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

439
B should 
C might 
D ought 
58 
Aamir
: They’ve just announced that our train has been delayed. 
Laura
: That’s annoying. We ____ have rushed to get here 
after all. 
A needn’t 
B could 
C should 
D mustn’t 
ІІІ. Цели обучения учебной программы за прошедший учебный год, вос-
полняемые в ходе урока

 
Таблица 13.10 – Цели обучения, восполняемые в ходе урока в 10 классе 
10 класс (ЕМН) 
9 класс 
Listening 
10.1.4 understand the main points of supported 
extended talk on a range of general and curricu-
lar topics
9.2.1.1 understand with little or no support the 
main points in extended talk on a wide range of 
general and curricular topics 
10.1.5 understand most specific information and 
detail of short, supported talk on a range of fa-
miliar topics 
9.2.2.1 understand with little or no support most 
specific information in extended talk on a wide 
range of general and curricular topics
10.1.6 deduce meaning from context in short, 
supported talk on an increasing range of general 
and curricular topics 
9.2.5.1 deduce meaning from context with little 
or no support in extended talk on a growing 
range of general and curricular topics 
10.1.8 understand supported narratives, includ-
ing some extended talk, on range of general and 
some curricular topics 
9.2.7.1 understand extended narratives on a wide 
range of general and curricular topics 
Speaking 
10.2.1 use formal and informal registers in their 
talk on a growing range of general and curricular 
topics
9.3.1.1 provide basic information about them-
selves and others at sentence level on limited 
range of general topics 
10.2.2 ask more complex questions to get in-
formation about a growing range of general top-
ics and some curricular topics
9.3.2.1 ask simple questions to get information
about a limited range of general topics 
10.2.3 give an opinion at discourse level on a 
wide range of general and curricular topics
9.3.3.1 give an opinion at sentence level on a 
limited range of general and curricular topics 
10.2.7 use appropriate subject-specific vocabu-
lary and syntax to talk about a limited range of 
general topics 
9.3.5.1 use appropriate subject-specific vocabu-
lary and syntax to talk about a range of general
topics, and some curricular topics 
10.2.8 recount some extended stories and events 
on a range of general and curricular topics
9.3.6.1 recount basic stories and events on a lim-
ited range of general and curricular topics 
Reading 
10.3.1 understand the main points in a limited
range of short simple texts on general and cur-
ricular topics 
9.4.1.1 understand the main points in texts on a 
growing range of unfamiliar general and curricu-
lar topics, including some extended texts 

440
10.3.2 understand with little support specific in-
formation and detail in short, simple texts on a 
limited range of general and curricular topics 
9.4.2.1 understand specific information and de-
tail in texts on a growing range of familiar gen-
eral and curricular topics, including some ex-
tended texts 
10.3.3 understand the detail of an argument on a 
limited range of familiar general and curricular 
topics 
9.4.3.1 understand the detail of an argument on a 
range of familiar general and curricular topics, 
including some extended texts 
10.3.4 read with some support a limited range
of short fiction and non-fiction texts 
9.4.4.1 read a growing range of extended fiction 
and non-fiction texts on familiar and some un-
familiar general and curricular topics 
10.3.5 deduce meaning from context in short 
texts on a limited range of familiar general and 
curricular topics 
9.4.5.1 deduce meaning from context in short 
texts and some extended texts on a growing 
range of familiar general and curricular topics 
10.3.6 recognise the attitude or opinion of the 
writer in short texts on a limited range of general
and curricular topics 
9.4.6.1 recognise the attitude or opinion of the 
writer on a growing range of unfamiliar general 
and curricular topics, including some extended 
text 
10.3.7 recognise typical features at word, sen-
tence and text level in a limited range of written 
genres 
9.4.7.1 recognise typical features at word, sen-
tence and text level in a range of written genres 
10.3.9 recognise the difference between fact and 
opinion in short, simple texts on an increasing 
range of general and curricular topics 
9.4.8.1 recognise inconsistencies in argument in 
short texts on a limited range of general and cur-
ricular subjects 
Writing 
10.4.1 plan, write, edit and proofread work at 
small text level with support on a limited range 
of general and curricular topics 
9.5.1.1 plan, write, edit and proofread work at 
text level with little support on a range of gen-
eral and curricular topics 
10.4.2 write with support a sequence of phrases, 
short sentences in a paragraph on a limited range 
of familiar general and curricular topics 
9.5.2.1 write with minimal support about real 
and imaginary past events, activities and expe-
riences on a growing range of familiar general 
topics and some curricular topics 
10.4.3 write with support factual descriptions at 
small text level which describe people, places 
and objects 
9.5.3.1 write with moderate grammatical accura-
cy on a growing range of familiar general and 
curricular topics 
10.4.4 develop with support coherent arguments 
supported when necessary by examples and rea-
sons for a growing range of written genres in 
familiar general and curricular topics
9.5.4.1 write with support a sequence of short 
sentences in a paragraph to give basic personal 
information 
10.4.6 link, independently, sentences into coher-
ent paragraphs using a variety of basic connect-
ors on a range of familiar general topics and 
some curricular topics
9.5.5.1 link, with some support, sentences into a 
coherent paragraph using basic connectors on a 
limited range of familiar general topics 
10.4.7 use with minimal support appropriate 
layout at text level for a range of written genres 
on familiar general and curricular topics
9.5.6.1 use with some support appropriate layout 
at small text level for a limited range of written 
genres on familiar general topics and some cur-
ricular topics 
10.4.8 spell most high-frequency vocabulary 
accurately for a range of familiar general and 
curricular topics
9.5.7.1 spell most high-frequency words accu-
rately for a limited range of general topics 
10.4.9 punctuate written work at text level on a 
growing range of familiar general and curricular 
topics with growing accuracy
9.5.8.1 punctuate written work at text level on a 
limited range of familiar general topics with 
some accuracy 

441
Use of English 
10.5.1 use some abstract nouns and complex 
noun phrases on a range of familiar general and 
curricular topics
9.6.1.1 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 
10.5.2 use a growing variety of quantifiers for 
countable and uncountable nouns including sev-
eral, plenty, a large/small number/amount on a 
range of familiar general and curricular topics
9.6.2.1 use quantifiers «many, much , a lot of, a 
few» on a limited range of familiar general and 
curricular topics 
10.5.3 use a growing variety of compound ad-
jectives and adjectives as participles and some 
comparative structures including not as…as, 
much …than to indicate degree on a range of 
familiar general and curricular topics
9.6.3.1 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 
10.5.4 use articles on a limited range of familiar 
general and curricular topics 
9.6.4.1 use an increased variety of determiners 
including all, half, both [of] in pre-determiner 
function on a range of familiar general and cur-
ricular topics 
10.5.5 use questions, including questions with 
«whose, how often, how long» on a range of 
familiar general and curricular topics 
9.6.5.1 use questions which include a variety of 
different tense and modal forms on a 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 
9.6.6.1 use a variety of pronouns including in-
definite pronouns anybody, anyone, anything 
and quantitative pronouns everyone, everything, 
none, more, less, a few on a range of familiar 
general and curricular topics 
10.5.7 use simple forms to express what has 
happened [indefinite time] on a range of familiar 
general and curricular topics 
9.6.7.1 use a variety of simple perfect forms to 
express recent, indefinite and unfinished past on 
a 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 
9.6.8.1 use a growing variety of future forms 
including present continuous and present simple 
with 
future 
meaning
on a range of familiar general and curricular top-
ics 
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
9.6.9.1 use present continuous forms for present 
and future meaning and past continuous, includ-
ing some passive forms, on a 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
9.6.10.1 use some reported speech forms for 
statements, questions and commands: say, ask, 
tell including reported requests on a range of 
familiar general and curricular topics 
10.5.11 use there is / there are on a range of fa-
miliar general and curricular topics 
9.6.11.1 use comparative degree adverb struc-
tures not as quickly as / far less quickly with 
regular and irregular adverbs. Use an increased 
variety of pre-verbal, post-verbal and end-
position adverbs on a 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
9.6.12.1 use a growing variety of modal forms 
for different functions: obligation, necessity, 
possibility, permission, requests, suggestions, 
prohibition on a range of familiar general and 

442
general and curricular topics 
curricular topics 
10.5.13 use modal verbs «might, may, could» to 
express possibility and permissive function on a 
familiar general and curricular topics 
9.6.13.1 use a some prepositions before nouns 
and adjectives
use prepositions as, like to indicate manner 
use dependent prepositions following adjectives 
on a range of familiar general and curricular top-
ics 
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 
9.6.14.1 use infinitive forms after a limited 
number of verbs and adjectives, use gerund 
forms after a limited variety of verbs and prepo-
sitions, use some prepositional verbs and begin 
to use common phrasal verbs on a growing 
range of familiar general and curricular topics 
10.5.15 use the structure «to be going to» on a 
familiar general and curricular topics 
9.6.15.1 use a growing variety of conjunctions 
including since, as to explain reasons and the 
structures so ... that, such a ... that in giving ex-
planations 
on a range of familiar general and curricular top-
ics 
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 
9.6.16.1 use if / unless/ if only in second condi-
tional clauses and wish [that] clauses [present 
reference], use a growing variety of relative 
clauses 
including 
why 
clauses
on a range of familiar general and curricular top-
ics 
IV. Образец краткосрочного плана уроков с интегрированными целями 
обучения
Таблица 13.11 – Oбразец краткосрочного плана уроков с интегрируемыми 
целями обучения 

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