Методические рекомендации по восполнению знаний обучающихся по учебным предметам 1-11 классов

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Восполнение пробелов

Use of English
11.5.1 use basic abstract nouns and compound
nouns and noun phrases describing times and
location on a range of familiar general and cur-
ricular topics
10.5.1 use appropriate countable and uncounta-
ble nouns, including common noun phrases de-
scribing times and location, on a limited range
of familiar general and curricular topics
11.5.2 use quantifiers including «more, little,
few less, fewer not as many, not as much» on a
growing range of familiar general and curricular
topics
10.5.2 use quantifiers «many, much , a lot of, a
few» on a limited range of familiar general and
curricular topics
11.5.3 use a growing variety of adjectives and
regular and irregular comparative and superla-
tive adjectives on a limited range of familiar
general and curricular topics
10.5.3 use variety of adjectives, including pos-
sessive adjectives, when describing subjects on
general and some curricular topics; use simple
monosyllable and two-syllable adjectives (in
comparative and superlative) for comparison
11.5.4 use a variety of determiners including
«all, other» on a range of familiar general and
curricular topics
10.5.4 use articles on a limited range of familiar
general and curricular topics
11.5.5 use general, special, alternative questions
in different tenses on a range of familiar general
and curricular topics
10.5.5 use questions, including questions with
«whose, how often, how long» on a range of
familiar general and curricular topics
11.5.6 use a variety of personal, demonstrative
and quantitative pronouns including «someone,
somebody, everybody, no-one» on a growing
range of familiar general and curricular topics
10.5.6 use basic personal and demonstrative
pronouns and quantitative pronouns «some, any,
something, nothing, anything» on a limited
range of familiar general and curricular topics
11.5.7 use simple, continuous, perfect forms to
express indefinite and unfinished past on a lim-
ited range of familiar general and curricular top-
ics
10.5.7 use simple forms to express what has
happened [indefinite time] on a range of familiar
general and curricular topics
11.5.8 use future form «will» to make offers,
promises and predictions on a growing range of
familiar general and curricular topics
10.5.8 use future forms «will» for predictions
and «be going to» to talk about already decided
plans on a range of familiar general and curricu-
lar topics
11.5.9 use appropriately an increased variety of
present and past simple active and some passive
forms on a growing range of familiar general
and curricular topics
10.5.9 use simple present and simple past regu-
lar and irregular forms to describe routines, hab-
its and states on a limited range of familiar gen-
eral and curricular topics
11.5.10 use present continuous and past contin-
uous forms for background and interrupted past
actions on a limited range of familiar general
and curricular topics
10.5.10 use present continuous forms with pre-
sent and future meaning on a limited range of
familiar general and curricular topics
11.5.11 use common impersonal structures with
«it, there» on a growing range of familiar gen-
eral and curricular topics
10.5.11 use there is / there are on a range of fa-
miliar general and curricular topics
11.5.12 use an increased variety of adverbs, in-
cluding adverbs of degree «too, not enough,
quite, rather» on a growing range of familiar
general and curricular topics
10.5.12 use common regular and irregular ad-
verbs, simple and comparative forms, adverbs of
frequency and adverbs of definite time «last
week, yesterday» on a limited range of familiar
general and curricular topics
11.5.13 use modal forms including «mustn’t
(prohibition), need (necessity) should (for ad-
10.5.13 use modal verbs «might, may, could» to
express possibility and permissive function on a

472
vice)» on a range of familiar general and curric-
ular topics
familiar general and curricular topics
11.5.14 use an increased variety of prepositions
of time, location and direction use by and with
to denote agent and instrument, use prepositions
before nouns and adjectives in common preposi-
tional phrases on a range of familiar general and
curricular topics
10.5.14 use prepositions to talk about time and
location, use prepositions of direction «to, into,
out of, from, towards» on a familiar general and
curricular topics
11.5.15 use common verbs followed by infini-
tive «verb / verb + ing» patterns on a limited
range of familiar general and curricular topics
10.5.15 use the structure «to be going to» on a
familiar general and curricular topics
11.5.16 use conjunctions «so, if , when, where,
before, after» to link parts of sentences in short
texts on a growing range of familiar general and
curricular topics
10.5.16 use conjunctions «so, if, when, where,
before, after» to link parts of sentences in short
texts on a familiar general and curricular topics
11.5.17 use subordinate clauses with «if» (0,1,2
conditionals), use subordinate clauses with
«where», use subordinate clauses with «before,
after» (with the meaning of past), use defining
relative clauses with «which, who, that, where»
to express detailed information on a limited
range of familiar general and curricular topics
10.5.17 use «when» for description of simple
present and past activities on a familiar general
and curricular topics
IV. Образец краткосрочного плана уроков с интегрированными целями
обучения
Таблица 14.3 – Oбразец краткосрочного плана уроков с интегрируемыми
целями обучения

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