Strand 1: Listening 1 страница

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Learners should be able to
Grade 1	Grade 2	Grade 3	Grade 4
working towards A1	Low A1	Mid A1	High A1
1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly	2.L1 understand a range of short basic supported classroom instructions	3.L1 understand short supported classroom instructions in an increasing range of classroom routines	4.L1understand an increasing range of classroom instructions
1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly	2.L2 recognise with considerable support an increasing range of common personal questions	3.L2 understand a limited range of short supported questions which ask for personal information	4.L2 understand an increasing range of supported questions which ask for personal information
1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words	2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number	3.L3 understand the main points of short, slow, carefully articulated talk on a limited range of general and some curricular topics	4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics
1.L4 recognise with support short basic questions about what something is	2.L4 recognise with support short basic questions relating to features such as colour and number	3.L4 understand a limited range of short supported questions on general and some curricular topics	4.L4 understand an increasing range of short supported questions on general and some curricular topics
1.L5 recognise the sounds of phonemes and phoneme blends	2.L5 identify missing phonemes in incomplete words	3.L5 distinguish between phonemically distinct words	4.L5 identify initial, middle and final phonemes and blends
	2.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics	3.L6 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics	4.L6 understand some specific information and detail of short, supported talk on an increasing range of general and some curricular topics
	2.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics	3.L7 use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics	4.L7 use contextual clues to predict content and meaning in short supported talk on an increasing range of general and some curricular topics
	2.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics	3.L8 understand short, narratives on a limited range of general and some curricular topics	4.L8 understand short, supported narratives on an increasing range of general and some curricular topics
1.L9 recognise the names of letters of the alphabet	2.L9 recognise the spoken form of familiar words and expressions	3.L9 recognise short basic words that are spelt out	4.L9 recognise words that are spelt out from a limited range of general and curriculum topics
			4.L10 recognise words similar to words in student native language
Strand 2: Speaking

Grade 1	Grade 2	Grade 3	Grade 4
working towards A1	Low A1	Mid A1	High A1
1.S1 make basic personal statements about people, objects and classroom routines	2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines	3.S1 make basic statements which provide personal information on a limited range of general topics	4.S1 make basic statements which provide information on an increasing range of general and some curricular topics
1.S2 ask questions in basic exchanges about people, objects and classroom routines	2.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines	3.S2 ask questions to find out about present experiences on a limited range of general and some curricular topics	4.S2 ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics
1.S3 pronounce familiar words and expressions intelligibly	2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines	3.S3 give short, basic description of people and objects on a limited range of general and some curricular topics	4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics
1.S4 respond to basic supported questions about people, objects and classroom routines	2.S4 respond to basic supported questions giving personal and factual information	3.S4 respond to questions on a limited range of general and some curricular topics	4.S4 respond to questions on an increasing range of general and some curricular topics
1.S5 use words in short exchanges	2.S5 begin to articulate clearly the difference between various sounds	3.S5 pronounce familiar words and short phrases intelligibly when reading aloud	4.S5 pronounce an increasing range of words, short phrases and simple sentences intelligibly
1.S6 make introductions and requests in basic interactions with others	2.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges	3.S6 take turns when speaking with others in a limited range of short, basic exchanges	4.S6 take turns when speaking with others in a growing range of short, basic exchanges
	2.S7 place stress correctly on familiar polysyllabic words	3.S7 contribute a limited range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges	4.S7 contribute a growing range of suitable words, phrases, and sentences during short pair, group and whole class exchanges
	2.S8 give simple instructions for others to follow	3.S8 recount very short, basic stories and events on a limited range of general and some curricular topics	4.S8 express basic likes and dislikes; recount short, basic stories and events on a limited range of general and some curricular topics

Strand 3: Reading
Learners should be able to…
Grade 1	Grade 2	Grade 3	Grade 4
working towards A1	Low A1	Mid A1	High A1
1.R1 recognise sound and name the letters of the alphabet	2.R1 read and spell out words for others	3.R1 recognise, identify and sound with support a limited range of familiar words in simple sentences	4.R1 recognise, identify and sound with support a growing range of language at text level
1.R2 recognise initial letters in names and places	2.R2 identify, remember and sound out high-frequency sound and letter patterns	3.R2 read and follow with limited support familiar instructions for classroom activities	4.R2 read and understand with some support short simple fiction and non-fiction texts
1.R3 recognise and identify some familiar sight words from local environment	2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities	3.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	4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics
1.R4 use the alphabet to place the first letters of word in alphabetical order	2.R4 begin to use with support a simple picture dictionary	3.R4 use with some support a simple picture dictionary	4.R4 find with support books, worksheets and other print materials in a class or school library according to classification
	2.R5 understand the main points of simple sentences on familiar topics by using contextual clues	3.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues	4.R5 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues
	2.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics	3.R6 understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics	4.R6 understand with some support some specific information and detail in short, simple texts on a growing range of general and some curricular topics

Strand 4: Writing
Learners should be able to…
Grade 1	Grade 2	Grade 3	Grade 4
working towards A1	Low A1	Mid A1	High A1
	2.W1 write with support short responses at phrase level to questions and other prompts	3.W1 plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics	4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics
	2.W2 write letters and familiar high frequency words when read aloud or spelt	3.W2 write words and phrases of regular size and shape	4.W2 begin to use joined-up handwriting in a limited range of written work
	2.W3 write short phrases to identify people, places and objects	3.W3 write short phrases to identify people, places and objects	4.W3 write with support short sentences which describe people, places and objects
		3.W4 write with support short basic sentences with appropriate spaces between words	4.W4 write with support a sequence of short sentences in a paragraph to give basic personal information
	2.W5 write letters and familiar high frequency words when read aloud or spelt out for learners	3.W5 link with support words or phrases using basic coordinating connectors	4.W5 link with some support sentences using basic coordinating connectors
	2.W6 use with support upper and lower case letters accurately when writing names and address	3.W6 use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities	4.W6 use upper and lower case letters accurately when writing names, places and short sentences when writing independently
	2.W7 spell some familiar high-frequency words accurately during guided writing activities	3.W7 spell a growing number of familiar high-frequency words accurately during guided writing activities	4.W7 spell most familiar high-frequency words accurately when writing independently
	2.W8 include a full stop when writing very high-frequency short sentences in guided writing activity	3.W8 include appropriate use of a full stop during guided writing of short, familiar sentences	4.W8 to include appropriate use of full stops and question marks, at sentence level with some accuracy when writing independently

Strand 5: Use of English
Learners should be able to…
Grade 1	Grade 2	Grade 3	Grade 4
working towards A1	Low A1	Mid A1	High A1
1.UE1 use singular nouns, plural nouns – to talk about people and places	2.UE1 use singular nouns, plural nouns – including some common irregular plural forms in giving simple descriptions	3.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	4.7UE1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things
1.UE2 use cardinal numbers 1 - 50 to count	2.UE2 use cardinal numbers 1 -50 to count	3.UE2 use cardinal numbers 1 -100 to count and ordinal numbers 1 - 10	4. UE2 use cardinal numbers 1 – 1000 and ordinal numbers 1 - 100.
1.UE3 use basic adjectives to describe people and things	2.UE3 use common adjectives in descriptions and to talk about simple feelings	3.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	4.UE3use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things use simple one-syllable and some two-syllable adjectives [comparative and superlative] to make comparisons
1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is	2.UE4 use determiners a, an, the, some, any, this, these, that, those to identify things	3.UE4 use determiners a, an, the, som e, any, this, these, that, those to refer to things on a limited range general and some curricular topics	4.UE4 use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a growing range of general and some curricular topics
1.UE5 use interrogative pronouns which, what, where, how to ask basic questions	2.UE5 use interrogative pronouns including which, what, where, whose to ask who people are and what they are doing	3.UE5 use interrogative pronouns including: which, what, where, whose, how many, what kind of … on a limited range of familiar topics	4.UE5 use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics
1.UE6 use demonstrative pronouns this, these that, those to indicate things	2.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information	3.UE6 use demonstrative pronouns this, these, that, those in open and closed questions	4.UE6 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
1.UE7 use personal subject and object pronouns to give basic personal information	2.UE7 use personal subject and object pronouns to describe people and things	3.UE7 use personal object pronouns [indirect] in conjunction with direct object nouns to describe actions and events	4.UE7 use personal subject and object pronouns, including indirect object pronouns and use possessive pronouns mine, yours to give personal information and describe actions and events
1.UE8 use simple imperative forms [positive] for basic commands or instructions	2.UE8 use simple imperative forms [positive and negative] for basic commands and instructions	3.UE8 use imperative forms [positive and negative] to give short instructions on limited range of familiar topics	4.UE8 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics
1.UE9 use common present simple forms [positive, negative and question] to give basic personal information	2.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts	3.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	4.UE9 use common simple present forms, including short answer forms and contractions, to give personal information and talk about habitual actions, facts and future timetabled events continue to use common past simple forms [regular and irregular] to describe actions and feelings and narrate simple events including short answer forms and contractions
	2.UE10 use common present continuous forms [positive, negative, question]	3.UE10 use common present continuous forms, including short answers and contractions, to talk about what is happening now	4.UE10 use common present continuous forms, including short answers and contractions, to talk about what is happening now and future arrangements on a limited range of personal and familiar topics; use –ing forms swimming, spelling as nouns to describe familiar and classroom activities
1.UE11 use there is / there are to make short statements and ask questions	2.UE11 use have got + noun to describe and ask about possessions use how many are there? question form	3.UE11 use has got / have got there is / are statement and question forms including short answers and contractions	4.UE11 use has got/ have got there is/ are statement, negative, question forms including short and full answers and contractions
	2.UE12 use basic adverbs of place here / there to say where things are	3.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	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; use common –ly manner adverbs to describe actions e.g. slowly, quickly
1.UE13 use can / can’t to describe ability	2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission	3.UE13 use can to make requests and ask permission use mus t / mustn’t / have to to talk about obligation	4.UE13 use can to make requests and ask permission use must / mustn’t / have to to talk about obligation; use have + object + infinitive to talk about obligations
1.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 to talk about days	2.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	3.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.	4.UE14 use prepositions of location, position and direction: at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left; use prepositions of time: in, on, at, before, after use with / without to indicate; accompaniment with for instrument and for to indicate recipient
	2.UE15 use would you like + noun, to enquire; use like + verb +ing to express likes and dislikes	3.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	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; begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive; use declarative what [a/an] + adjective + noun to show feelings
1.UE16 use conjunctions and, or to link words and phrases	2.UE16 use conjunctions and, or, but to link words and phrases	3.UE16 use conjunctions and, or, but to link words and phrases	4.UE16 use conjunctions and, or, but, because to link words and phrases
	2.UE17 use me, too to give short answers	3.UE17 use me, too and I don’t to give short answers	4.UE17 use me, too and I don’t to give short answers; use when clauses to describe simple present and past actions on personal and familiar topics

Long-term plans

Grade 1

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