Strand 1: Listening
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Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions.
Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly.
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Strand 2: Speaking
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Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines.
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Strand 3: Reading
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Learners begin to read and follow, with support, classroom instruction and short simple texts on familiar and general topics by using contextual clues.
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Strand 4: Writing
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Learners learn to form higher and lower case letters and spell a growing range of familiar high-frequency words accurately during guided writing activities.
Learners begin to develop the ability to link sentences into short coherent text with the help of basic connectors.
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Strand 5: Use of English
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Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information.
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Learners should be able to
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Grade 1
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Grade 2
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Grade 3
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Grade 4
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working towards A1
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working towards A1
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Low A1
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Mid A1
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1.L1 recognise short instructions for basic classroom routines spoken slowly and distinctly
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2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly
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3.L1 understand a range of short basic supported classroom instructions
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4.L1 understand short supported classroom instructions in an increasing range of classroom routines
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1.L2 recognise with considerable support a few basic personal questions spoken slowly and distinctly
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2.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly
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3.L2 recognise with considerable support an increasing range of common personal questions
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4.L2 understand a limited range of short supported questions which ask for personal information
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1.L3 recognise with support simple greetings
recognise the spoken form of a limited range of basic and everyday classroom words
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2.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words
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3.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number
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4.L3 understand the main points of short, slow, carefully articulated talk on a limited range of general and some curricular topics
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1.L4 recognise basic intonation distinguishing questions from statements
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2.L4 recognise with support short basic questions about what something is
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3.L4 recognise with support short basic questions relating to features such as colour and number
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4.L4 understand a limited range of short supported questions on general and some curricular topics
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1.L5 begin to recognise the sounds of phonemes and phoneme blends
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2.L5 recognise the sounds of phonemes and phoneme blends
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3.L5 identify missing phonemes in incomplete words
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4.L5 distinguish between phonemically distinct words
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3.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics
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4.L6 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics
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3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics
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4.L7 use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics
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3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics
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4.L8 understand short, narratives on a limited range of general and some curricular topics
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2.L9 recognise the names of letters of the alphabet
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3.L9 recognise the spoken form of familiar words and expressions
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4.L9 recognise short basic words that are spelt out
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Strand 2: Speaking
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Grade 1
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Grade 2
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Grade 3
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Grade 4
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working towards A1
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working towards A1
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Low A1
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Mid A1
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1.S1 make basic personal statements and simple statements about objects
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2.S1 make basic personal statements about people, objects and classroom routines
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3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines
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4.S1 make basic statements which provide personal information on a limited range of general topics
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1.S2 begin to use intonation to signal questions in basic exchanges
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2.S2 ask questions in basic exchanges about people, objects and classroom routines
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3.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines
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4.S2 ask questions to find out about present experiences on a limited range of general and some curricular topics
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1.S3 pronounce basic words and expressions intelligibly
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2.S3 pronounce familiar words and expressions intelligibly
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3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
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4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics
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1.S4 respond to very basic supported personal questions
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2.S4 respond to basic supported questions about people, objects and classroom routines
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3.S4 respond to basic supported questions giving personal and factual information
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4.S4 respond to questions on a limited range of general and some curricular topics
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1.S5 produce words in response to prompts
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2.S5 use words in short exchanges
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3.S5 begin to articulate clearly the difference between various sounds
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4.S5 pronounce familiar words and short phrases intelligibly when reading aloud
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1.S6 exchange simple greetings and say please, sorry and thank you
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2.S6 make introductions and requests in basic interactions with others
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3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges
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4.S6 take turns when speaking with others in a limited range of short, basic exchanges
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2.S7 place stress correctly on familiar polysyllabic words
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4.S7 contribute a limited range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges
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2.S8 give simple instructions for others to follow
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3.S8 express basic likes and dislikes
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Strand 3: Reading
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Learners should be able to…
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Grade 1
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Grade 2
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Grade 3
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Grade 4
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working towards A1
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working towards A1
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Low A1
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Mid A1
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1.R1 recognise initial letters in names and places
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2.R1 recognise, sound and name the letters of the alphabet
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3.R1 read and spell out words for others
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4.R1 recognise, identify and sound with support a limited range of familiar words in simple sentences
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2.R2 recognise initial letters in names and places
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3.R2 identify, remember and sound out high-frequency sound and letter patterns
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4.R2 read and follow with limited support familiar instructions for classroom activities
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1.R3 recognise some very high-frequency words from local environment
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2.R3 recognise and identify some familiar sight words from local environment
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3.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities
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4.R3 begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics
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2.R4 use the alphabet to place the first letters of word in alphabetical order
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3.R4 begin to use with support a simple picture dictionary
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4.R4 use with some support a simple picture dictionary
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3.R5 understand the main points of simple sentences on familiar topics by using contextual clues
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4.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues
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3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics
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4.R6 understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics
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