Chapter 3. Learning objectives system
11. Education aims in the programme are presented by the codes. The first number in the code is a grade, the second one is the number of the strand, the third one is the number of the aim.
1) strand 1 «content»:
| Grade 5
| | low-mid A2
| | 5.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups
| | 5.1.2.1 -use speaking and listening skills to provide sensitive feedback to peers
| | 5.1.3.1-respect differing points of view
| | 5.1.4.1-evaluate and respond constructively to feedback from others
| | 5.1.5.1-use feedback to set personal learning objectives
| | 5.1.6.1-organize and present information clearly to others
| | 5.1.7.1-develop and sustain a consistent argument when speaking or writing
| | 5.1.8.1-develop intercultural awareness through reading and discussion
| | 5.1.9.1-use imagination to express thoughts, ideas, experiences and feelings
| | 5.1.10.1-use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
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2) strand 2 «listening»:
| Grade 5
| | low-mid A2
| | 5.2.1.1- understand a sequence of supported classroom instructions
| | 5.2.2.1 - understand an increasing range of unsupported basic questions which ask for personal information
| | 5.2.3.1- understand an increasing range of unsupported basic questions on general and curricular topics
| | 5.2.4.1 -understand the main points of supported extended talk on a range of general and curricular topics
| | 5.2.5.1 -understand most specific information and detail of short, supported talk on a wide range of familiar topics
| | 5.2.6.1-deduce meaning from context in short, supported talk on an increasing range of general and curricular topics
| | 5.2.7.1-recognize the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics
| | 5.2.8.1- understand supported narratives, including some extended talk, on an increasing range of general and curricular topics
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3) strand 3 «speaking»:
| Grade 5
| | low-mid A2
| | 5.3.1.1- provide basic information about themselves and others at sentence level on an increasing range of general topics
| | 5.3.2.1 - ask simple questions to get information about a limited range of general topics
| | 5.3.3.1- give an opinion at sentence level on a limited range of general and curricular topics
| | 5.3.4.1- respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics
| | 5.3.5.1- keep interaction going in basic exchanges on a growing range of general and curricular topics
| | 5.3.6.1- communicate meaning clearly at sentence level during, pair, group and whole class exchanges
| | 5.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics
| | 5.3.8.1- recount basic stories and events on a range of general and curricular topics
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4) strand 4 «reading»:
| Grade 5
| | low-mid A2
| | 5.4.1.1-understand the main points in a limited range of short simple texts on general and curricular topics
| | 5.4.2.1- understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics
| | 5.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics
| | 5.4.4.1- read with some support a limited range of short fiction and non-fiction texts
| | 5.4.5.1-deduce meaning from context in short texts on a limited range of familiar general and curricular topics
| | 5.4.6.1-recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics
| | 5.4.7.1-recognise typical features at word, sentence and text level in a limited range of written genres
| | 5.4.8.1-use with support familiar paper and digital reference resources to check meaning and extend understanding
| | 5.4.9.1-recognise the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics
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5) strand 5«writing»:
| Grade 5
| | low-mid A2
| | 5.5.1.1- plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics
| | 5.5.2.1- write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics
| | 5.5.3.1- write with support factual descriptions at text level which describe people, places and objects
| | 5.5.4.1-write with support a sequence of short sentences in a paragraph to give basic personal information
| | 5.5.5.1-link without support sentences using basic coordinating connectors
| | 5.5.6.1-link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics
| | 5.5.7.1-use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics
| | 5.5.8.1-spell most high-frequency words accurately for a limited range of general topics
| | 5.5.9.1-punctuate written work at text level on a limited range of familiar general with some accuracy
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6) strand 6 «use of English»:
| Grade 5
| | low-mid A2
| | 5.6.1.1- use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics
| | 5.6.2.1-use quantifiers many, much, a lot of, a few on a limited range of familiar general and curricular topics
| | 5.6.3.1- use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics
| | 5.6.4.1-use determiners including any, no each, every on a limited range of familiar general and curricular topics
| | 5.6.5.1-
use questions, including tag questions to seek agreement, and clarify meaning on a limited range of familiar general and curricular topics
| | 5.6.6.1-use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics
| | 5.6.7.1-use simple perfect forms of common verbs to express what has happened [indefinite time] on a limited range of familiar general and curricular topics
| | 5.6.8.1-use future forms “will” for predictions and “be going to” to talk about already decided plans on a limited range of familiar general and curricular topics
| | 5.6.9.1-use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics
| | 5.6.10.1-use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics
| | 5.6.11.1-use be/look/sound/feel/taste/smell like and use be made on a limited range of familiar general and curricular topics
| | 5.6.12.1-use common regular and irregular adverbs, 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
| | 5.6.13.1-use might may could to express possibility on a limited range of familiar general and curricular topics
| | 5.6.14.1-
use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics
| | 5.6.15.1 - use common verbs followed by infinitive verb / verb + ing patterns on a limited range of familiar general and curricular topics
| | 5.6.16.1 - use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics
| | 5.6.17.1-use if clauses (in zero conditionals); use where clauses use before/after clauses (with past reference)
use defining relative clauses with which who that where to give details
on a limited range of familiar general and curricular topics
| 12. Настоящая учебная программа реализуется в соответствии с Долгосрочным
планом к Типовой учебной программе по учебному предмету «Английский язык»
для 5-9 классов уровня основного среднего образования по обновленному
содержанию. (Согласно приложению)
Приложение
к Типовой учебной программе
по учебному предмету «Английский язык»
для 5-9 классов уровня основного
среднего образования по
обновленному содержанию
Долгосрочный план
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