2018-2019 оқужылы/учебныйгод/academic year
| № | № | Theme | Hours | Strands/Learning objectives | Date | |||||||||
| 1 term | ||||||||||||||
| Unit 1. Our Class | 6 v | 6g | ||||||||||||
| Diagnostic Test. Our Class Vocabulary | 6.4.1.1understandthe main points in a limited range of short simple texts on general and curricular topics 6.3.1.1- provide basic information about themselves and others at discourse level on a range of general topics; 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics | |||||||||||||
| School | 6.2.2.1- understand more complex supported questions which ask for personal information; 6.6.9.1- 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; 6.2.2.1- understand more complex supported questions which ask for personal information; | |||||||||||||
| School Subjects | 6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics; 6.2.2.1- understand more complex supported questions which ask for personal information; 6.6.9.1- 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; | |||||||||||||
| Students around the world | 6.4.4.1 read and understand with some support a limited range of short fiction and non-fiction texts 6.4.2.1 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 6.1.3.1 - respect differing points of view 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics | |||||||||||||
| Compound nouns, abstract nouns and noun phrases / sport | 6.4.1.1 understand the main points in a limited range of short simple texts on general and curricular topics 6.3.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.6.15.1 - use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics | |||||||||||||
| The present simple and the present continuous / adverbs of frequency | 6.4.2.1 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 6.1.3.1 - respect differing points of view 6.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; | |||||||||||||
| Adverbs of frequency / the –ingform and the to-infinitive / the comparative forms of adverbs | 6.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 6.3.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; | |||||||||||||
| Classroom objects | 6.2.1.1 - understand a longer sequence of supported classroom instructions; 6.4.1.1 understandwith littlesupportspecific informationanddetail inshort,simpletexts onalimitedrangeof generalandcurricular topics 6.13.1 use mightmaycould to express possibility on a limited range of familiar general and curricular topics 6.4.2.1 - understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; | |||||||||||||
| School areas / prepositions of direction/movement | 6.4.8.1usewithsome supportfamiliarpaper anddigitalreference resources tocheck meaning andextend understanding 6.4.9.1 recognize the difference between factandopinionin short,simpletextson anincreasingrangeof generalandcurricular topics; 6.5.2.1- write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics; | |||||||||||||
| School rules / must/mustn't, need, should / regular and irregular adverbs | 6.4.1.1 understandwith littlesupportspecific informationanddetail inshort,simpletexts onalimitedrangeof generalandcurricular topics 6.13.1.1- use mightmaycould to express possibility on a limited range of familiar general and curricular topics 6.4.8.1usewithsome supportfamiliarpaper anddigitalreference resources tocheck meaning andextend understanding | |||||||||||||
| Punctuation / write an email to a pen-friend. | 6.4.1.1 understandwithlittlesupportspecificinformationanddetailinshort,simpletextsonalimitedrangeofgeneralandcurricular topics 6.13.1.1- use mightmaycould to express possibility on a limited range of familiar general and curricular topics | |||||||||||||
| SAU1. Unit revision | 6.2.2.1 (6.L2) Understand more complex supported questions which ask for personal information 6.3.2.1 (6.S2) Ask simple questions to get information about a growing range of general topics | |||||||||||||
| Unit 2. Helping and Heroes | ||||||||||||||
| The benefits of learning a foreign language | 6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges; 6.6.5.1 - use questions including questions with whose, how often, how long and a growing range of tag questions on a growing range of familiar general and curricular topics; 6.1.1.1- use speaking and listening skills to solve problems creatively and cooperativelyingroups; | |||||||||||||
| Historical figures | 6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges; 6.6.5.1 - use questions including questions with whose, how often, how long and a growing range of tag questions on a growing range of familiar general and curricular topics; 6.4.2.1 - understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; | |||||||||||||
| A historical figure | 6.4.2.1 - understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics; 6.5.3.1 -write with some support about personal feelings and opinion on a limited range of familiar general and curricular topics; | |||||||||||||
| Vocabulary for appearance / describing character | 6.2.1.1- understand a longer sequence of supported classroom instructions; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics 6.5.2.1 - write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics; | |||||||||||||
| Pronunciation of /t/, /d/, /Id/ (Past Simple verb endings) / Past Simple affirmative / Past Simple negative | 6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics; 6.4.2.1 - understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges; | |||||||||||||
| Past Simple interrogative / time expressions / prepositions of movement | 6.4.2.1 - understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges; 6.2.8.1- understand supported narratives including some extended talk, on a range of general and curricular topics | |||||||||||||
| Adverbs of degree and too/enough | 6.4.1.1 - understand the main points in a growing range of short, simple texts on general and curricular topics; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics 6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics; | |||||||||||||
| Practise pronunciation / practice role-playing | 6.5.3.1 -write with some support about personal feelings and opinion on a limited range of familiar general and curricular topics; 6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges; | |||||||||||||
| SAU 2. Unit revision | 6.4.6.1 (6.R6) Recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics 6.5.3.1 (6.W3) Write with some support about personal feelings and opinion on a limited range of familiar general and curricular topics 6.5.8.1 (6.W8) Spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics | |||||||||||||
| The –ing form and the to-infinitive | 6.5.3.1 -write with some support about personal feelings and opinion on a limited range of familiar general and curricular topics; 6.2.7.1- recognize the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics; 6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges; | |||||||||||||
| SAT 1 | 6.2.5.1 (6.L5) Understand most specific information and detail of supported, extended talk on a range of general and curricular topics 6.4.1.1 (6.R1) Understand the main points in a growing range of short, simple texts on general and curricular topics curricular topics 6.5.1.1 (6.W1) Plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics 6.3.1.1 (6.S1) Provide basic information about themselves and others at discourse level on a range of general topics 6.3.3.1 (6.S3) Give an opinion at sentence and discourse level on an increasing range of general and curricular topics | |||||||||||||
| Writing a biography | 6.4.2.1 - understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.5.3.1 -write with some support about personal feelings and opinion on a limited range of familiar general and curricular topics; | |||||||||||||
| 2 term | ||||||||||||||
| Unit 3. Our Countryside | ||||||||||||||
| Past simple | 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.4.2.1-understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.4.4.1- read independently a limited range of short simple fiction and non-fiction texts; | |||||||||||||
| Prepositions of movement | 6.4.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics 6.1.1.1- use speaking and listening skills to solve problems creatively and cooperativelyingroups; | |||||||||||||
| Vocabulary for countryside | 6.6.3.1- use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics | |||||||||||||
| Basic adjectives describing geographical features | 6.2.1.1- understand a longer sequence of supported classroom instructions; 6.4.2.1-understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectivesontheworld | |||||||||||||
| Grammar practice | 6.6.7.1 use simple perfect forms of common verbsto express what has happened [indefinitetime]on a limited range of familiargeneral and curricular topics 6.2.1.1- understand a longer sequence of supported classroom instructions; 6.4.2.1-understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; | |||||||||||||
| Present perfect/ for/since | 6.6.7.1 use simple perfect forms of common verbsto express what has happened [indefinitetime]on a limited range of familiargeneral and curricular topics 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics; | |||||||||||||
| Weather vocabulary | 6.5.2.1- write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics;6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics 6.1.1.1- use speaking and listening skills to solve problems creatively and cooperativelyingroups; | |||||||||||||
| Booking a holiday | 6.3.2.1- ask simple questions to get information about a growing range of general topics; 6.3.8.1- recount some extended stories and events on a limited range of general and curricular topics 6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectivesontheworld | |||||||||||||
| The places of natural beauty | 6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectivesontheworld | |||||||||||||
| Talking about the geography | 6.6.16.1- use conjunctions if, when, where, so, and, or, but, because, before, after to link parts of sentences in short texts on a growing range of familiar general and curricular topics; 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; | |||||||||||||
| Lexico-grammatical structure/ linkers. | 6.4.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding 6.6.8.1 use future forms will forpredictionsand begoingto to talk about already decided plans on a limited range of familiar general and curricular topics | |||||||||||||
| SAU3. Unit revision | 6.2.4.1 (6.L4) Understand with limited support the main points of extended talk on a range of general and curricular topics 6.3.3.1 (6.S3) Give an opinion at sentence and discourse level on an increasing range of general and curricular topics 6.3.8.1 (6.S8) Recount some extended stories and events on a limited range of general and curricular topics | |||||||||||||
| Unit 4. Drama and Comedy | ||||||||||||||
| Drama and Comedy. Vocabulary | 6.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics; 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics | |||||||||||||
| Reading excerpts | 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6.3.5.1 - keep interaction going in longer exchanges on a range of general and curricular topics; 6.1.3.1 - respect differing points of view; | |||||||||||||
| Literary elements | 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics 6.5.2.1- write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics; | |||||||||||||
| Past simple | 6.3.2.1 - ask simple questions to get information about a growing range of general topics; 6.3.6.1 - communicate meaning clearly at sentence level during, pair, group and whole class exchanges 6.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts | |||||||||||||
| Past continuous | 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; 6.3.2.1 - ask simple questions to get information about a growing range of general topics; 6.3.6.1 communicate meaning clearly at sentence level during, pair, group andwholeclassexchanges | |||||||||||||
| Basic vocabulary for describing a film | 6.3.5.1 - keep interaction going in longer exchanges on a range of general and curricular topics; 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6.3.6.1 -communicate meaning clearly at sentence level during, pair, group and whole class exchanges | |||||||||||||
| Role-play | 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics | |||||||||||||
| Pronunciation of /i:/ and /I/ | 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics 6.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics | |||||||||||||
| SAU4. Unit revision | 6.4.2.1 (6.R2) Understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6.5.2.1 (6.W2) Write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics 6.5.5.1 (6.W5) Develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics 6.6.15.1 (6.UE15) Use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics | |||||||||||||
| Presentation of your favorite writer | 6.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.1.3.1 - respect differing points of view; 6.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectivesontheworld | |||||||||||||
| SAT 2 | 6.2.6.1 (6.L6) Deduce meaning from context in supported extended talk on a range of general and curricular topics 6.4.3.1 (6.R3) Understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts 6.5.2.1 (6.W2) Write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics 6.5.8.1 (6.W8) Spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics 6.6.14.1 (6.UE14) 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 prepositional phrases on a growing range of familiar general and curricular topics 6.3.7.1 (6.S7) Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics | |||||||||||||
| Story writing. | 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6.1.6.1 - organise and present information clearly to others; | |||||||||||||
| 3 Term | ||||||||||||||
| Unit 5. Our Health | ||||||||||||||
| Illnesses/ailments | 6.4.4.1- read independently a limited range of short simple fiction and non-fiction texts; 6.4.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics | |||||||||||||
| The modal verb “have to” | 6.4.6.1- recognize the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics curricular topics; 6.6.13.1- use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular topics; 6.5.7.1- use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics; | |||||||||||||
| Countable/uncountable nouns and quantifiers | 6.6.2.1- use quantifiers including more, little, few less, fewer not as many, not as much on a growing range of familiar general and curricular topics; 6.4.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups; | |||||||||||||
| Designing a healthy menu | 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics curricular topics; 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 6.1.9.1- use imagination to express thoughts, ideas, experiences and feelings; 6.1.8.1- develop intercultural awareness through reading and discussion; 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics; | |||||||||||||
| Ordering food | 6.3.1.1- provide basic information about themselves and others at discourse level on a range of general topics; 6.4.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding 6.1.9.1- use imagination to express thoughts, ideas, experiences and feelings; 6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world | |||||||||||||
| Talking about health | 6.3.6.1- communicate meaning clearly at sentence and discourse level during pair, group and whole class exchanges; 6.1.8.1- develop intercultural awareness through reading and discussion; 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics; | |||||||||||||
| Health services | 6.4.4.1- read independently a limited range of short simple fiction and non-fiction texts; 6.6.13.1- use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular topics; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics curricular topics; 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; | |||||||||||||
| Germs | 6.6.13.1- use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular topics; 6.5.1.1- plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics; | |||||||||||||
| Writing an email, infinite/-ing | 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics curricular topics; 6.6.13.1- use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular topics; 6.5.1.1- plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics; | |||||||||||||
| SAU5. Unit revision | 6.2.7.1 (6.L7) Recognise the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics 6.3.5.1 (6.S5) Keep interaction going in longer exchanges on a range of general and curricular topics 6.3.7.1 (6.S7) Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics | |||||||||||||
| Unit 6. Holidays and Travel. Reading and talking about film genres | ||||||||||||||
| Holiday activities | 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics; 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics; 6.6.8.1 - use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics; | |||||||||||||
| Tourist destination | 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics; | |||||||||||||
| “Will” and “be going to”/ affirmative and interrogative | 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics; 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics; 6.6.8.1 - use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics; | |||||||||||||
| “Going to” in the negative / the Present Continuous with future meaning | 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics; 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics; 6.6.8.1 - use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics; 6.6.10.1 - use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics | |||||||||||||
| Specific types of nouns / fixed future arrangements | 6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics; 6.2.8.1- understand supported narratives including some extended talk, on a range of general and curricular topics 6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics; 6.5.7.1- use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics; | |||||||||||||
| Synonymous phrases / intonation in questions | 6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 6.4.6.1- recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.5.7.1- use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics; | |||||||||||||
| Presentation on your own miniature model park | 6.4.9.1- recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 6.1.6.1- organise and present information clearly to others 6.5.7.1- use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics; | |||||||||||||
| Adjectives describing feelings /sequence of events | 6.2.8.1- understand supported narratives including some extended talk, on a range of general and curricular topics 6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 6.1.2.1- use speaking and listening skills to provide sensitive feedback to peers; 6.1.3.1- respect differing points of view; 6.6.3.1- use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics; 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; | |||||||||||||
| Order of adjectives / write an email | 6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 6.1.2.1- use speaking and listening skills to provide sensitive feedback to peers; 6.6.3.1- use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics; 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; | |||||||||||||
| SAU6. Unit revision | 6.4.5.1 (6.R5) Deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts 6.5.7.1 (6.W7) Use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics 6.5.8.1 (6.W8) Spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics 6.6.10.1 (6.UE10) Use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics | |||||||||||||
| Unit 7. Reading for Pleasure | ||||||||||||||
| Positive/negative adjectives | 6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 6.4.4.1.-read independently a limited range of short simple fiction and non-fiction texts; 6.4.1.1.- understand the main points in a growing range of short, simple texts on general and curricular topics; 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; | |||||||||||||
| Character adjectives | 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.4.7.1-recognise typical features at word, sentence and text level in a range of written genres 6.4.1.1.- understand the main points in a growing range of short, simple texts on general and curricular topics; 6.1.7.1- develop and sustain a consistent argument when speaking or writing | |||||||||||||
| Subject in a sentence. | 6.4.7.1-recognise typical features at word, sentence and text level in a range of written genres 6.4.1.1.- understand the main points in a growing range of short, simple texts on general and curricular topics; 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.4.7.1-recognise typical features at word, sentence and text level in a range of written genres; | |||||||||||||
| It and there in the sentences | 6.4.1.1.- understand the main points in a growing range of short, simple texts on general and curricular topics; 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.4.4.1.-read independently a limited range of short simple fiction and non-fiction texts; 6.5.4.1-write with some support topics with some paragraphs to give basic personal information; | |||||||||||||
| Map of a fictional land | 6.4.1.1.- understand the main points in a growing range of short, simple texts on general and curricular topics; 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.4.4.1.-read independently a limited range of short simple fiction and non-fiction texts; 6.5.4.1-write with some support topics with some paragraphs to give basic personal information; | |||||||||||||
| Characters' feelings | 6.4.8.1-use independently familiar paper and digital reference resources to check meaning and extend understanding; 6.4.4.1.-read independently a limited range of short simple fiction and non-fiction texts; 6.4.7.1-recognise typical features at word, sentence and text level in a range of written genres; 6.1.7.1- develop and sustain a consistent argument when speaking or writing | |||||||||||||
| Other/another/all/any in the sentences | 6.4.8.1-use independently familiar paper and digital reference resources to check meaning and extend understanding; 6.4.4.1.-read independently a limited range of short simple fiction and non-fiction texts; 6.4.7.1-recognise typical features at word, sentence and text level in a range of written genres; 6.1.7.1- develop and sustain a consistent argument when speaking or writing | |||||||||||||
| Presentation of the fairy tale | 6.4.8.1-use independently familiar paper and digital reference resources to check meaning and extend understanding; 6.4.4.1.-read independently a limited range of short simple fiction and non-fiction texts; 6.4.7.1-recognise typical features at word, sentence and text level in a range of written genres; 6.1.7.1- develop and sustain a consistent argument when speaking or writing | |||||||||||||
| SAT 3 | 6.2.8.1 (6.L8) Understand supported narratives including some extended talk, on a range of general and curricular topics 6.4.4.1 (6.R4) Read independently a limited range of short simple fiction and non-fiction texts 6.5.5.1 (6.W5) Develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics 6.5.6.1 (6.W6) Link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 6.6.8.1 (6.UE8) Use future form “will” to make offers, promises, and predictions on a growing range of familiar general and curricular topics 6.3.4.1 (6.S4) Respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics 6.3.6.1 (6.S6) Communicate meaning clearly at sentence and discourse level during pair, group and whole class exchanges. | |||||||||||||
| all and any /give additional information | 6.4.8.1-use independently familiar paper and digital reference resources to check meaning and extend understanding; 6.4.4.1.-read independently a limited range of short simple fiction and non-fiction texts; 6.4.7.1-recognise typical features at word, sentence and text level in a range of written genres; 6.1.7.1- develop and sustain a consistent argument when speaking or writing | |||||||||||||
| 4 term | ||||||||||||||
| Unit 8. Our Neighbourhood | ||||||||||||||
| Future tense will/won’t. | 6.3.2.1- ask simple questions to get information about a growing range of general topics; 6.1.3.1-respect differing points of view 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; 6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics; | |||||||||||||
| Prepositions of place | 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics; 6.6.6.1- 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; 6.6.9.1- 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; | |||||||||||||
| Present continuous (future meaning) | 6.6.6.1- 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; 6.6.9.1- 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; | |||||||||||||
| Passive Forms | 6.6.6.1- 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; 6.6.9.1- 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; | |||||||||||||
| Some/any/every/no in the sentences | 6.2.4.1- understand with limited support the main points of extended talk on a range of general and curricular topics; 6.4.7.1- recognise typical features at word, sentence and text level in a range of written genres 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; | |||||||||||||
| The passive(present simple/past simple) | 6.1.3.1-respect differing points of view 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; | |||||||||||||
| Role-playing and act out dialogues asking for and giving directions | 6.1.3.1-respect differing points of view 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; | |||||||||||||
| Question tags | 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; 6.4.7.1- recognise typical features at word, sentence and text level in a range of written genres 6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics; | |||||||||||||
| Relative pronouns | 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; 6.3.2.1- ask simple questions to get information about a growing range of general topics; | |||||||||||||
| Defining relatives clauses | 6.1.3.1-respect differing points of view 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics; | |||||||||||||
| The value of being a good neighbour | 6.6.9.1- 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; 6.6.13.1- use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular topics; | |||||||||||||
| SAU 7. Unit revision | 6.2.5.1 (6.L5) Understand most specific information and detail of supported, extended talk on a range general and curricular topics 6.3.1.1 (6.S1) Provide basic information about themselves and others at discourse level on a range of general topics 6.3.2.1 (6.S2) Ask simple questions to get information about a growing range of general topics | |||||||||||||
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| Transport. Modals | 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics; 6.4.4.1- read independently a limited range of short simple fiction and non-fiction texts; 6.3.8.1- recount some extended stories and events on a limited range of general and curricular topics | |||||||||||||
| Means of transport | 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics; 6.4.4.1- read independently a limited range of short simple fiction and non-fiction texts; 6.3.8.1- recount some extended stories and events on a limited range of general and curricular topics | |||||||||||||
| Prepositions relating to transport by,on,in | 6.5.9.1- punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy 6.6.2.1- use quantifiers including more, little, few, less, fewer not as many, not as much on a growing range of familiar general and curricular topics; 6.6.5.1- use questions including questions with whose, how often, how long and a growing range of tag questions on a growing range of familiar general and curricular topics; 6.6.17.1- use subordinate clauses following think know believe hope, say, tell; use subordinate clauses following sure, certain; use defining relative clauses with which who that where on a growing range of familiar general and curricular topics | |||||||||||||
| Verbs relating to transport | 6.2.4.1- understand with limited support the main points of extended talk on a range of general and curricular topics; 6.3.2.1- ask simple questions to get information about a growing range of general topics; 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics; | |||||||||||||
| Practice both... and, neither … nor, either... or. | 6.6.5.1- use questions including questions with whose, how often, how long and a growing range of tag questions on a growing range of familiar general and curricular topics; 6.6.17.1- use subordinate clauses following think know believe hope, say, tell; use subordinate clauses following sure, certain; use defining relative clauses with which who that where on a growing range of familiar general and curricular topics 6.6.2.1- use quantifiers including more, little, few, less, fewer not as many, not as much on a growing range of familiar general and curricular topics; | |||||||||||||
| Comparatives & superlatives | 6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.1.8.1- develop intercultural awareness through reading and discussion; 6.4.4.1- read independently a limited range of short simple fiction and non-fiction texts; | |||||||||||||
| Relative pronouns/defining relative clauses | 6.6.5.1- use questions including questions with whose, how often, how long and a growing range of tag questions on a growing range of familiar general and curricular topics; 6.6.17.1- use subordinate clauses following think know believe hope, say, tell; use subordinate clauses following sure, certain; use defining relative clauses with which who that where on a growing range of familiar general and curricular topics 6.6.2.1- use quantifiers including more, little, few, less, fewer not as many, not as much on a growing range of familiar general and curricular topics; | |||||||||||||
| How to stay safe while using public transport | 6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.1.8.1- develop intercultural awareness through reading and discussion; 6.4.4.1- read independently a limited range of short simple fiction and non-fiction texts; | |||||||||||||
| SAU 8. Unit revision | 6.4.8.1 (6.R8) Use independently familiar paper and digital reference resources to check meaning and extend understanding 6.5.6.1 (6.W6) Link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 6.5.9.1 (6.W9) Punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy | |||||||||||||
| Lexico-grammatical structure (missing words) | 6.4.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding 6.2.4.1- understand with limited support the main points of extended talk on a range of general and curricular topics; 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics; | |||||||||||||
| SAT 4 | ||||||||||||||
| The value of green transport | 6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics; | |||||||||||||