement& turn)ta*ing& etc#+#
2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
Lesson
2# %inema and
$ilms.
Reading
3#3# .ecoding un*no,n voca/ulary
in conte't#
3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters&
time and space frame#
3#3# 7electing ideas from a te't to
summari9e its content#
Cry)=a/y#
istening
1#3# Listening to and ta*ing notes of
some points of vie, and opinions to
present t!em ( or to compare t!em
,it! t!e students- points of vie,#
Cry)=a/y %II+#
Grammar
- Proper use of the Pronouns that,
who, which in *ttriutive
0elative clauses.
Attri/utive
0elative
Clauses#
Written
Interaction
2#4# Creating and delivering a formal
speec! t!at ,ill contain an
introduction& arguments& a
conclusion /ased on sound
reasoning#
An @scar
2resentation
Nig!t#
Spoken
Interaction
2#3# $olding a conversation on a
familiar topic using different
strategies of pragmatics %c!oosing
t!e topic& e'pressing agreement (
disagreement& turn)ta*ing& etc#+#
2#4# Creating and delivering a formal
speec! t!at ,ill contain an
introduction& arguments& a
conclusion /ased on sound
reasoning#
2#2# Listening to and presenting
some points of vie, and opinions
and comparing t!em ,it! t!e
students- point of vie,#
Lesson
3#
*ll the
Worlds a
Stage.
Reading
3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters&
time and space frame#
3#3# .ecoding un*no,n voca/ulary
in conte't#
2ygmalion#
Grammar
- Proper use of 0elative Pronouns
that, ,hich.
0elative
2ronouns#
Written
Interaction
3#2# Correct spelling of ,ords from
t!e standard voca/ulary %including
,ords formed from ot!er parts of
speec!+#
3#3# 7upporting a point of vie, ,it!
relevant arguments ,!ile
e'c!anging ,ritten messages on
cultural ( literary topics#
Compare and
Contrast#
1iscussion 2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
speciali9ation#
Lesson
3#
)er#orming
Music.
istening 1#2# 7electing and correlating
information from several different
parts of a te't and ( or from different
te'ts to meet different tas*s#
6!e =eatles#
Spoken
Interaction
2#3# $olding a conversation on a
familiar topic using different
strategies of pragmatics %c!oosing
t!e topic& e'pressing agreement (
disagreement& turn)ta*ing& etc#+#
8usical
:enres and
Instruments#
Reading 3#4# 0eading a te't to distinguis! its
type# 6ranslating sentences of
average difficulty#
3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters&
time and space frame#
3#3# .ecoding un*no,n voca/ulary
in conte't#
7ingers of
6raditional
5estern
7ongs#
Spoken2
Written
Interaction
and
%ulture
2#1# 2resenting t!e information
contained in oral or ,ritten te'ts#
2#3# 2roviding clear& detailed
descriptions of su/ects related to
areas of personal interest and
5riting a
0eport#
speciali9ation#
<# Ino,ledge of musicians&
performers& artists from 1nglis!)
7pea*ing countries#
Spoken
Interaction
2#3# $olding a conversation on a
familiar topic using different
strategies of pragmatics %c!oosing
t!e topic& e'pressing agreement (
disagreement& turn)ta*ing& etc#+#
Lesson
4#
iterary
$ocus.
Its *l,ays
ove...
Reading 3#3# 7electing ideas from a te't to
summari9e its content#
3#3# .ecoding un*no,n voca/ulary
in conte't#
3#1# 0eading a te't to identify its
t!eme and main idea& c!aracters&
time and space frame#
6!e 8oon
and 7i'pence#
istening 1#2# 7electing and correlating
information from several different
parts of a te't and ( or from different
te'ts to meet different tas*s#
0econstructing
t!e dialogue#
Written
Interaction
3#2# Correct spelling of ,ords from
t!e standard voca/ulary %including
,ords formed from ot!er parts of
speec!+#
3#1# =ilingual translation of
messages of average difficulty#
C!aracteri9ation
Spoken
Interaction2
%ulture
2#2# Listening to and presenting
some points of vie, and opinions
and comparing t!em ,it! t!e
students- point of vie,#
<# Ino,ledge of musicians&
performers& artists from 1nglis!)
7pea*ing countries#
Lesson
<#
%ulture and
%ivili"ation.
*rt #or *rts
Sake...
Reading 3#3# 7electing ideas from a te't to
summari9e its content#
3#3# .ecoding un*no,n voca/ulary
in conte't#
"amous
2ainters#
)ractical
*pplicatio
n o#
+no,ledge
- Testing the level of written and%or
oral skills and knowledge acquired
while studying the current unit &1'(.
># 7top and
C!ec*
$inal
Evaluation
- Testing the knowledge and skills
acquired in the course of the year. ?#
"inal 6est
2aper