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 | Grade 6 | Grade 7 | Grade 8 | Grade 9 |
| low-mid A2 | mid-high A2 | low B1 | mid B1 | high B1 |
| 5.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups | 6.1.1.1 -use speaking and listening skills to solve problems creatively and cooperatively in groups | 7.1.1.1 -use speaking and listening skills to solve problems creatively and cooperatively in groups | 8.1.1.1-use speaking and listening skills to solve problems creatively and cooperatively in groups | 9.1.1.1 -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 | 6.1.1.2 -use speaking and listening skills to provide sensitive feedback to peers | 7.1.1.2 -use speaking and listening skills to provide sensitive feedback to peers | 8.1.1.2.-use speaking and listening skills to provide sensitive feedback to peers | 9.1.1.2-use speaking and listening skills to provide sensitive feedback to peers |
| 5.1.3.1-respect differing points of view | 6.1.1.3-respect differing points of view | 7.1.1.3-respect differing points of view | 8.1.1.3-respect differing points of view | 9.1.1.3-respect differing points of view |
| 5.1.4.1-evaluate and respond constructively to feedback from others | 6.1.1.4-evaluate and respond constructively to feedback from others | 7.1.1.4-evaluate and respond constructively to feedback from others | 8.1.1.4-evaluate and respond constructively to feedback from others | 9.1.1.4-evaluate and respond constructively to feedback from others |
| 5.1.5.1-use feedback to set personal learning objectives | 6.1.1.5 -use feedback to set personal learning objectives | 7.1.1.5- -use feedback to set personal learning objectives | 8.1.1.5-use feedback to set personal learning objectives | 9.1.1.5 -use feedback to set personal learning objectives |
| 5.1.6.1-organize and present information clearly to others | 6.1.1.6 -organize and present information clearly to others | 7.1.1.6-organize and present information clearly to others | 8.1.1.6-organize and present information clearly to others | 9.1.1.6-organize and present information clearly to others |
| 5.1.7.1-develop and sustain a consistent argument when speaking or writing | 6.1.1.7-develop and sustain a consistent argument when speaking or writing | 7.1.1.7-develop and sustain a consistent argument when speaking or writing | 8.1.1.7-develop and sustain a consistent argument when speaking or writing | 9.1.1.7-develop and sustain a consistent argument when speaking or writing |
| 5.1.8.1-develop intercultural awareness through reading and discussion | 6.1.1.8-develop intercultural awareness through reading and discussion | 7.1.1.8-develop intercultural awareness through reading and discussion | 8.1.1.8-develop intercultural awareness through reading and discussion | 9.1.1.8-develop intercultural awareness through reading and discussion |
| 5.1.9.1-use imagination to express thoughts, ideas, experiences and feelings | 6.1.1.9-use imagination to express thoughts, ideas, experiences and feelings | 7.1.1.9-use imagination to express thoughts, ideas, experiences and feelings | 8.1.1.9-use imagination to express thoughts, ideas, experiences and feelings | 9.1.1.9-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 | 6.1.1.10-use talk or writing as a means of reflecting on and exploring a range of perspectives on the world | 7.1.1.10-use talk or writing as a means of reflecting on and exploring a range of perspectives on the world | 8.1.1.10-use talk or writing as a means of reflecting on and exploring a range of perspectives on the world | 9.1.1.10-use talk or writing as a means of reflecting on and exploring a range of perspectives on the world |
2) strand 2 «listening»:
| Grade 5 | Grade 6 | Grade 7 | Grade 8 | Grade 9 |
| low-mid A2 | mid-high A2 | low B1 | mid B1 | high B1 |
| 5.2.1.1- understand a sequence of supported classroom instructions | 6.2.1.1-understand longer sequences of supported classroom instructions | 7.2.1.1- understand with little support the main points in extended talk on a limited range of general and curricular topics | 8.2.1.1 -understand with little or no support the main points in extended talk on a wide range of general and curricular topics | 9.1.1.1 -understand the main points in unsupported extended talk on a wide range of general and curricular topics |
| 5.2.2.1 - understand an increasing range of unsupported basic questions which ask for personal information | 6.2.2.1- understand more complex supported questions which ask for personal information | 7.2.2.1- understand with little support most specific information in extended talk on a limited range of general and curricular topics | 8.2.2.1-understand with little or no support most specific information in extended talk on a wide range of general and curricular topics | 9.2.2.1- understand most specific information in unsupported extended talk on a wide range of general and curricular topics |
| 5.2.3.1- understand an increasing range of unsupported basic questions on general and curricular topics | 6.2.3.1- understand more complex supported questions on a growing range of general and curricular topics | 7.2.3.1- understand with some support most of the detail of an argument in extended talk on a limited range of general and curricular topics | 8.2.3.1- understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics | 9.2.3.1- understand most of the detail of an argument in unsupported extended talk on a wide range of general and curricular topics |
| 5.2.4.1 -understand the main points of supported extended talk on a range of general and curricular topics | 6.2.4.1- understand with limited support the main points of extended talk on a range of general and curricular topics | 7.2.4.1- understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics | 8.2.4.1 -understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics | 9.2.4.1 -understand most of the implied meaning in unsupported extended talk on a wide 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 | 6.2.5.1-understand most specific information and detail of short, supported talk on a wide range of general and curricular topics | 7.2.5.1-recognise the opinion of the speaker(s) in supported extended talk on a range of general and curricular topics | 8.2.5.1-recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics | 9.2.5.1- recognize the opinion of the speaker(s) in unsupported extended talk on a wide 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 | 6.2.6.1-deduce meaning from context in short, supported talk on an increasing range of general and curricular topics | 7.2.6.1-deduce meaning from context with little support in extended talk on a limited range of general and curricular topics | 8.2.6.1- deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics | 9.2.6.1-deduce meaning from context in unsupported extended talk on a wide 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 | 6.2.7.1- recognize the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics | 7.2.7.1- begin to recognize typical features at word, sentence and text level of a limited range of spoken genres | 8.2.7.1- recognize typical features at word, sentence and text level of a growing range of spoken genres | 9.2.7.1- recognize typical features at word, sentence and text level of a range of spoken genres |
| 5.2.8.1- understand supported narratives, including some extended talk, on an increasing range of general and curricular topics | 6.2.8.1- understand supported narratives including some extended talk, on a range of general and curricular topics - | 7.2.1.8- understand supported narratives on a wide range of general and curricular topics | 8.2.8.1- understand extended narratives on a wide range of general and curricular topics | 9.2.8.1- begin to recognize inconsistencies in argument in extended talk on a growing range of general and curricular subjects |
3) strand 3 «speaking»:
| Grade 5 | Grade 6 | Grade 7 | Grade 8 | Grade 9 |
| low-mid A2 | mid-high A2 | low B1 | mid B1 | high B1 |
| 5.3.1.1- provide basic information about themselves and others at sentence level on an increasing range of general topics | 6.3.1.1- provide basic information about themselves and others at discourse level on a range of general topics | 7.3.1.1- use formal and informal registers in their talk on a limited range of general and curricular topics | 8.3.1.1- use formal and informal registers in their talk on a growing range of general and curricular topics | 9.3.1.1- use formal and informal registers in their talk on a range of general and curricular topics |
| 5.3.2.1 - ask simple questions to get information about a limited range of general topics | 6.3.2.1 - ask simple questions to get information about a growing range of general topics | 7.3.2.1 - ask complex questions to get information about a limited range of general topics and some curricular topics | 8.3.2.1- ask more complex questions to get information about a growing range of general topics and some curricular topics | 9.3.2.1 - ask complex questions to get information on a range of general and curricular topics 1- |
| 5.3.3.1- give an opinion at sentence level on a limited 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 | 7.3.3.1- give an opinion at discourse level on a growing range of general and curricular topics | 8.3.3.1- give an opinion at discourse level on a wide range of general and curricular topics | 9.3.3.1- explain and justify their own point of view on a 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 | 6.3.4.1- respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics | 7.3.4.1- respond with some flexibility at both sentence and discourse level to unexpected comments on a growing range of general and curricular topics | 8.3.4.1- respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics | 9.3.4.1- respond with growing flexibility at both sentence and discourse level to unexpected comments on a 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 | 6.3.5.1- keep interaction going in longer exchanges on a range of general and curricular topics | 7.3.5.1- keep interaction with peers to negotiate, agree and organise priorities and plans for completing classroom tasks | 8.3.5.1-interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks | 9.3.5.1-interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks |
| 5.3.6.1- communicate meaning clearly at sentence level during, pair, group and whole class exchanges | 6.3.6.1-communicate meaning clearly at sentence level during, pair, group and whole class exchanges | 7.3.6.1- begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges - | 8.3.6.1-link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges | 9.3.6.1-link comments with growing flexibility to what others say at sentence and discourse level in 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 | 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics | 7.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | 8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics | 9.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics |
| 5.3.8.1- recount basic stories and events on a range of general and curricular topics | 6.3.8.1- recount some extended stories and events on a limited range of general and curricular topics | 7.3.8.1- recount some extended stories and events on a growing range of general and curricular topics | 8.3.8.1- recount some extended stories and events on a range of general and curricular topics | 9.3.8.1- recount extended stories and events on a range of general and curricular topics |
4) strand 4 «reading»:
| Grade 5 | Grade 6 | Grade 7 | Grade 8 | Grade 9 |
| low-mid A2 | mid-high A2 | low B1 | mid B1 | high B1 |
| 5.4.1.1-understand the main points in a limited range of short simple texts on general and curricular topics | 6.4.1.1-understand the main points in a limited range of short simple texts on general and curricular topics | 7.4.1.1- understand the main points in texts on a limited range of unfamiliar general and curricular topics | 8.4.1.1- understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts | 9.4.1.1-understand the main points in extended texts on a range of unfamiliar 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 | 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics | 7.4.2.1 --understand specific information and detail in texts on a range of familiar general and curricular topics - | 8.4.2.1-understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts | 9.4.2.1- understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts |
| 5.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics | 6.4.3.1-understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts | 7.4.3.1-understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts | 8.4.3.1- understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts | 9.4.3.1- understand the detail of an argument in extended texts on a 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 | 6.4.4.1 - read independently a limited range of short simple fiction and non-fiction texts | 7.4.4.1 -read a limited range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics | 8.4.4.1-read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics | 9.4.4.1- read a range of extended fiction and non-fiction texts on familiar and unfamiliar 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 | 6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts - | 7.4.5.1- deduce meaning from context in short texts on a growing range of familiar general and curricular topics | 8.4.5.1-deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics | 9.4.5.1- deduce meaning from context in extended texts on a 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 | 6.4.6.1- recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics | 7.4.6.1- recognise the attitude or opinion of the writer on a range of unfamiliar general and curricular topics | 8.4.6.1-recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended text | 9.4.6.1- recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics |
| 5.4.7.1-recognise typical features at word, sentence and text level in a limited range of written genres | 6.4.7.1-recognise typical features at word, sentence and text level in a range of written genres | 7.4.7.1-recognise typical features at word, sentence and text level in a range of written genres | 8.4.7.1-recognise typical features at word, sentence and text level in a range of written genres | 9.4.7.1- recognise typical features at word, sentence and text level in a wide range of written genres |
| 5.4.8.1-use with support familiar paper and digital reference resources to check meaning and extend understanding | 6.4.8.1-use independently familiar paper and digital reference resources to check meaning and extend understanding | 7.4.8.1- use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding | 8.4.8.1-use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding | 9.4.8.1- use a range of familiar and unfamiliar 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 | 6.4.9.1- recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics | 7.4.9.1 - recognise inconsistencies in argument in short, simple texts on a limited range of general and curricular subjects | 8.4.9.1- recognise inconsistencies in argument in short texts on a limited range of general and curricular subjects - | 9.4.9.1-recognise inconsistencies in argument in extended texts on a range of general and curricular topics |
5) strand 5«writing»:
| Grade 5 | Grade 6 | Grade 7 | Grade 8 | Grade 9 |
| low-mid A2 | mid-high A2 | low B1 | mid B1 | high B1 |
| 5.5.1.1- plan, write, edit and proofread work at text level with support on a limited range of 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 | 7.5.1.1-plan, write, edit and proofread work at text level with some support on a range of general and curricular topics | 8.5.1.1-plan, write, edit and proofread work at text level with little support on a range of general and curricular topics | 9.5.1.1- plan, write, edit and proofread work at text level with little or no support on a 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 | 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 - | 7.5.2.1-write with some support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics | 8.5.2.1-write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics | 9.5.2.1-write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics |
| 5.5.3.1- write with support factual descriptions at text level which describe people, places and objects | 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics | 7.5.3.1- write with moderate grammatical accuracy on a limited range of familiar general and curricular topics | 8.5.3.1-write with moderate grammatical accuracy on a growing range of familiar general and curricular topics | 9.5.3.1-write with moderate grammatical accuracy on a wide range of familiar general and curricular topics |
| 5.5.4.1-write with support a sequence of short sentences in a paragraph to give basic personal information | 6.5.4.1- write with some support topics with some paragraphs to give basic personal information | 7.5.4.1- use with some support style and register appropriate to a limited variety of written genres on general and curricular topics | 8.5.4.1-use with some support style and register appropriate to a limited variety of written genres on general and curricular topics | 9.5.4.1- use with minimal or no support style and register appropriate to a growing variety of written genres on general and curricular topics |
| 5.5.5.1-link without support sentences using basic coordinating connectors | 6.5.5.1-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 | 7.5.5.1-develop with some support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics | 8.5.5.1-develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics | 9.5.5.1-develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics |
| 5.5.6.1-link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics | 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics | 7.5.6.1- link with little or no support, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics | 8.5.6.1-link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics | 9.5.6.1-write coherently at text level using a variety of connectors on a growing range of familiar general and curricular 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 | 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 | 7.5.7.1-use with minimal support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics | 8.5.7.1-use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics | 9.5.7.1-use independently appropriate layout at text level on a growing range of general and curricular topics |
| 5.5.8.1-spell most high-frequency words accurately for a limited range of general topics | 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics | 7.5.8.1-spell most high-frequency vocabulary accurately for a growing range of familiar general topics and some curricular topics | 8.5.8.1-spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics | 9.5.8.1-spell most high-frequency vocabulary accurately for a wide range of familiar general and curricular topics |
| 5.5.9.1-punctuate written work at text level on a limited range of familiar general with some accuracy | 6.5.9.1- punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy | 7.5.9.1- punctuate written work at text level on a growing range of familiar general and curricular topics with some accuracy | 8.5.9.1-punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracy | 9.5.9.1-punctuate written work at text level on a wide range of familiar general and curricular topics with a good degree of accuracy |
6) strand 6 «use of English»:
| Grade 5 | Grade 6 | Grade 7 | Grade 8 | Grade 9 |
| low-mid A2 | mid-high A2 | low B1 | mid B1 | high B1 |
| 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 | 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 - | 7.6.1.1- use some abstract nouns and complex noun phrases on a limited range of familiar general and curricular topics | 8.6.1.1-use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics | 9.6.1.1- use a growing variety of abstract compound nouns and complex noun phrases on a 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 | 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 | 7.6.2.1-use a growing variety of quantifiers for countable and uncountable nouns including too much, too many, none any, enough | 8.6.2.1-use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics | 9.6.2.1 - use a variety of quantifiers for countable and uncountable nouns and some noun phrases on a range of familiar general and curricular topics including majority of, minority of, a great deal of, a great number of |
| 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 | 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 | 7.6.3.1- use a growing variety of compound adjectives and adjectives as participles | 8.6.3.1-use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics | 9.6.3.1 - use a variety of compound adjectives and adjectives as participles and a variety of comparative structures to indicate degree on a 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 | 6.6.4.1-use a variety of determiners including all, other on a growing range of familiar general and curricular topics | 7.6.4.1-use a variety of determiners including neither, either, on a range of familiar general and curricular topics | 8.6.4.1-use an increased variety of determiners including all, half, both [of] in pre-determiner function on a range of familiar general and curricular topics | 9.6.4.1 -use a wide variety of determiners and pre-determiner structures on a 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 | 6.6.5.1- use questions including questions with whose, how often, how long and a growing range of tag questionson a growing range of familiar general and curricular topics | 7.6.5.1-use questions which include a variety of different tense on a range of familiar general and curricular topics | 8.6.5.1-use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics | 9.6.5.1 - use questions including prepositions at what time, in which direction, from whose on a 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 | 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 | 7.6.5.1 - use a variety of possessive and reflexive pronouns including mine, yours, ours, theirs, hers, his, myself, yourself, themselves on a growing range of familiar general and curricular topics | 8.6.6.1- use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics | 9.6.5.1 - use relative, demonstrative, indefinite, quantitative pronouns and a variety of reflexive pronoun structures on a 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 | 6.6.7.1-use simple perfect forms to express indefinite and unfinished past with for and since on a growing range of familiar general and curricular topics | 7.6.7.1-use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics | 8.6.7.1-use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics | 9.6.7.1 - use a variety of simple perfect forms including some passive forms, including time adverbials on a 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 | 6.6.8.1- use future form “will” to make offers, promises, and predictions on a growing range of familiar general and curricular topics | 7.6.8.1- use a growing variety of future forms including present continuous with future meaning on a range of familiar general and curricular topics | 8.6.8.1- use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics | 9.6.8.1- use a variety of future forms, including some passives, on a 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 | 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 | 7.6.9.1-use appropriately a variety of active and passive simple present and past forms and past perfect simple forms on a range of familiar general and curricular topics | 8.6.9.1-use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics | 9.6.9.1 - use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a 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 | 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 | 7.6.10.1 -use present continuous forms for present and future meaning and past continuous on a range of familiar general and curricular topics | 8.6.10.1-use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics | 9.6.10.1 - use present continuous forms and past continuous, including a growing variety of passive forms, on a 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 | 6.6.11.1-use common impersonal structures with: it, there on a growing range of familiar general and curricular topics | 7.6.11.1-use some reported speech forms for statements on a range of familiar general and curricular topics | 8.6.11.1-use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of familiar general and curricular topics | 9.6.11.1 - use an increased variety of reported speech forms for statements, questions and commands, including indirect and embedded questions with know, wonder on a 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 | 6.6. 12.1-use an increased variety of adverbs, including adverbs of degree too, not enough, quite, rather on a growing range of familiar general and curricular topics | 7.6.12.1-use comparative degree adverb structures with regular and irregular adverbs on a range of familiar general and curricular topics | 8.6.12.1-use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs. Use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics | 9.6.12.1 - use an increased variety of comparative degree adverb structures with regular and irregular adverbs use a variety of pre-verbal, post-verbal and end-position adverbs on a 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 | 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 | 7.6.13.1 - use a variety of modal forms for different functions on a range of familiar general and curricular topics | 8.6.13.1-use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics | 9.6.13.1 -use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on 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 | 6.6.14.1-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 | 7.6.14.1- use prepositions before nouns and adjectives in common prepositional phrases on a wide range of familiar general and curricular topics | 8.6.14.1-use a some prepositions before nouns and adjectives use prepositions as, like to indicate manner use dependent prepositions following adjectives on a range of familiar general and curricular topics | 9.6.14.1 - use an increased variety of prepositions before nouns and adjectives; use a growing number of dependent prepositions following nouns, adjectives and verbs on a 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 | 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 | 7.6.15.1- use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions on a growing range of familiar general and curricular topics | 8.6.15.1-use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics | 9.6.15.1 - use infinitive forms after a growing number of adjectives and verbs; use gerund forms after a growing variety of verbs and prepositions; use an increased variety of prepositional verbs and phrasal verbs on a 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 | 6.6.16.1 - 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 | 7.6.16.1 - use a growing variety of conjunctions including because, since, as to explain reasons on a range of familiar general and curricular topics | 8.6.16.1 - use a growing variety of conjunctions including since, as to explain reasons and the structures so... that, such a... that in giving explanations on a range of familiar general and curricular topics | 9.6.16.1 - use a variety of conjunctions including so that, (in order to) to indicate purpose although, while, whereas to contrast on a 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 | 6.6.17.1use 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- | 7.6.17.1- use if / unless in first conditional clauses; use defining relative clauses with which who that where on a wide range of familiar general and curricular topics | 8.6.17.1-use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics | 9.6.17.1- use if only /wish [that] clauses [past reference]; use a variety of relative clauses including prepositions from where, to whom on a range of familiar general and curricular topics |
12. This program is implemented in accordance with the Long-Term Plan for the Standard Subject program in school subject "English language" for 5-9 grades of lower secondary education on the updated content. (According to the app).
13.Distribution of hours in terms in sections and within sections is varied according to the teacher’s consideration.
Приложение
к Типовой учебной программе
по учебному предмету «Английский язык» для 5-9 классов уровня основного среднего образования по обновленному содержанию
Долгосрочный план по реализации Типовой учебной программы