|
№
|
№
|
Theme
|
Hours
|
Strands/Learning
objectives
|
Date
|
|
|
1
term
|
|
Unit
1. Our Class
|
|
1
|
1
|
Diagnostic Test.
Our Class Vocabulary
|
1
|
Content
6.1.1.1
- use speaking and listening skills to solve problems creatively and
cooperatively in groups;
6.1.3.1
- respect differing points of view
Listening
6.2.1.1
- understand a longer sequence of supported classroom instructions;
6.2.2.1-
understand more complex supported questions which ask for personal
information;
6.2.5.1-
understand most specific information and detail of supported, extended talk
on a range general and curricular topics
Speaking
6.3.1.1-
provide basic information about themselves and others at discourse level on a
range of general topics;
6.3.2.1-
ask simple questions to get information about a growing range of general
topics
Reading
6.3.1.1-
understand the main points in a growing 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;
6.3.4.1-
read independently a limited range of short simple fiction and non-fiction
texts;
6.3.8.1-
use independently familiar paper and digital reference resources to check
meaning and extend understanding;
6.3.9.1-
recognise the difference between fact and opinion in short, simple texts on a
wide range of general and curricular topics
Writing
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; 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;
6.5.3.1-
write with some support about personal feelings and opinions on a limited
range of familiar 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
Use
of English
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;
6.6.3.1-
use common participles as adjectives and order adjectives correctly in front
of nouns on a growing range of familiar general and curricular topics;
6.6.9.1-
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;
6.6.12.1-
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;
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;
6.6.15.1 - use
common verbs followed by infinitive verb / verb + ing patterns; use
infinitive of purpose on a limited range of familiar general and curricular
topics
|
|
|
2
|
2
|
School
|
1
|
|
|
3
|
3
|
School Subjects
|
1
|
|
|
4
|
4
|
Students around
the world
|
1
|
|
|
5
|
5
|
Compound nouns,
abstract nouns and noun phrases / sport
|
1
|
|
|
6
|
6
|
The present
simple and the present continuous / adverbs of frequency
|
1
|
|
|
7
|
7
|
Adverbs of
frequency / the –ingform and the to-infinitive / the comparative forms
of adverbs
|
1
|
|
|
8
|
8
|
Classroom
objects
|
1
|
|
|
9
|
9
|
School areas / prepositions
of direction/movement
|
1
|
|
|
10
|
10
|
School rules /
must/mustn't, need, should / regular and irregular adverbs
|
1
|
|
|
11
|
11
|
Punctuation /
write an email to a pen-friend.
|
1
|
|
|
12
|
12
|
SAU1. Unit
revision
|
1
|
|
|
Unit
2. Helping and Heroes
|
|
13
|
1
|
The benefits of
learning a foreign language
|
1
|
Content
6.1.1.1-
use speaking and listening skills to solve problems creatively and
cooperatively in groups;
6.1.3.1-
respect differing points of view;
6.1.8.1-
develop intercultural awareness through reading and discussion
Listening
6.2.1.1-
understand a longer sequence of supported classroom instructions;
6.2.6.1-
deduce meaning from context in supported extended talk on a 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; 6.2.8.1- understand supported
narratives including some extended talk, on a range of general and curricular
topics
Speaking
6.3.3.1-
give an opinion at sentence and discourse level on an increasing 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;
6.3.7.1-
use appropriate subject-specific vocabulary and syntax to talk about a
limited range of general topics, and some curricular topics;
6.3.8.1-
recount some extended stories and events on a limited range of general and
curricular topics
Reading
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;
6.4.6.1
- recognise the attitude or opinion of the writer in short texts on a growing
range of general and curricular topics
Writing
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;
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;
6.5.3.1
- write with some support about personal feelings and opinion on a limited
range of familiar 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
Use
of English
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;
6.6.3.1
- use common participles as adjectives and order adjectives correctly in
front of nouns on a growing range of familiar general and curricular topics;
6.6.5.1
- 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;
6.6.12.1
- 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;
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
|
|
|
14
|
2
|
Historical
figures
|
1
|
|
|
15
|
3
|
A historical
figure
|
1
|
|
|
16
|
4
|
Vocabulary for
appearance / describing character
|
1
|
|
|
17
|
5
|
Pronunciation of
/t/, /d/, /Id/ (Past Simple verb endings) / Past Simple affirmative
/ Past Simple
negative
|
1
|
|
|
18
|
6
|
Past Simple
interrogative / time expressions / prepositions of movement
|
1
|
|
|
19
|
7
|
Adverbs of
degree and too/enough
|
1
|
|
|
20
|
8
|
Practise
pronunciation / practice role-playing
|
1
|
|
|
21
|
9
|
The –ing form
and the to-infinitive
|
1
|
|
|
22
|
10
|
SAU 2. Unit
revision
|
1
|
|
|
23
|
11
|
Summative
Assessment for the 1 Term
|
1
|
|
|
24
|
12
|
Writing a
biography
|
1
|
|
|
2
term
|
|
Unit
3. Our Countryside
|
|
25
|
1
|
Past simple
|
1
|
Content
6.1.1.1-
use speaking and listening skills to solve problems creatively and
cooperatively in groups;
6.1.10.1-
use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
Listening
6.2.1.1-
understand a longer sequence of supported classroom instructions;
6.2.5.1-
understand most specific information and detail of supported, extended talk
on a range general and curricular topics; 6.2.6.1- deduce meaning from
context in supported extended talk on a range of general and curricular
topics
Speaking
6.3.2.1-
ask simple questions to get information about a growing range of general
topics;
6.3.3.1-
give an opinion at sentence and discourse level on an increasing 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
Reading
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;
6.4.5.1-
deduce meaning from context on a limited range of familiar general and
curricular topics, including some extended texts; 6.4.8.1- use independently
familiar paper and digital reference resources to check meaning and extend
understanding
Writing
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; 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;
6.5.3.1-
write with some support about personal feelings and opinions on a limited
range of familiar 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;
6.5.8.1-
spell most high-frequency vocabulary accurately for a limited range of
familiar general topics and some curricular topics
Use
of English
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;
6.6.9.1-
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;
6.6.11.1-
use common impersonal structures with: it, there on a growing 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;
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;
6.6.17.1-
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
|
|
|
26
|
2
|
Prepositions of
movement
|
1
|
|
|
27
|
3
|
Vocabulary for
countryside
|
1
|
|
|
28
|
4
|
Basic adjectives
describing geographical features
|
1
|
|
|
29
|
5
|
Grammar practice
|
1
|
|
|
30
|
6
|
Present perfect/
for/since
|
1
|
|
|
31
|
7
|
Weather
vocabulary
|
1
|
|
|
32
|
8
|
Booking a
holiday
|
1
|
|
|
33
|
9
|
The places of
natural beauty
|
1
|
|
|
34
|
10
|
Talking about
the geography
|
1
|
|
|
35
|
11
|
Lexico-grammatical
structure/ linkers.
|
1
|
|
|
36
|
12
|
SAU3. Unit
revision
|
1
|
|
|
Unit
4. Drama and Comedy
|
|
37
|
1
|
Drama and
Comedy. Vocabulary
|
1
|
6.3.3.1 -
respect differing points of view;
6.1.6.1 -
organise and present information clearly to others;
6.1.9.1 - use
imagination to express thoughts, ideas, experiences and feelings;
6.1.10.1 - use
talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
6.2.1.1-
understand a longer sequence of supported classroom instructions;
6.2.5.1-
understand most specific information and detail of supported, extended talk
on a range general and curricular topics
6.3.2.1 - ask
simple questions to get information about a growing range of general 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;
6.3.5.1 - keep
interaction going in longer exchanges 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;
6.3.8.1 -
recount some extended stories and events 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
6.4.3.1-
understand the detail of an argument on a limited range of familiar general
and curricular topics, including some extended texts
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;
6.5.3.1- write
with some support about personal feelings and
opinions on a
limited range of familiar general and curricular topics;
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;
6.5.8.1- spell
most high-frequency vocabulary accurately for a limited range of familiar
general topics and some 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;
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;
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
|
|
|
38
|
2
|
Reading excerpts
|
1
|
|
|
39
|
3
|
Literary
elements
|
1
|
|
|
40
|
4
|
Past simple
|
1
|
|
|
41
|
5
|
Past continuous
|
1
|
|
|
42
|
6
|
Basic vocabulary
for describing a film
|
1
|
|
|
43
|
7
|
Role-play
|
1
|
|
|
44
|
8
|
Pronunciation of
/i:/ and /I/
|
1
|
|
|
45
|
9
|
Presentation of
your favorite writer
|
1
|
|
|
46
|
10
|
SAU4. Unit
revision
|
1
|
|
|
47
|
11
|
Summative
Assessment for the 2 Term
|
1
|
|
|
48
|
12
|
Story writing.
|
1
|
|
|
3 Term
|
|
Unit 5. Our Health
|
|
49
|
1
|
Illnesses/ailments
|
1
|
6.1.1.1- use
speaking and listening skills to solve problems creatively and cooperatively
in groups;
6.1.8.1- develop
intercultural awareness through reading and discussion;
6.1.9.1- use
imagination to express thoughts, ideas, experiences and feelings;
6.1.10.1- use
talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
6.2.5.1-
understand most specific information and detail of supported, extended talk
on a range general and curricular topics curricular topics;
6.2.7.1-
recognise the opinion of the speaker(s) in supported extended talk on a
limited range of general and curricular topics
6.3.1.1- provide
basic information about themselves and others at discourse level on a range
of general topics;
6.3.3.1- give an
opinion at sentence and discourse level 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;
6.3.5.1- keep
interaction going in longer exchanges on a 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;
6.3.7.1- 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;
6.4.5.1- deduce
meaning from context on a limited range of familiar general and curricular
topics, including some extended texts;
6.4.6.1-
recognize the attitude or opinion of the writer in short texts on a growing
range of general and curricular topics;
6.4.8.1- use
independently familiar paper and digital reference resources to check meaning
and extend understanding
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;
6.5.6.1- link,
with minimal support, sentences into coherent paragraphs using basic
connectors on a growing range of familiar general 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;
6.5.8.1- spell
most high-frequency vocabulary accurately for a limited range of familiar
general topics and some curricular topics;
6.5.9.1-
punctuate written work at text level on a limited range of general topics and
some curricular topics with some accuracy
6.6.1.1- 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;
6.6.2.1- use
quantifiers including more, little, few less, fewer not as many , not as much
on a growing range of familiar general and curricular topics;
6.6.3.1- use
common participles as adjectives and order adjectives correctly in front of
nouns on a growing range of familiar general and curricular topics;
6.6.8.1- use
future form will to make offers, promises, and
predictions on a
growing range of familiar general and curricular topics;
6.6.9.1- 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;
6.6.10.1- 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;
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;
6.6.15.1-
use common verbs followed by infinitive verb / verb + ing patterns; use
infinitive of purpose on a limited range of familiar general and curricular
topics
|
|
|
50
|
2
|
The
modal verb “have to”
|
1
|
|
|
51
|
3
|
Countable/uncountable
nouns and quantifiers
|
1
|
|
|
52
|
4
|
Designing
a healthy menu
|
1
|
|
|
53
|
5
|
Ordering
food
|
1
|
|
|
54
|
6
|
Talking
about health
|
1
|
|
|
55
|
7
|
Health
services
|
1
|
|
|
56
|
8
|
Germs
|
1
|
|
|
57
|
9
|
Writing
an email, infinite/-ing
|
1
|
|
|
58
|
10
|
SAU5.
Unit revision
|
1
|
|
|
Unit 6. Holidays and Travel. Reading and talking about film
genres
|
|
59
|
1
|
Holiday
activities
|
1
|
6.1.2.1- use speaking and listening skills to provide sensitive
feedback to peers;
6.1.3.1- respect differing points of view;
6.1.5.1- use feedback to set personal learning objectives;
6.1.6.1- organise and present information clearly to others
6.2.1.1- understand a longer sequence of supported classroom instructions;
6.2.5.1- understand most specific information and detail of
supported, extended talk on a range general and curricular topics;
6.2.6.1- deduce meaning from context in supported extended talk
on a range of general and curricular topics;
6.2.7.1- recognize the opinion of the speaker(s) in supported
extended talk on a limited 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
6.3.3.1- give an opinion at sentence and discourse level on an
increasing 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
6.4.2.1- 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;
6.4.6.1- recognise the attitude or opinion of the writer in
short texts on a growing 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;
6.4.9.1- recognise the difference between fact and opinion in
short, simple texts on a wide 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;
6.5.6.1- link, with minimal support, sentences into coherent
paragraphs using basic connectors on a growing range of familiar general
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;
6.5.8.1 spell most high-frequency vocabulary accurately for a
limited range of familiar general topics and some 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;
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;
6.6.3.1- use common participles as adjectives and order
adjectives correctly in front of nouns on a growing range of familiar general
and curricular topics;
6.6.7.1- use simple perfect forms to express indefinite and
unfinished past [with for and since] on a growing range of familiar general
and curricular topics;
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
|
|
|
60
|
2
|
Tourist
destination
|
1
|
|
|
61
|
3
|
“Will”
and “be going to”/ affirmative and interrogative
|
1
|
|
|
62
|
4
|
“Going
to” in the negative / the Present Continuous with future meaning
|
1
|
|
|
63
|
5
|
Specific
types of nouns / fixed future arrangements
|
1
|
|
|
64
|
6
|
Synonymous
phrases / intonation in questions
|
1
|
|
|
65
|
7
|
Presentation
on your own miniature model park
|
1
|
|
|
66
|
8
|
Adjectives
describing feelings /sequence of events
|
1
|
|
|
67
|
9
|
Order
of adjectives / write an email
|
1
|
|
|
68
|
10
|
SAU6.
Unit revision
|
1
|
|
|
Unit 7. Reading for Pleasure
|
|
69
|
1
|
Positive/negative
adjectives
|
1
|
6.1.4.1-
evaluate and respond constructively to feedback from others;
6.1.7.1- develop
and sustain a consistent argument when speaking or writing
6.2.5.1- keep
interaction going in basic exchanges on a growing range of general and
curricular topics
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;
6.4.3.-
understand the detail of an argument 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;
6.4.5.1- 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;
6.4.7.1-recognise
typical features at word, sentence and text level in a range of written
genres;
6.4.8.1-use
independently familiar paper and digital reference resources to check meaning
and extend understanding;
6.4.9.1-recognise
the difference between fact and opinion in short, simple texts on a wide
range of general and curricular topics
6.5.4.1-write
with some support topics with some paragraphs to give basic personal
information;
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
|
|
|
70
|
2
|
Character
adjectives
|
1
|
|
|
71
|
3
|
Subject
in a sentence.
|
1
|
|
|
72
|
4
|
It
and
there in the sentences
|
1
|
|
|
73
|
5
|
Map
of a fictional land
|
1
|
|
|
74
|
6
|
Characters'
feelings
|
1
|
|
|
75
|
7
|
Other/another/all/any
in the
sentences
|
1
|
|
|
76
|
8
|
Presentation
of the fairy tale
|
1
|
|
|
77
|
9
|
Summative
Assessment for the 3 Term
|
1
|
|
|
78
|
10
|
all and any /give
additional information.
|
1
|
|
|
4 Term
|
|
Unit 8. Our Neighbourhood
|
|
79
|
1
|
Future
tense will/won’t.
|
1
|
6.1.2.1-
use speaking and listening skills to provide sensitive feedback to peers4
6.1.3.1-respect
differing points of view
6.2.4.1-
understand with limited support the main points of extended talk on a 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
6.3.1.1-
provide basic information about themselves and others at discourse level on a
range of general topics;
6.3.2.1-
ask simple questions to get information about a growing range of general
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;
6.4.7.1-
recognise typical features at word, sentence and text level in a range of
written genres
6.5.3.1-
write with some support about personal feelings and opinions on a limited
range of familiar 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;
6.5.8.1-
spell most high-frequency vocabulary accurately for a limited range of
familiar general topics and some curricular topics;
6.5.9.1-
punctuate written work at text level on a limited range of general topics and
some curricular topics with some accuracy
6.6.1.1-
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;
6.6.6.1-
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;
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;
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;
6.6.14.1-
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;
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
|
|
|
80
|
2
|
Prepositions
of place
|
1
|
|
|
81
|
3
|
Present
continuous (future meaning)
|
1
|
|
|
82
|
4
|
Passive
Forms
|
1
|
|
|
83
|
5
|
Some/any/every/no
in
the sentences
|
1
|
|
|
84
|
6
|
The
passive(present simple/past simple)
|
1
|
|
|
85
|
7
|
Role-playing
and act out
dialogues
asking for and giving directions
|
1
|
|
|
86
|
8
|
Question
tags
|
1
|
|
|
87
|
9
|
Relative
pronouns
|
1
|
|
|
88
|
10
|
Defining
relatives clauses
|
1
|
|
|
89
|
11
|
The
value of being a good neighbour
|
1
|
|
|
90
|
12
|
SAU
7. Unit revision
|
1
|
|
|
Unit 9. Transport
|
|
91
|
1
|
Transport.
Modals
|
1
|
6.1.8.1-
develop intercultural awareness through reading and discussion;
6.1.9.1-
use imagination to express thoughts, ideas, experiences and feelings;
6.1.10.1-
use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
6.2.3.1-
understand more complex supported questions on a growing 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;
6.2.6.1-
deduce meaning from context in supported 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;
6.3.8.1-
recount some extended stories and events 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;
6.4.4.1-
read independently a limited range of short simple fiction and non-fiction
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;
6.4.7.1-
recognise typical features at word, sentence and text level in a range of
written genres;
6.4.8.1-
use independently familiar paper and digital reference resources to check
meaning and extend understanding
6.5.6.1-
link, with minimal support, sentences into coherent paragraphs using basic
connectors on a growing range of familiar general topics;
6.5.8.1-
spell most high-frequency vocabulary accurately for a limited range of familiar
general topics and some curricular topics;
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;
6.6.3.1-
use common participles as adjectives and order adjectives correctly in front
of nouns on a growing range of familiar general and curricular topics;
6.6.4.1-
use a variety of determiners including all, other 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;
6.6.8.1-
use future form will to make offers, promises, and predictions on a growing
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;
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
|
|
|
92
|
2
|
Means
of transport
|
1
|
|
|
93
|
3
|
Prepositions
relating to transport by,on,in
|
1
|
|
|
94
|
4
|
Verbs
relating to transport
|
1
|
|
|
95
|
5
|
Practice
both ... and, neither … nor, either ... or.
|
1
|
|
|
96
|
6
|
Comparatives
& superlatives
|
1
|
|
|
97
|
7
|
Relative
pronouns/defining relative clauses
|
1
|
|
|
98
|
8
|
How
to stay safe while using public transport
|
1
|
|
|
99
|
9
|
Lexico-grammatical
structure (missing words)
|
1
|
|
|
100
|
10
|
SAU
8. Unit revision
|
1
|
|
|
101
|
11
|
Summative
Assessment for the 4 Term
|
1
|
|
|
102
|
12
|
The
value of green transport
|
1
|
|
|
|
|
|
|
|
|
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