1.
| Unit
| Strands
| Learning objectives
|
| Term 1
|
| 1 Home and away
Homes
Cities and countries
Weather and climate
| Content
| 5.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups;
5.1.6.1 - organise and present information clearly to others;
5.1.8.1 - develop intercultural awareness through reading and discussion;
5.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings
|
| Listening
| 5.2.1.1 - understand a sequence of supported classroom instructions;
5.2.3.1 - understand an increasing range of unsupported basic questions on general and curricular 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
|
| Speaking
| 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;
5.3.4.1 - respond with limited flexibility at sentence level to unexpected comments on an increasing 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
|
| Reading
| 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;
5.4.5.1 - deduce meaning from context in short texts on a limited range of familiar general and curricular topics
|
| Writing
| 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;
5.5.6.1 - link, with some support, sentences into coherent paragraphs 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
|
| Use of English
| 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;
5.6.3.1 - 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;
5.6.6.1 - use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics;
5.6.8.1 - use future forms will for predictions and be going to talk about already decided plans 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 of 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;
5.6.14.1 - 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
|
| 2 Living things
Plants
Animals
Human Beings
| Content
| 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
|
| Listening
| 5.2.1.1 - understand a sequence of supported classroom instructions;
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;
5.2.6.1 - deduce meaning from context in short, supported talk on an increasing range of general and curricular topics
|
| Speaking
| 5.3.1.1 - provide basic information about themselves and others at sentence level on an increasing range of general topics;
5.3.4.1 - respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics;
5.3.6.1 - 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
|
| Reading
| 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;
5.4.4.1 - read with some support a limited range of short fiction and non-fiction texts;
5.4.6.1 - recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics;
5.4.8.1 - use with some support familiar paper and digital reference resources to check meaning and extend understanding;
5.4.9.1 - recognize the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics
|
| Writing
| 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;
5.5.7.1 - 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
|
| Use of English
| 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;
5.6.3.1 - use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics;
5.6.9.1 - 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;
5.6.13.1 - use might may could to express possibility 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;
|
| Term 2
|
| 3 Values
Family relationships
Friendship
What we value
| Content
| 5.1.2.1 - use speaking and listening skills to provide sensitive feedback to peers;
5.1.5.1-use feedback to set personal learning objectives;
5.1.6.1- organize and present information clearly to others;
5.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings
|
| Listening
| 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;
5.2.6.1 - deduce meaning from context in short, 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
|
| Speaking
| 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
|
| Reading
| 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;
5.4.6.1- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics
|
| Writing
| 5.5.1.1- plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics;
5.5.3.1- write with support factual descriptions at text level which describe people, places and objects;
5.5.4.1- write with support a sequence of extended sentences in a paragraph to give basic personal information;
5.5.5.1- link without support sentences using basic coordinating connectors;
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
|
| Use of English
| 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;
5.6.5.1- 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;
5.6.13.1- use might may could to express possibility 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
|
| 4 The world of work
Professions
Outdoor, factory and service jobs
Work past and future
| Content
| 5.1.2.1- use speaking and listening skills to provide sensitive feedback to peers;
5.1.4.1- evaluate and respond constructively to feedback from 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
|
| Listening
| 5.2.1.1-understand a sequence of supported classroom instructions;
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
|
| Speaking
| 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;
5.3.6.1- 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
|
| Reading
| 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- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics;
5.4.7.1- recognize typical features at word, sentence and text level in a limited range of written genres
|
| Writing
| 5.5.3.1- write with support factual descriptions at text level which describe people, places and objects;
5.5.6.1- link, with some support, sentences into coherent paragraphs 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
|
| Use of English
| 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;
5.6.6.1- use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics;
5.6.9.1- 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
5.6.14.1- 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;
5.6.16.1- 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
|
| Term 3
|
| 5 Creativity
Art
Music
Stories and poems
| Content
| 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;
5.1.9.1 - 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
|
| Listening
| 5.2.1.1 -understand a sequence of supported classroom instructions;
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;
5.2.8.1 - understand supported narratives, including some extended talk, on an increasing range of general and curricular topics
|
| Speaking
| 5.3.1.1- provide basic information about themselves and others at sentence level on an increasing 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;
5.3.6.1- 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
|
| Reading
| 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;
5.4.6.1- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics
|
| Writing
| 5.5.1.1- plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics;
5.5.3.1- write with support factual descriptions at text level which describe people, places and objects;
5.5.4.1- write with support a sequence of extended sentences in a paragraph to give basic personal information;
5.5.6.1- link, with some support, sentences into coherent paragraphs 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
|
| Use of English
| 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;
5.6.3.1- use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics;
5.6.6.1- use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics;
5.6.10.1- use present continuous forms with present and future meaning 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
|
| 6 Reading for pleasure
| Content
| 5.1.4.1- evaluate and respond constructively to feedback from others;
5.1.5.1- use feedback to set personal learning objectives;
5.1.7.1- 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
|
| Listening
| 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;
5.2.6.1- 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
|
| Speaking
| 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;
5.3.6.1- 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
|
| Reading
| 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- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics;
5.4.8.1- use with some 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
|
| Writing
| 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 extended 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 coherent paragraphs 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
|
| 7 Fantasy world
Home and garden
City
World
| Content
| 5.1.4.1- evaluate and respond constructively to feedback from 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;
5.10- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
|
| Listening
| 5.2.1.1- understand a sequence of supported classroom instructions;
5.2.4.1- understand the main points of supported extended talk on a range of general and curricular 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
|
| Speaking
| 5.3.3.1- give an opinion at sentence level on a limited 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
|
| Reading
| 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;
5.4.6.1- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics
|
| Writing
| 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;
5.5.6.1- link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general 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
|
| Use of English
| 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;
5.6.3.1- 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;
5.6.14.1- 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;
5.6.16.1- 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
|
| Term 4
|
| 8 Sports
Sport for all
Rules and respect
Human body and exercise
| Content
| 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 - differing points of view;
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
|
| Listening
| 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;
5.2.8.1- understand supported narratives, including some extended talk, on an increasing range of general and curricular topics
|
| Speaking
| 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;
5.3.4.1- respond with limited flexibility at sentence level to unexpected comments on an increasing 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
|
| Reading
| 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;
5.4.4.1- read with some support a limited range of short fiction and non-fiction texts;
5.4.6.1- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics;
5.4.7.1- recognize typical features at word, sentence and text level in a limited range of written genres
|
| Writing
| 5.5.1.1- plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics;
5.5.4.1- write with support a sequence of extended sentences in a paragraph to give basic personal information;
5.5.6.1- link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics;
5.5.8.1- spell most high-frequency words accurately for a limited range of general topics
|
| Use of English
| 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;
5.6.6.1- use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics;
5.6.8.1- use future forms will for predictions and be going to talk about already decided plans 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;
5.6.12.1- 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
|
| 9 Holidays
Destinations
Holiday Activities
Transport
| Content
| 5.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups;
5.1.3.1- respect differing points of view;
5.1.4.1- evaluate and respond constructively to feedback from others;
5.1.8.1- develop intercultural awareness through reading and discussion
|
| Listening
| 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;
5.2.8.1- understand supported narratives, including some extended talk, on an increasing range of general and curricular topics
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| Speaking
| 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;
5.3.6.1- communicate meaning clearly at sentence level during, pair, group and whole class exchanges
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| Reading
| 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;
5.4.6.1- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics
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| Writing
| 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 extended sentences in a paragraph to give basic personal information;
5.5.6.1- link, with some support, sentences into coherent paragraphs 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
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| Use of English
| 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;
5.6.13.1- 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;
5.6.16.1- 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
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