Subject Programme English Curriculum Grade 10 May 2012 Curriculum development team: N.Mira, Ph.D, team leader, Institute of Education P.Bayanjargal, team member, MSUE Ts. Enkhmaa, team member, NUM D.Bolormaa, team member, Future UB complex school
TABLE OF CONTENTS 1. Introduction 2. The aims of the English curriculum for grade 10 3. Learning objectives 4. English curriculum content 5. Approach to teaching and learning Page 2 of 14
1. Introduction The following provides the skeleton framework for subsequent adaptation and development by the Mongolian curriculum team. 2. The aims of the English curriculum for Grade 10 In Grade 10 learners will experience varied extended listening and have increasing opportunities for speaking in formal settings through activities such as individual and group presentations They will develop reading knowledge, understanding and skills through reading activities which incorporate a varied spectrum of genres such as reviews, newspaper articles, and hyper-fiction develop writing skills through activities which involve the production of imaginative texts, such as advertisements, and factual texts, such as reports and short biographies. Learners will look at and work on language both through discreet tasks and wider skills work as they begin to gain awareness of typical features of spoken and written genres, enabling them to use language resources for a growing range of functions at sentence and text level. In Grade 10 learners begin to become acquainted with specific contexts and text genres they are likely to meet in future life and work and develop an ability to compare and contrast different views about life and work. Through a range of class interactions they develop an increased ability to express their own ideas, and develop a growing ability to recognise the worth of others views. The tasks and topics in Grade 10 provide learners with opportunities to develop an increasing curiosity and awareness of different ways of living and thinking. Page 3 of 14
3 Learning objectives Syllabus Code Substrand Learning objective Reading Low B1 R1 R Understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts R2 R Understand specific information in texts on a limited range of unfamiliar general and curricular topics, including some extended texts R3 R Understand the detail of an argument on a limited range of unfamiliar general and curricular topics, including some extended texts R4 R Understand implied meaning on a limited range of unfamiliar general and curricular topics, including some extended texts R5 R Recognise the attitude or opinion of the writer on a limited range of unfamiliar general and curricular topics, including some extended texts R6 V Deduce meaning from context on a limited range of unfamiliar general and curricular topics, including some extended texts R7 R Recognise typical features at word, sentence and text level in a limited range of written genres R8 R Read a limited range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics with confidence and enjoyment R9 V Use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding R10 R Begin to recognise inconsistencies in argument in short texts on a limited range of general and curricular subjects Use of English Mid B1 UE1 V Use a growing range of abstract nouns and compound nouns Use a limited range of gerunds as subjects and objects Use a limited range of complex noun phrases Page 4 of 14
UE2 V Use a range of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount UE3 V Use a growing range of compound adjectives and adjectives as participles and a limited range of comparative structures to indicate degree including not as as, much than UE4 G Use a range of determiners including all, half, both [of] in predeterminer function UE5 G Use a range of questions using a range of different tense and modal forms UE6 G Use a range of pronouns including indefinite pronouns anybody, anyone, anything and quantitive pronouns everyone, everything, none, more, less, a few on a range of general and curricular topics UE7 G Use a growing range of simple perfect forms to express [recent, indefinite and unfinished past] on a range of general and curricular topics UE8 G Use a growing range of future forms including present continuous and present simple with future meaning on a range of general and curricular topics UE9 G Use a range of active and passive simple present and past forms Use a limited range of causative forms have/get done Use a growing range of past perfect simple forms in narrative and reported speech UE10 G Use a growing range of present continuous forms and past continuous including some passive forms on a range of general and curricular topics UE11 G Use a growing range of reported speech forms for statements, questions and commands: say, ask, tell including reported requests UE12 V Use a limited range of comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs Page 5 of 14
Use a limited range of sentence adverbs including too, either, also Use a growing range of pre-verbal, post-verbal and end-position adverbs UE13 F Use a range of modal forms for a range of functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition UE14 V Use a range of prepositions preceding nouns and adjectives in prepositional phrases Use prepositions as, like to indicate manner Use a growing range of dependent prepositions following adjectives UE15 G Use infinitive forms after a limited range of verbs and adjectives Use gerund forms after a limited range of verbs and prepositions Use a limited range of prepositional verbs and begin to use common phrasal verbs UE16 UE17 G G Use a growing range of conjunctions including since, as to explain reasons and the structures so... that, such a/... that in giving explanations Use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference] Use a range of relative clauses including why clauses Writing Low B1 W1 W2 W3 Brainstorm, plan and draft written work at text level with some support Compose, edit and proofread written work at text level with some support Write with moderate grammatical accuracy on a limited range of Page 6 of 14
W4 W5 W6 W7 W8 general and curricular topics with some support Develop coherent arguments supported when necessary by reasons, examples and evidence for a limited range of written genres on general and curricular topics Use with some support style and register appropriate to a limited range of written genres on general and curricular topics Use appropriate layout for a range of written genres on a growing range of general and curricular topics Spell a growing range of high-frequency vocabulary accurately Punctuate a growing range of written work with accuracy on a range of general and curricular topics Listening Mid B1 L1 L2 L3 L4 L5 L6 L7 L8 understand with little or no support the main points in extended talk on a wide range of general and curricular topics understand with little or no support most specific information in extended talk on a wide range of general and curricular topics understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics deduce meaning from context with little or no support in extended talk on a wide range of general and curricular topics begin to recognise typical features at word, sentence and text level of a limited range of spoken genres understand extended narratives on a range of general and curricular topics Speaking Mid B1 S1 S2 S3 use formal and informal registers in their talk on a limited range of general and curricular topics ask questions to clarify meaning on a wide range of general and curricular topics give an opinion at discourse level on a range of general and Page 7 of 14
S4 S5 S6 S7 curricular topics respond with some flexibility at both sentence and text level to unexpected comments on a range of general and curricular topics link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges interact with peers to negotiate classroom tasks use appropriate subject-specific vocabulary and syntax to talk about a limited range of curricular topics The number of lines in the table will match the total number of learning objectives for the stage. Syllabus codes will be entered in the order that they appear. Learning objectives will appear in full. The learning objectives can be colour coded: - ongoing - a different colour for each term once only when it is first introduced. Page 8 of 14
4. English curriculum content This scheme of work is based on a 35 week academic year, with 4 Modules being covered in 4 terms. Each unit should, therefore, be covered in 2 weeks based on the provision of 3 hours of classroom English per week. TERM 1 (10 weeks / 30 hours) Module 1A Human Doings TERM 2 (9 weeks / 27 hours) Module 1C From A to B TERM 3 (8 weeks / 24 hours) Module 2 B Around the globe TERM 4 (8 weeks / 24 hours) Module 3 B The States - Unit 1 Meeting and Greeting - Unit 2 Personal Identity - Unit 5 Transport systems - Unit 6 Using maps Unit 9 Holidays and Places to stay Unit 10 Climate and Environment - Unit 13 Settling America - Unit 14 USA Today Module 1B Suits and Boots Module 2 A chains Food Module 3 A Me Citizen Module 3 C Celebration Time Unit 3 Clothes and Accessories Unit 4 Outdoor Pursuits Unit 7 Health, Food and Exercise Unit 8 All types of creature Unit 11 In and Out of school Unit 12 Local Community Unit 15 Festivals around the world Unit 16 Using English Page 9 of 14
5. Approach to teaching and learning A student-centred curriculum should support students in learning how to learn and becoming independent, self-motivated, engaged, confident, responsible and reflective learners. Teachers are expected to nurture and develop these qualities through using a wide variety of teaching and learning strategies that include: exposing students to a rich variety of fiction and non-fiction text types and topics, and provide plentiful opportunities for discussion, reflection and evaluation in pairs, groups and plenary continuing to promote meaning making and sharing through social interaction providing input on language patterns and guidelines, and on language appropriate to specific contexts for students to analyse supporting learners in their use of learning strategies to help further develop their learning independence furthering student ability to plan, organise, present and proofread written work helping students to begin to develop an awareness of genre and register. Page 10 of 14
Document Control Item Title: Subject Curriculum English G10 Project Name: Mongolia-Cambridge Education Initiative Document Reference: Date: Release: Version: V2.0 Author: MECS Owner: MECS Client: Ministry of Education, Culture and Science Mongolia Revision History Revision Date Version Summary of Changes Changes Marked V1.0 Version sent to Cambridge for review 21/05/12 V2.0 Version reviewed by Cambridge and minor formatting/stylistic changes implemented. No Page 11 of 14
Approvals This document requires the following approvals. A signed copy should be placed in the project files. Name Signature Title Date of Issue Version Mr D. Erdenechimeg Director General, Preschool, Primary & Secondary Education, Ministry of Education, Culture and Science of Mongolia Abigail Barnett Manager Curriculum Development, University of Cambridge International Examinations Belinda Cerda Senior Assessment Manager, Assessment & Operations (ESOL), Page 12 of 14
Distribution This document has been distributed to: Name Title Date of Issue Version In addition to approvals. Ms Gansukh Sukhbaatar Officer,, Pre-school, Primary & Secondary Education, Ministry of Education, Culture and Science of Mongolia Tom Kendon Deputy Head of International Programmes MCEI Project Manager, University of Cambridge International Examinations [Insert name of CIE Curriculum Development Officer] Curriculum Development Officer University of Cambridge International Examinations [Insert Cambridge Consultant who will review Cambridge Reviewer Page 13 of 14
Page 14 of 14