Strand 4: Writing
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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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3.W1 write with support short responses at phrase level to questions and other prompts
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4.W1 plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics
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3.W2 write letters and familiar high frequency words when read aloud or spelt
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4.W2 write words and phrases of regular size and shape
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3.W3 write short phrases to identify people, places and objects
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4.W4 write with support short basic sentences with appropriate spaces between words
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3.W5 write letters and familiar high frequency words when read aloud or spelt out for learners
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4.W5 link with support words or phrases using basic coordinating connectors
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3.W6 use with support upper and lower case letters accurately when writing names and address
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4.W6 use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities
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3.W7 spell some familiar high-frequency words accurately during guided writing activities
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4.W7 spell a growing number of familiar high-frequency words accurately during guided writing activities
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3.W8 include a full stop when writing very high-frequency short sentences in guided writing activity
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4.W8 include appropriate use of a full stop during guided writing of short, familiar sentences
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Strand 5: Use of English
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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.UE1 use common singular and plural nouns to say what and where things are
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2.UE1 use singular nouns, plural nouns – to talk about people and places
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3.UE1 use singular nouns, plural nouns – including some common irregular plural forms in giving simple descriptions
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4.UE1 use singular nouns, plural nouns – including some common irregular plural forms
use possessive forms ‘s/s’ with proper names and nouns to talk about ownership
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1.UE2 use cardinal numbers 1 – 10 to count
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2.UE2 use cardinal numbers 1 - 50 to count
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3.UE2 use cardinal numbers 1 -50 to count
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4.UE2 use cardinal numbers 1 -100 to count and ordinal numbers 1 - 10
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1.UE3 use basic adjectives and colours to say what someone /something is or has
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2.UE3 use basic adjectives to describe people and things
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3.UE3 use common adjectives in descriptions and to talk about simple feelings
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4.UE3 use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things
use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons
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1.UE4 use determiners a, an, this, these to indicate what something is
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2.UE4 use determiners a, an, some, the, this, these to indicate what /where something is
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3.UE4 use determiners a, an, the, some, any, this, these, that, those to identify things
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4.UE4 use determiners a, an, the, some, any, this, these, that, those to refer to things on a limited range general and some curricular topics
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1.UE5 use interrogative pronouns what, where, how to ask basic questions
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2.UE5 use interrogative pronouns which, what, where, how to ask basic questions
use the question:
What colour is it?
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3.UE5 use interrogative pronouns including which, what, where, whose to ask who people are and what they are doing
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4.UE5 use interrogative pronouns including: which, what, where, whose, how many, what kind of … on a limited range of familiar topics
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1.UE6 use demonstrative pronouns this, these to indicate things
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2.UE6 use demonstrative pronouns this, these that, those to indicate things
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3.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information
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4.UE6 use demonstrative pronouns this, these, that, those in open and closed questions
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1.UE7use personal subject pronouns to identify things
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2.UE7 use personal subject and object pronouns to give basic personal information
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3.UE7 use personal subject and object pronouns to describe people and things
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4.UE7 use personal object pronouns [indirect] in conjunction with direct object nouns to describe actions and events
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1.UE8 use imperative forms of common verbs related to classroom routines
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2.UE8 use simple imperative forms [positive] for basic commands or instructions
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3.UE8 use simple imperative forms [positive and negative] for basic commands and instructions
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4.UE8 use imperative forms [positive and negative] to give short instructions on limited range of familiar topics
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1.UE9 use basic present simple forms [positive, negative] to give basic personal information
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2.UE9 use common present simple forms [positive, negative and question] to give basic personal information
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3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts
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4.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like ,habits and facts, simple future timetabled events
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3.UE10 use common present continuous forms [positive, negative, question]
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4.UE10 use common present continuous forms, including short answers and contractions, to talk about what is happening now
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1.UE11 use there is / are to make short statements
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2.UE11 use there is / there are to make short statements and ask questions
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3.UE11 use have got + noun to describe and ask about possessions
use how many are there? question form
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4.UE11 use has got / have got there is / are statement and question forms including short answers and contractions
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2.UE12 use basic adverbs of place here / there to say where things are
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4.UE12 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often
begin to use simple adverbs of manner e.g. well, badly
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2.UE13 use can / can’t to describe ability
use can to make requests
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3.UE13 use can to talk about ability and to make requests and offers
use can / can’t to talk about permission
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4.UE13 use can to make requests and ask permission
use must / mustn’t / have to to talk about obligation
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1.UE14 use basic prepositions of location and position: in, next to, on to describe where people and things are
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2.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are
use basic prepositions of time: on, in to talk about days and time
use with to indicate accompaniment
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3.UE14 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to
to describe where people and things are
use prepositions of time: on, in, at to talk about days and times
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4.UE14 use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are
use prepositions of time: on, in, at to talk about days and times and no preposition next / last week etc.
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3.UE15 use would you like + noun, to enquire
use like + verb +ing to express likes and dislikes
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4.UE15 use would you like to to invite and use appropriate responses yes please, no thanks
use let’s + verb
verbs go enjoy like + verb + ing
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2.UE16 use conjunctions and, or to link words and phrases
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3.UE16 use conjunctions and, or, but to link words and phrases
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4.UE16 use conjunctions and, or, but to link words and phrases
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3.UE17 use me, too to give short answers
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4.UE17 use me, too and I don’t to give short answers
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3 Long term plan
Grade 1
Units
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Topics, content
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Learning objectives
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TERM 1
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All about me
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Greetings and names
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1.L3, 1.S1, 1.S3, 1.UE3, 1.UE6, 1.S6
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Colours
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1.UE3, 1.L3, 1.S3, 1.UE6, 1.S1
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1 - 10
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1.L3, 1.UE2, 1.L1, 1.S3
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My school
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Classroom objects
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1.UE1, 1.UE4, 1.UE6, 1.S1, 1.L1, 1.S3, 1.L3
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Classroom routines
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1.UE8, 1.S3, 1.L1, 1.L3, 1.UE3
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Describing things
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1.S1, 1.UE3
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TERM 2
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My family and friends
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Family and friends
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1.UE7, 1.S5, 1.S1, 1.S3, 1.UE1, 1.L3, 1.UE4
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In my house
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1.S3, 1.UE11, 1.L3, 1.S1, 1.UE3
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Days of the week
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1.L3, 1.R1, 1.S3, 1.S1
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The world around us
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Animals
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1.S3, 1.S5, 1.L1, 1.L3, 1.R1
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Hot and cold
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1.S3, 1.UE3, 1.UE7, 1.S5, 1.L3
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In Kazakhstan
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1.S3, 1.UE11, 1.R1, 1.L4, 1.S1
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TERM 3
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Travel
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Getting to school
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1.S3, 1.S5, 1.L4, 1.UE2, 1.UE5, 1.S1, 1.L1
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This is the way...
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1.S3, 1.S5, 1.L2, 1.UE9
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Where is it?
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1.S3, 1.L3, 1.UE8, 1.L1, 1.UE14, 1.UE5
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The big red bus
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1.L3, 1.L5, 1.L1, 1.L4, 1.S5, 1. S3
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Traditions and folklore
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Happy Birthday
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1.R3, 1.UE2, 1.S6, 1.S3, 1.L1, 1.S5,1.S1
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Springtime in Kazakhstan
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1.S3, 1.L3, 1.L1
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Hats and masks
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1.S3, 1.L1,1.UE11, 1.S1, 1.S6
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Story time
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1.L3, 1.S4, 1.S5
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TERM 4
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Food and drink
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Things I like
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1.UE9, 1.S3, 1.S5, 1.L4, 1.R1, 1.S1, 1.S2
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Hot or cold
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1.S5, 1.S1, 1.L3, 1.UE7, 1.UE9
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Animals like
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1.S5, 1.L3, 1.S1, 1.UE9, 1.S3
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Nice or nasty
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1.S3, 1.L2,1.UE5, 1.S2, 1.S4, 1.S1
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Health and body
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Hands and Head
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1.UE1, 1.L2, 1.L1, 1.L3, 1.UE9,1.S1
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Let’s move
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1.L1, 1.UE8, 1.S4, 1.L2, 1.S1, 1.R1, 1.S5
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Making a puppet
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1.L3,1.S2, 1.L5, 1.UE8
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A special dance
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1.L1, 1.L4, 1.L3, 1.S5, 1. S3
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Достарыңызбен бөлісу: |
