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Английский язык - Книга для учителя 9 класс - В. П. Кузовлев - 2017 год

Приложение 1. ТЕМАТИЧЕСКИЕ КАРТЫ ЦИКЛОВ УРОКОВ

Unit 1. Reading ...? Why Not?

Topics, situations

Intercultural awareness

Speaking

Listening

Reading

Writing

I. What are teens reading tastes?

What is your opinion about reading?

What are your favourite genres?

What writers is your country famous for?

What are their most famous works?

What do people value their novels for?

Who are your favourite authors?

What kind of writers are they?

What types of books do they write?

Who are the main characters of their books?

What literary places are there in your country?

What books do you like reading?

What is your favourite book about?

Can you write a book review?

Do you prefer books or films?

I. British famous writers:

W. Shakespeare, Ch. Brontё, J. Austen, Ch. Dickens, A. Christie, J. R. R. Tolkien, C. S. Lewis, L. Carroll, R. L. Stevenson, R. Burns, W. Scott, A. Conan Doyle, Th. Hardy, S. Maugham, B. Potter, J. K. Jerome, G. B. Shaw, J. M. Barrie, E. Lear, D. Defoe, Ph. Pullman, J. K. Rowling, J. Wilson, R. Dahl, A. Horowitz, K. Brooks, C. S. Forester, R. Winston;

American famous writers:

L. M. Alcott, R. Bradbury, J. D. Salinger, R. L. Stine, C. Paolini, I. Dinesen, R. Lardner, S. Coolidge, K. Hesse, B. MacDonald, M. B. Sendak, C. Keene;

Canadian famous writers:

S. B. Leacock;

New Zealand famous writers:

K. Mansfield;

Russian famous writers:

A. Pushkin, M. Lermontov, N. Gogol, L. Tolstoy, F. Dostoevsky, B. Akunin;

literary awards:

the Astrid Lindgren Memorial Award, Children’s Book of the Year Awards, the Branford Boase Award, the Guardian Children’s Fiction Prize, the Nestle Smarties Book Prize, the Sheffield Children’s Book Awards; the British Tourist Authority (BTA);

sights:

the National Gallery, Chepstow Castle, the Cotswolds, the Millennium Wheel, the National Birds of Prey Centre, the Stonehenge;

cities:

Oxford, London, Buckingham, Stratford-upon-Avon, Alloway, Edinburgh, Abbotsford, Somerset, Gloucester, Glastonbury; Teen Read Week, Nestle Family Monitor; Victorian England, the Victorian novel;

websites:

www.bookcrossing.com,

www.bookcrossing.ru

I. about

what teenagers think about reading; teens reading tastes; famous British, American and Russian writers; favourite books and authors; literary places and tours

II. Functions:

For revision: reporting, asking for and giving information (about books and writers), expressing likes/dislikes, stating your opinion, stating opposing opinion, giving arguments, evaluating; asking for someone’s opinion, agreeing/disagreeing, saying you partly agree, making conclusions

III. Grammar Structures:

For revision:

Present Simple Active, Present Simple Passive, Present Progressive, Present Perfect, Present Perfect Passive, Present Perfect Progressive, Past Simple Active, Past Simple Passive, Past Progressive, Past Perfect; reported speech: that-clauses; word formation: prefix non-, noun suffixes -tion, -ment, -ist, -ism, -er/-or, adjective suffixes -al, -able, -ful, -ing, -ous, -ive, -ible, -ary, -ed; compounds (a birth-place)

IV. New Lexical Items: 45

I. to teens’ attitudes towards reading; teens talking about their favourite books and writers; the description of the literary tour of Britain; the description of the literary tour of Moscow and St Petersburg

II. Listening Skills:

listening for the main idea, listening for detail, listening for specific information

I. about famous writers, teens’ favourite books and characters, literary places and tours;

extracts from biographies of W. Shakespeare, Ch. Dickens, A. Christie, J. Austen, Ph. Pullman, J. K. Rowling, K. Brooks; an extract from J. Wilson’s interview to Jubilee Books magazine; extracts from the stories: Lucky Break by R. Dahl, The House at Shiraz by A. Christie, The Rocket Man by R. Bradbury;

extracts from the books: The Catcher in the Rye by J. D. Salinger, Little Women by L. M. Alcott;

articles from the Internet: Harry Potter Tour, Love Your Books? Then Set Them Free!;

a book review Jane Eyre from Teen Ink; the poem The Library by Raisah A.

II. Reading Skills:

reading for the main idea, reading for detail, reading for specific information, anticipating, guessing meaning by analogy, context, word formation, choosing meaning that fits the context, learning to translate, matching, recognising familiar grammar structures, expressing personal opinions, using a dictionary, making notes, interpreting illustrations, transcoding information into some other display

III. Grammar Structures:

For revision: tenses: Present Simple Active, Present Simple Passive, Present Progressive, Present Perfect, Present Perfect Passive, Present Perfect Progressive, Past Simple Active, Past Simple Passive, Past Progressive, Past Perfect; reported speech: that-clauses; wh-clauses; word formation: prefix non-, noun suffixes -tion, -ment, -ist, -ism, -er/-or, adjective suffixes -al, -able, -ful, -ing, -ous, -ive, -ible, -ary, -ed; compounds (a birthplace)

IV. New Lexical Items: 61

I. А composition about literary places of your region; a book review; an article for the LCG; a letter about your attitude towards reading

II. Writing Skills:

making notes, taking notes, book review writing, letter writing

III. Projects:

Literary Quiz. Designing a Blurb.

Literary Map of Your Region

Unit 2. Let the Music Begin ...

Topics, situations

Intercultural awareness

Speaking

Listening

Reading

Writing

What types of music can be found in Britain?

What can you tell your foreign friends about some musical places of Russia?

What places in your republic/area/region are connected with remarkable musicians, popular orchestras, bands or choirs?

What rock/pop musicians do you know?

What did you learn about American and British rock and pop, rock and pop musicians and events?

What can you tell your foreign friends about famous Russian rock groups/singers?

What do you and your friends think about modern music?

What are your tastes in music?

What concert would you like to see?

What do you know about Promenade concerts?

a musical map of Britain: in London — Henry Purcell, Andrew Lloyd Webber, in England — the Aldeburgh Festival and Benjamin Britten, Liverpool, the hometown of The Beatles, brass bands, in Scotland — the bagpipe, the Edinburgh Festival, in Wales — bards, the Eisteddfod, choirs;

musical styles: jazz, spirituals, blues, country music, rock and pop music;

Woodstock, The Beatles and the history of the band, the Rolling Stones, Queen, Elvis Presley, Elton John, David Bowie, Rod Stewart, Sting, the Spice Girls, Bill Haley, Bruce Springsteen, Diana Ross, Madonna, Led Zeppelin, Cream, Jimi Hendrix, Glenn Miller, George Gershwin, the swing era, The Sound of Music, The Phantom of the Opera, the Promenade concerts (Henry Wood and Paul Newman);

in Russia: V. Gergiev and the Mariinsky Theatre, M. I. Glinka, P. I. Tchaikovsky, Yu. Golitsyn and his folk choir, the Oleg Lundstrem big band, Mashyna Vremeni, B. Grebenshchikov and his band Aquarium, A. Pugacheva, V. Tsoi and his band Kino, B. Tchaikovsky, Moscow’s and St Petersburg’s theatres and music halls, the life and music of D. Shostakovich, Yu. Temirkanov, S. Prokofiev, G. Vishnevskaya and others

I. about favourite music and musical styles, types of music in Britain and in your country, the history of rock and pop music in Britain, the USA and in Russia, most famous Russian musicians, orchestras, bands and choirs, favourite/most famous rock and pop singers and bands, going to a performance or a concert

II. Functions:

New: expressing attitude

For revision: expressing thanks

III. Grammar Structures:

For revision: Ving forms; future meaning: Present Progressive; to be going to; Present Simple and Future Simple; article with personal and geographical names as attributes

IV. New Lexical Items: 40

I. about: the history of the Promenade concerts, the history of pop and rock, the musical styles in Britain, the talk with the box office assistant, Frank Sinatra;

to: a song from The Sound of Music

II. Listening Skills:

listening for the main idea, listening for detail, listening for specific information, anticipating

I. about: the film Alexander Nevsky by S. Eisenstein, most popular musicals The Sound of Music, The Wizard of Oz, Singing in the Rain, My Fair Lady, Annie; extracts from Piano by W. Saroyan, Sweet Valley Twins by F. Pascal, Mr Parker by L. Colwin, Buddy’s Song by N. Hinton, Pride and Prejudice by J. Austen

II. Reading Skills:

reading for the main idea/for specific information/for detail, guessing the meaning of the words by context, understanding relations within a text, classifying, learning to translate, predicting outcomes, using reference materials, sequencing, making value judgements, relating information to personal experience, applying background knowledge, anticipating, predicting grammar structures, recognising familiar grammar structures, understanding cause- effect relations, expressing personal opinions, drawing conclusions, using a dictionary, interpreting figurative language

III. Grammar Structures:

For revision: Ving forms; future meaning: Present Progressive, to be going to, Present Simple and Future Simple; article with personal and geographical names as attributes

IV. New Lexical Items: 54

I. thank-you letters

II. Writing Skills:

taking notes, making notes, writing a thank-you letter

III. Projects:

Making a Poster. My Favourite Singer/Band.

The Musical Map of My Country

Unit 3. What’s the News?

Topics, situations

Intercultural awareness

Speaking

Listening

Reading

Writing

The Mass Media

What is special about the mass media in the UK, USA and in Russia?

What do the radio and television offer to listeners and viewers in the UK, USA and in Russia?

What are the most popular TV channels and radio stations in the UK, the USA and in Russia?

What channels do you like watching in your family? Are you a heavy TV viewer? Can the media influence your life?

What is your attitude towards advertising? Do you like reading newspapers? Are you a fan of the radio?

Where do you get your news from? What media do you value most?

What is your favourite TV show?

What can you tell your foreign friend about original formats on Russian TV?

What magazines are for teens?

organisations: the BBC, the BBC World Service, BBC Network Radio, Ofcom;

TV channels: BBC 1, BBC 2, BBC 3, BBC 4, BBC News 24, BBC Parliament, CBBC, Cbeebies, ITV (Channel 3), Channel 4 and Channel 5, ABC, CBS, NBC, Fox, the Russia Today TV channel;

radio stations: Radio Capital, the Voice of America, Radio Free Europe/Radio Liberty;

TV programmes: EastEnders, Coronation Street, Neighbours, Emmerdale, The Real World, Who Wants to Be a Millionaire? Britain’s Got Talent, Star Academy, Doctor Who, I’m a Celebrity ... Get Me Out of Here!, Strictly Come Dancing, The X-Factor;

newspapers: broadsheets, tabloids, middle market newspapers, First News;

magazines: Shout, Mizz, Cosmo Girl!, Teen Ink;

websites: Teen Newsweek, Newsround;

types of TV programmes:

a sitcom, a dramedy, a soap opera, a reality show, a game show, a talent show, a quiz show;

phenomena: a coach potato, the City of London, Gaelic

I. about the mass media in the UK, USA and in Russia; the aim of the media, the choice and quality of TV channels, radio stations and programmes, the role of the media in people’s lives, the content of teenage magazines and newspapers, the types of media young people get their news from, the influence of advertising on young consumers’ choice

II. Functions:

For revision: reporting, asking for information, asking for someone’s opinion, giving your opinion, expressing likes/dislikes, describing, giving arguments, giving an example, talking about facts, making comments, sharing experience, comparing, explaining

III. Grammar Structures:

New: reported speech: reported statements, reported statements with modal verbs/sequence of tenses.

For revision: Ving forms; types of questions

IV. New Lexical Items: 29

I. to:

teenagers’ opinions on the media and advertising, teenagers’ opinions on TV programmes;

about:

the media in the UK/USA, young British consumers’ choices; the reasons why teenagers are fans of the radio

II. Listening Skills:

listening for the main idea, listening for detail, listening for specific information, anticipating, understanding the main idea

I. extracts from: Matilda by R. Dahl, Information Overload by S. Townsend, The School at the Chalet by E. Brent-Dyer;

poems: Tee Vee by E. Merria and Many Unhappy Returns by A. Davidson; the poem about TV by R. Dahl; teenagers’ letters and opinions about the mass media; extracts from the articles about the mass media;

interviews: with the Newsround website journalist, with the two actors of a science TV programme on BBC; a TV guide

II. Reading Skills:

reading for the main idea, reading for detail, reading for specific information, anticipating, guessing meaning by analogy/word formation/context, using reference materials, identifying supporting sentences, summarising, understanding the main idea, identifying the function of a text, identifying the internal organisation of a text, interpreting figurative language, learning to translate, applying background knowledge, interpreting illustrations, making value judgements, considering author’s intention, drawing conclusions, identifying author’s attitude towards characters, relating information to personal experience

III. Grammar Structures:

New: reported speech: reported statements, reported statements with modal verbs/sequence of tenses.

For revision: Ving forms; types of questions

IV. New Lexical Items: 65

I. А letter about the content of teenage magazines;

a letter about your favourite TV programme; an official letter/a report about your local/regional newspaper

II. Writing Skills:

writing an officil letter using letter-writing tips, writing a letter according to an outline, writing a letter/a report using a fact file, making notes, taking notes

III. Projects:

My Own TV Channel.

News for Youth. Add Your Own Ad!

Unit 4. What School Do You Go to?

Topics, situations

Intercultural awareness

Speaking

Listening

Reading

Writing

What types of schools are there in Britain/the USA?

Canada/Australia/Russia?

What is the education system like in Britain/the USA?

Canada/Australia/Russia?

Are the British and the US systems of education similar or different?

What are the advantages and disadvantages of different types of schools?

What exams do children take in Britain/the USA/Russia?

What lucky mascots have children got?

What questions do children often ask about schools in different countries?

What school is better to study at?

What do you like and don’t like about your school?

types of education in Britain/the USA/Canada/Australia/Russia: state schools, public, private, boarding schools, home schooling;

famous public schools in Britain:

Eton, Harrow, Winchester;

the USA famous universities: Yale, Princeton, Brown, Georgetown universities;

Russian famous universities: Moscow State University;

types of exams that pupils take at school in Britain/the USA/Canada/Australia/Russia: GCSE, A level, SATs, state exams; extracurricular activities that children take part in

I. about the system of education in Britain/the USA/Russia; similarities and differences between the systems of education in different countries; opportunities to continue education when compulsory education is over in Britain, the USA and Russia; lucky mascots; things pupils like and don’t like about their schools; good and bad points of studying at boarding schools, comprehensive schools and getting home education; plans for the future; problems that pupils have at school; questions about schools and school life in different countries

II. Functions:

New: asking if you must do something, calming and reassuring someone, reporting.

For revision: expressing opinions, giving reasons, saying you are worried, comparing/contrasting

III. Grammar Structures:

New: reported speech (questions).

For revision: Passive Voice; linking words; prepositions of time; articles; word formation (-ment, -tion, -ness, -ity, -ance, -ous, -ing, -al, extra-, un-)

IV. New Lexical Items: 33

I. about the system of education in the USA, lucky mascots that pupils have;

to opinions about what school it is better to study at, complains and worries about studying at school

II. Listening Skills:

listening for the main idea, listening for specific information, listening for details

I. about the system of education in Britain, Canada, Australia and Russia; about exams and different types of schools, school life;

opinions about home schooling, studying at a boarding school, where it is better to study, doing homework; advice how to choose a college, jokes about school life;

extracts from books: Gossip Girl by C. von Ziegesar, The School at the Chalet by E. Brent-Dyer, My Family and Other Animals by G. Durrell, Think Big by B. Carson with C. Murphey, a poem by K. Nesbitt, an article William Brown by S. Townsend

II. Reading Skills:

reading for the main idea, reading for specific information, reading for detail, guessing meaning by context/synonyms/ word formation, predicting outcomes, identifying supporting details sentences, making notes, identifying internal organisation of a text, sequencing

III. Grammar Structures:

New: reported speech (questions).

For revision: Passive Voice; linking words; prepositions of time; articles

IV. New Lexical Items: 48

I. a composition about school and school life; completing tables about the systems of education in different countries; questions about school life in different countries

II. Writing Skills:

taking notes, writing a composition following the rules of identifying main idea sentences and supporting details sentences

III. Projects:

The Way I’d Like to Improve the System of Education.

Welcome to Our School Site.

My Plans for the Future

Unit 5. School — What’s Next?

Topics, situations

Intercultural awareness

Speaking

Listening

Reading

Writing

What are your job ideas?

What are your career plans?

What skills and qualities are necessary for different jobs?

What is job satisfaction?

Have you made your decision?

What are useful hints for teenagers looking out for a job?

Are there traditionally male and female jobs?

Why do people study and work abroad?

Should teenagers work while they are in school?

Do you work during your summer holidays?

What are your choices after finishing compulsory education?

What are the benefits and disadvantages of each choice?

changes in the world of work in Britain and other countries; statistics about popular jobs in Britain, Russia; jobs for teens in Britain and Russia;

professions: career coordinator, paralegal, solicitor, tutor;

exams/degrees: GNVQ, A Levels, MBA;

organisations/corporations: Apple Inc, IBM, BT, FBI;

things and notions: IT, a CV, a letter of application, a gap year, a working card

I. about

skills and qualities, career choices, job satisfaction, working part-time, choices after leaving school

II. Functions:

New: reporting, giving counter-arguments.

For revision:

giving reasons, giving opinion, giving arguments, giving yourself time to think

III. Grammar Structures:

New: reported speech orders/recommendations; phrasal verbs; word building: prefix self-, suffix -ee.

For revision: double conjunctions; indefinite pronouns; word building: suffixes -ence, -ment, -tion, -able, -ent

IV. New Lexical Items: 29

I. about skills and qualities necessary for some professions, studying abroad, working abroad, a famous person’s gap year

II. Listening Skills:

listening for specific information, listening for the main idea, listening for detail, anticipating, identifying the main idea

I. about careers in different areas, qualities useful for different careers, work for teenagers, working abroad, a gap year, different professions;

extracts from the books: The Client by J. Grisham, No Gumption by R. Baker, The Red-Headed League by A. Conan Doyle, Bright Particular Star by M. Garthwaite, Foreign Affair by E. Rutland, Dracula by B. Stoker; articles from the Current magazine, from the Internet

II. Reading Skills:

reading for the main idea, reading for specific information, reading for detail, anticipating, drawing conclusions, guessing the meaning by analogy/word formation/ context, identifying supporting details, interpreting figurative language, learning to translate, making value judgements, recognising grammar structures, recognising specific functions, understanding implied ideas, understanding references, understanding relations within a text

III. Grammar Structures:

New: reported speech orders/recommendations; phrasal verbs; word building: suffix -ee.

For revision: pronouns: personal, possessive, reflexive, indefinite, relative (whoever); possessive case of nouns; perfect tenses; if/when-clauses; word building: suffixes of nouns, adjectives and adverbs, conversion, compound nouns

IV. New Lexical Items: 49

I. compositions about working or studying abroad, job satisfaction; letters about summer jobs, career plans

II. Writing Skills:

taking notes, making notes, writing a composition (using lexical and grammatical cohesion devices), writing a personal letter, an official letter (a CV, a letter of application)

III. Projects:

Jobs Around Us. My Action Plan “Getting Ready for the Future”. The World of Work in Russia

Unit 6. My Country in the World

Topics, situations

Intercultural awareness

Speaking

Listening

Reading

Writing

What does the world know about your country? In what fields has Britain/Russia influenced the world?

What people make your country famous?

Why is English a world language?

What is the role of the Russian language in the world?

Why do you study English? How do you learn English?

What attracts people to Britain/your country?

What charity organisations in Britain/your country do you know?

What would you tell your foreign friend about Russia?

the European Union, the United Nations, the Commonwealth, the Commonwealth of Independent States, the Nobel Prize, the Impressionists, the Royal Society, Pink Floyd, the Rolling Stones, The Pride of Britain Awards; a native language, an official language, Esperanto, standard English, the lingua franca, a native speaker;

Britain’s attractions: the Tate Gallery, the National Gallery, St Paul’s Cathedral, Westminster Abbey, etc.; Comic Relief;

famous people and their achievements: I. Newton, M. Faraday, E. Rutherford, G. Stephenson, W. Turner, S. Johnson, Ch. Wren, Ch. Darwin, F. Drake, R. Baden-Powell, A. Fleming, A. Turing, S. Redgrave, J. Harrison, D. Mendeleev, S. Korolev, G. Ulanova, I. Bunin, Zh. Alferov, A. Nemov, A. Solzhenitsyn, V Dal, K. Malevich, A. Leonov, etc.;

famous people of the USA: G. Washington, Th. Jefferson, U. Grant, A. Lincoln, B. Franklin, Th. Edison, A. Einstein, the Wright brothers, S. Foster, H. Longfellow, H. B. Stowe, W. Whitman, Th. Paine, P Henry, R. Lee, U. Grant, Betsy Ross

I. about

some aspects of the life in Russia, famous people of Russia, the role of the Russian language in the world, why you learn English, the way you learn English, why you’d like to go to Britain

II. Functions:

New: recommending, agreeing/disagreeing.

For revision: reporting, explaining, giving advice, asking for and giving information, giving arguments, evaluating

III. Grammar Structures:

For revision: word formation: noun suffixes: -ist, -er, -ation, -ment, -ian, -tion, -ion, adjective suffixes: -ic, -al, -ful; relative clauses with whose, who; infinitive as an attribute after the first, the only, the last; degrees of comparison of adverbs and adjectives; First, Second and Third Conditionals

IV. New Lexical Items: 27

I. to the teachers talking about BE and AE, the teens talking about the way they learn English, the BTA’s point of view on some reasons for visiting Britain, five announcements of the East Sussex information centre, the announcement of a cruise

II. Listening Skills:

listening for the main idea, listening for detail, listening for specific information, anticipating, identifying the main idea, note taking

I. about the official view of Britain, foreigners’ opinions about Britain/Russia, E. Rutherford, the role of the English language in the world, the teenagers’ opinions about the languages they study, language teachers’ advice how to learn a foreign language, Comic Relief, Queen Elizabeth II; an article It Starts with Tea: a day in the Life of Queen Elizabeth II by C. Fay de Lestrac, stories On Not Knowing English by G. Mikes, I Am the USA (author unknown);

extracts from books: Back Home by M. Magorian, Three Men on the Bummel by J. K. Jerome

II. Reading Skills:

guessing meaning by analogy/context/word formation, learning to translate, matching, understanding relations within a text, reading for the main idea, reading for detail, reading for specific information, anticipating, drawing conclusions, expressing personal opinions, understanding references, predicting outcomes, understanding implied ideas, using reference materials, using a dictionary

III. Grammar Structures:

New: objective participial construction; word building: prefixes dis-, mis-; conjunction so that.

For revision: V3, Ving forms

IV. New Lexical Items: 44

I. А letter about your reasons for choosing English to study;

a composition about studying abroad at a high school, about Russia, about the UK

II. WritingSkills:

taking notes, making notes, letter writing, writing a composition using lexical cohesion devices

III. Projects:

My Country in the World.

A—Z of My Country.

The Role of the Russian Language in the World

Unit 7. Our School Yearbook

Topics, situations

Intercultural awareness

Speaking

Listening

Reading

Writing

What school activities and events do British and American schoolchildren write in their yearbook about?

Why and how do British and American schoolchildren honour their schoolmates?

What do British and American schoolchildren write in their yearbook about their achievements, ambitions and plans for the future?

How is the tradition of homecoming observed in the United States of America?

school yearbook, homecoming, alumni, pep rally

I. about the annual events, excursions and school trips, competitions, other extracurricular activities and clubs at your school, your interests and hobbies, your achievements, ambitions and plans for the future

II. Functions:

For revision: expressing opinion, explaining, saying you are willing/unwilling to do something, agreeing/disagreeing, asking for explanation, reporting

III. Grammar Structures:

For revision: tenses; reported speech; reported questions; modal verbs; reflexive pronouns

IV. New Lexical Items: —

I. about how teenagers spend their free time, their interests and hobbies, their favourite school events and extracurricular activities, their achievements, ambitions and plans for the future

II. Listening Skills:

listening for detail, listening for specific information

I. about how teenagers spend their free time, their favourite school events and extracurricular activities, their achievements, ambitions and plans for the future; extracts from the school yearbook, from the book Middle School Blues by L. Kassem, from the story Sonny’s Blues by J. Baldwin

II. Reading Skills:

reading for detail, reading for specific information, anticipating, understanding references, understanding relations within a text, guessing the meaning of unfamiliar lexical items by context, using a dictionary, learning to translate, relating information to personal experience

III. Grammar Structures:

For revision: tenses, reported speech, reflexive pronouns, modal verbs, adverbs, adjectives

IV. New Lexical Items: —

I. a composition and a personal letter about your school life, your classmates, your plans for the future

II. Writing Skills:

taking notes, making notes, letter writing

III. Projects:

What Makes Our School Special.

The Most Outstanding Pupils of My Class.

Our Plans and Ambitions





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