Англ.яз 5-9 (на английском)

1
Қазақстан РеспубликасыБілім және

ғылым министрі міндетін
атқарушысының 2017 жылғы «25 »
қазандағы№ 545 бұйрығына
8-қосымша
Қазақстан РеспубликасыБілім және

ғылым министрінің 2013 жылғы
3 сәуірдегі№ 115 бұйрығына
198-қосымша
Негізгі орта білім беру деңгейінің 5-9-сыныптарына арналған «Ағылшын тілі»

пәнінен жаңартылған мазмұндағы үлгілік оқу бағдарламасы
Chapter 1.General provisions
1. The Subject program was developed in accordance with the State Compul-
sory Education Standard (primary, lower secondary and upper secondary education)
approved by Republic of Kazakhstan government decree dated
№1080 dated 23 August, 2012.
2. The importance of the subject is determined by the fact that it is the lan-
guage of communication, science, business, tourism and sport. A knowledge of Eng-
lish can:
1) increase learners’ confidence in communicating in different situations;
2) give learners access to higher education in Kazakhstan and abroad;
3) allow students to continue professional education in Kazakhstan and abroad;
4) broaden learners’ access to news and information currently distributed in
English;
5) allow learners to access English language literary works in their original
form;
6) enable learners to represent Kazakhstan in both Kazakhstan and overseas;
7) become lifelong learners, building on skills, learning strategies and knowl-
edge learned in school.
3. The English curriculum aims to develop learners who gain the low-mid B1
level of language skills through the following:
1) varied tasks which foster analysis, evaluation and creative thinking;
2) exposure to a wide variety of spoken and written sources.
Chapter 2.Organization of the content of the subject of «The English lan-

guage»
2
4. In the study of the subject «The English language»

1) in the 5th grade have 3 hours a week,102 hours a year;
2) in the 6th grade - 3 hours a week, 102 hours a year;
5) inthe 9th grade - 3 hours a week, 102 hours a year.
5.The basic programme content for 5th grade:
1) Content. Speaking and listening skills to solve problems creatively and
cooperatively in groups, to provide sensitive feedback to peers. Respect differing
points of view. Evaluate and respond constructively to feedback from others, use
feedback to set personal learning objectives. Organise and present information clearly
to others. Develop and sustain a consistent argument when speaking or writing.
Develop intercultural awareness through reading and discussion. Use imagination to
express thoughts, ideas, experiences and feelings. Use talk or writing as a means of
reflecting on and exploring a range of perspectives on the world;
2) Listening. A sequence of supported classroom instructions. Unsupported
basic questions which ask for personal information, on general and curricular topics.
The main points of supported extended talk, most specific information and detail of
short, supported talk on a wide range of familiar topics. Deducing meaning from
context in short supported talk. Opinion of the speaker(s) in basic, supported talk.
Supported narratives on an increasing range of topics;
3) Speaking. Basic information about themselves and others at sentence level.
Simple questions. An opinion at sentence level. Responding with limited flexibility at
sentence level to unexpected comments. Interaction going in basic exchanges.
Communicating meaning clearly at sentence level during, pair, group and whole class
exchanges using appropriate subject-specific vocabulary and syntax. Recounting
basic stories and events;
4) Reading. The main points in a limited range of short simple texts, specific
information and detail, the detail of an argument in short, simple texts on a limited
range of texts. Short fiction and non-fiction texts with some support. Deducing
meaning from context, the attitude or opinion of the writer in short texts on a limited
range of texts. Typical features at word, sentence and text level in a limited range of
written genres. Paper and digital reference resources to check meaning and extend
understanding. The difference between fact and opinion in short, simple texts;
5) Writing. Planning, writing, editing and proofreading at text level with
support. A sequence of short sentences in a paragraph. Factual descriptions at text
level which describe people, places and objects. A sequence of extended sentences in
a paragraph to give basic personal information. Basic coordinating connectors.
Linking sentences into coherent paragraphs using basic connectors. Appropriate
layout at text level. Most high-frequency words accuracy. Punctuation in written
work at text level with some accuracy;
6) Use of English. Appropriate countable and uncountable nouns, including
common noun phrases describing times and location. Quantifiers many, much, a lot
of, a few. A growing variety of adjectives and regular and irregular comparative and
3
superlative adjectives. Determiners including any, no each, every. Questions,

including tag questions to seek agreement, and clarify meaning. Basic personal and
demonstrative pronouns and quantitative pronouns some, any, something, nothing
anything. Simple perfect forms of common verbs to express what has happened
[indefinite time]. Future forms will for predictions and be going to to talk about
already decided plans. Simple present and simple past regular and irregular forms to
describe routines, habits and states. Present continuous forms with present and future
meaning. Be/look/sound/feel/taste/smell like and use be made of on a limited range of
familiar general and curricular topics. Common regular and irregular adverbs, simple
and comparative forms, adverbs of frequency and adverbs of definite time: last week,
yesterday. Might, may, could to express possibility, prepositions to talk about time
and location. Prepositions like to describe things and about to denote topic,
prepositions of direction to, into, out of, from, towards. Common verbs followed by
infinitive verb / verb + ing patterns.
cooperatively in groups. Speaking and listening skills to provide sensitive feedback to
peers. Respect differing points of view. Evaluate and respond constructively to
feedback from others. Use feedback to set personal learning objectives. Organise and
present information clearly to others. Develop and sustain a consistent argument
when speaking or writing. Develop intercultural awareness through reading and
discussion. Use imagination to express thoughts, ideas, experiences and feelings. Use
talk or writing as a means of reflecting on and exploring a range of perspectives on
the world;
2) Listening. Longer sequences of supported classroom instructions. More
complex supported questions which ask for personal information. More complex
supported questions. The main points of extended talk. Most specific information and
detail of supported, extended talk. Opinion of the speaker(s) in supported extended
talk. Narratives including some extended talk;
3) Speaking. Basic information about themselves and others at discourse level.
Simple questions about a growing range of general topics. An opinion at sentence and
discourse level. Interaction going in longer exchanges. Communicating meaning
clearly at sentence and discourse level during, pair, group and whole class exchanges.
Appropriate subject-specific vocabulary and syntax. Extended stories and events on a
limited range of topics;
4) Reading. The main points in a growing range of short, simple texts.
Independent understanding a specific information and detail in short, simple texts, the
detail of an argument, including some extended texts. Independent reading of short
simple fiction and non-fiction texts. Deducing meaning from context, including some
extended texts. The attitude or opinion of the writer in short texts on a growing range
of general and curricular topics. Typical features at word, sentence and text level in a
range of written genres. Independent use of familiar paper and digital reference
resources to check meaning and extend understanding. The difference between fact
and opinion in short, simple texts on a wide range of general and curricular topics;
4
5) Writing. Real and imaginary past events, activities and experiences.

Personal feelings and opinions. Topics with some paragraphs to give basic personal
information. Coherent arguments supported when necessary by examples and reasons
for a limited range of written genres. Sentences into coherent paragraphs using basic
connectors on a growing range of familiar general topics. Appropriate layout at text
level. Spelling most high-frequency vocabulary accurately. Punctuation in written
works at text level;
6) Use of English. Basic abstract nouns and compound nouns and noun phrases
describing times and location. Quantifiers including more, little, few less, fewer not
as many, not as much. Common participles as adjectives and order adjectives
correctly in front of nouns. A variety of determiners including all, other. Questions
including questions with whose, how often, how long and a growing range of tag
questions. A variety of personal, demonstrative and quantitative pronouns including
someone somebody, everybody, no one. Simple perfect forms to express indefinite
and unfinished past [with for and since]. Future form will to make offers, promises,
and predictions. Appropriately an increased variety of present and past simple active
and some passive forms. Present continuous forms with present and future meaning
and past continuous forms for background and interrupted past actions. Common
impersonal structures with: it, there. An increased variety of adverbs, including
adverbs of degree too, not enough, quite, rather. Modal forms including mustn’t
(prohibition) need (necessity) should (for advice). An increased variety of
prepositions of time, location and direction, by and with to denote agent and
instrument. Prepositions before nouns and adjectives in common prepositional
phrases. Common verbs followed by infinitive verb / verb + ing patterns, infinitive of
purpose. Conjunctions if, when, where, so, and, or, but, because, before, after to link
parts of sentences in short texts. Subordinate clauses following think, know, believe,
hope, say, tell, use subordinate clauses following sure, certain: defining relative
clauses with which who that where.
7. The basic programme content for 7th grade:
1) Content. Speaking and listening skills to solve problems creatively and co-
operatively in groups. Speaking and listening skills to provide sensitive feedback to
peers. Respect differing points of view. Evaluate and respond constructively to feed-
back from others. Use feedback to set personal learning objectives. Organize and
when speaking or writing. Develop intercultural awareness through reading and dis-
cussion. Use imagination to express thoughts, ideas, experiences and feelings. Use
the world;
2) Listening. The main points, most specific information, and most of the detail
of an argument in extended talk with little support. Some of the implied meaning in
extended talk with little support. Opinion of the speaker(s) in supported extended
talk. Typical features at word, sentence and text level of a limited range of spoken
genres. Narratives with support on a wide range of topics;
3) Speaking. Formal and informal registers in their talk on a limited range of
5
topics.Complex questions.An opinion at sentence and discourse level on a growing

range of topics. Responding with limited flexibility at both sentence and discourse
level to unexpected comments. Interaction with peers to negotiate, agree and organise
priorities. Linking comments with some flexibility to what others say at sentence and
discourse level. Some extended stories and events on a growing range of topics;
4) Reading. The main points in texts, specific information and detail in texts.
The detail of an argument, including some extended texts. Extended fiction and non-
fiction texts.The attitude or opinion of the writer. Inconsistencies in argument in
short, simple texts;
5) Writing. Moderate grammatical accuracy. Some support style and register
appropriate to a limited variety of written genres. Coherent arguments supported
when necessary by examples and reasons for a limited range of written genres. Punc-
tuation in written works at text level with some accuracy;
6) Use of English. Some abstract nouns and complex noun phrases. A growing
variety of quantifiers for countable and uncountable nouns including too much, too
many, none any, enough.A growing variety of compound adjectives and adjectives as
participles.An increased variety of determiners including neither, either.Questions
which include a variety of different tense. A variety of possessive and reflexive pro-
nouns including mine, yours, ours, theirs, hers, his, myself, yourself, themselves. A
variety of simple perfect forms to express recent, indefinite and unfinished past. A
growing variety of future forms including present continuous with future meaning.
Appropriately a variety of active and passive simple present and past forms and past
perfect simple forms. Present continuous forms for present and future meaning and
past continuous. Some reported speech forms for statements. Comparative degree ad-
verb structures with regular and irregular adverbs.A variety of modal forms for differ-
ent functions.Prepositions before nouns and adjectives in common prepositional
phrases. Infinitive forms after a limited number of verbs and adjectives, gerund forms
after a limited variety of verbs and prepositions. A growing variety of conjunctions
including because, since, as to explain reasons on a range of familiar general and cur-
ricular topics. If / unless in first conditional clauses, use defining relative clauses with
which who that where.
1) Content. Speaking and listening skills to solve problems creatively and co-
operatively in groups. Speaking and listening skills to provide sensitive feedback to
peers. Respect differing points of view. Evaluate and respond constructively to feed-
back from others. Use feedback to set personal learning objectives. Organise and
when speaking or writing. Develop intercultural awareness through reading and dis-
cussion. Use imagination to express thoughts, ideas, experiences and feelings. Use
the world;
2) Listening. With little or no support the main points, most specific informa-
tion, most of the implied meaning in extended talk on a range of general and curricu-
lar topics. The opinion of the speaker(s) with little or no support in extended talk. De-
6
ducing meaning from context with little or no support in extended talk Typical fea-
tures at word, sentence and text level of a growing range of spoken genres. Extended
narratives on a wide range of topics;
3) Speaking. Formal and informal registers in talk on a growing range of top-
ics. More complex questions to get information about a growing range of general top-
ics and some curricular topics. Interaction with peers to negotiate, agree and organize
priorities and plans for completing classroom tasks. Linking comments with some
flexibility to what others say at sentence and discourse level in pair, group and whole
class exchanges. Recounting some extended stories and events;
4) Reading. The main points, specific information and detail in texts on a grow-
ing range of unfamiliar general and curricular topics, including some extended texts.
The detail of an argument on a range of familiar general and curricular topics, includ-
ing some extended texts. A growing range of extended fiction and non-fiction texts
on familiar and some unfamiliar general and curricular topics.Recognizing the atti-
tude or opinion of the writer on a growing range of unfamiliar general and curricular
topics, including some extended texts. Inconsistencies in argument in short texts on a
limited range of general and curricular subjects;
5) Writing. With minimal support about real and imaginary past events, activi-
ties and experiences on a range of familiar general topics and some curricular topics.-
Moderate grammatical accuracy on a growing range of familiar general and curricular
topics. Style and register appropriate to a variety of written genres. Coherent argu-
ments supported when necessary by examples and reasons for a growing range of
written genres. Using independently, sentences into coherent paragraphs, using a va-
riety of basic connectors on a range of familiar general topics and some curricular
topics.Spelling most high-frequency vocabulary accurately for a range of familiar
general and curricular topics. Punctuation in written works at text level on a range of
familiar general and curricular topics with growing accuracy;
6) Use of English. Some abstract nouns and complex noun phrases. A growing
variety of quantifiers for countable and uncountable nouns including several, plenty,
a large/small number/amount.A growing variety of compound adjectives and adjec-
tives as participles and some comparative structures including not as…as, much …
than to indicate degree.An increased variety of determiners including all, half, both
[of] in pre-determiner function.Questions which include a variety of different tense
and modal forms on a range of familiar general and curricular topics.A variety of pro-
nouns including indefinite pronouns anybody, anyone, anything and quantitative pro-
nouns everyone, everything, none, more, less, a few.A variety of simple perfect forms
to express recent, indefinite and unfinished past. A growing variety of future forms
including present continuous and present simple with future meaning. Appropriately
a variety of active and passive simple present and past forms and past perfect simple
forms in narrative and reported speech. Present continuous forms for present and fu-
ture meaning and past continuous, including some passive forms. Some reported
speech forms for statements, questions and commands: say, ask, tell including re-
ported requests. Comparative degree adverb structures not as quickly as / far less
quickly with regular and irregular adverbs.An increased variety of pre-verbal, post-
7
verbal and end-position. A growing variety of modal forms for different functions:
obligation, necessity, possibility, permission, requests, suggestions, prohibition. Some
prepositions before nouns and adjectives, prepositions as, like to indicate manner, de-
pendent prepositions following adjectives. Infinitive forms after a limited number of
verbs and adjectives, gerund forms after a limited variety of verbs and prepositions,
some prepositional verbs and begin to use common phrasal verbs. A growing variety
of conjunctions including since, as to explain reasons and the structures so ... that,
such a ... that in giving explanations. If / unless/ if only in second conditional clauses
and wish [that] clauses [present reference], a growing variety of relative clauses in-
cluding why clauses.
cooperatively in groups. Speaking and listening skills to provide sensitive feedback to
peers. Respect differing points of view. Evaluate and respond constructively to
feedback from others. Use feedback to set personal learning objectives. Organise and
when speaking or writing. Develop intercultural awareness through reading and
discussion. Use imagination to express thoughts, ideas, experiences and feelings. Use
the world;
2) Listening. The main points, most specific information, and most of the detail
in unsupported extended talk on a wide range of topics. Most of the implied meaning
in unsupported extended talk, opinion of the speaker(s) in unsupported extended talk
on a wide range of topics. Typical features at word, sentence and text level of a range
of spoken genres. Recognition of the inconsistencies in argument in extended talk on
a growing range of topics;
3) Speaking. Formal and informal registers in their talk on a range of general
and curricular topics. Complex questions to get information on a range of general and
curricular topics. Explanation and justification own point of view. Linking comments
with growing flexibility to what others say at sentence and discourse level in pair,
group and whole class exchanges. Use of appropriate subject-specific vocabulary and
syntax to talk about a wide increased range of general and curricular topics.
Recounting extended stories and events;
4) Reading. The main points, specific information, details, the detail of an
argument in extended texts on a range of unfamiliar general and curricular topics. A
range of extended fiction and non-fiction texts. Deducing meaning from context in
extended texts. Recognising the attitude or opinion of the writer in extended texts.
Typical features at word, sentence and text level in a wide range of written genres.
Use of a range of familiar and unfamiliar paper and digital reference resources to
check meaning and extend understanding. Inconsistencies in argument in extended
texts on a range of general and curricular topics;
5) Writing. Planning, writing, editing and proofreading work at text level with
little or no support. Writing independently about factual and imaginary past events,
activities and experiences on a range of familiar general and curricular topics. With
8
moderate grammatical accuracy on a wide range of familiar general and curricular

topics. With minimal or no support style and register appropriate to a growing variety
of written genres on general and curricular topics. Coherent writing at text level using
a variety of connectors on a growing range of familiar general and curricular topics.
Appropriate layout at text level on a growing range of general and curricular topics.
Spelling of most high-frequency vocabulary accurately for a wide range of familiar
general and curricular topics. Written work at text level on a range of familiar general
and curricular topics with a good degree of accuracy;
6) Use of English. A growing variety of abstract compound nouns and complex
noun phrases. A variety of quantifiers for countable and uncountable nouns and some
noun phrases, including majority of, minority of, a great deal of, a great number of. A
variety of compound adjectives and adjectives as participles and a variety of
comparative structures to indicate degree. A wide variety of determiners and pre-
determiner structures. Questions including prepositions at what time, in which
direction, from whose. Relative, demonstrative, indefinite, quantitative pronouns and
a variety of reflexive pronoun structures on a range of familiar general and curricular
topics. A variety of simple perfect forms including some passive forms including
time adverbials. A variety of future forms, including some passives, on a range of
familiar general and curricular topics. An increased variety of active and passive
simple present and past forms and past perfect simple forms in narrative and reported
speech. Present continuous forms and past continuous, including a growing variety of
passive forms. An increased variety of reported speech forms for statements,
questions and commands: including indirect and embedded questions with know,
wonder. An increased variety of comparative degree adverb structures with regular
and irregular adverbs. A variety of pre-verbal, post-verbal and end-position adverbs.
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. An increased
variety of prepositions before nouns and adjectives. A growing number of dependent
prepositions following nouns and adjectives and an increased variety of dependent
prepositions following verbs on a range of familiar general and curricular topics.
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. A variety of conjunctions including so that, (in
order to) to indicate purpose although, while, whereas to contrast. If only /wish [that]
clauses [past reference], use a variety of relative clauses including prepositions from
where, to whom.
10. This is the substantive knowledge of the programme and comprises what
we know in the subject and how we gain that knowledge. Knowledge in the subject is
organized into strands of learning. Strands are further broken down into sub-strands,
which will be at the level of a skill or topic, knowledge or understanding. Sub-
strands, when expressed as grade-related expectations, form the learning objectives
for a subject. The learning objectives demonstrate the progression within each sub-
strand allowing teachers to plan and assess, sharing with learners the next steps they
should take:
9
1) Strand 1: Content. Alearnerdevelops skills needed for success in a range of

academic subjects such as using speaking and listening skills to solve problems, orga-
nizing information clearly for others and developing intercultural awareness through
reading and discussion;
2) Strand 2: Listening. Alearnerunderstandsthemainideasoftextsoncurricular-
topics,identifiesessentialfactsdistinguishingthemfromnon-essential,understands de-
tails within the framework of familiar topics, formulates complex questions based on
listening material in order to obtain additional information, deduces the meaning of
listening material using context clues,identifies specific information within the frame-
work of familiar topics,recognizes inconsistencies in arguments within the framework
of familiar topics;
3) Strand 3: Speaking. Alearnerconveysthemainideasofatextwithintheframe-
workoffamiliartopicslogicallyorganizingevents,usestheformalandinformalregisters,pre
sentsinformationwithintheframeworkoffamiliartopics,predicts the content of a text us-
ing the heading, pictures, key words, extracts within the framework of familiar topics,
asks simple and complex questions to obtain specific information,interacts with peers
(in a pair, group)to fulfill learning tasks,compares and contrasts texts within the
framework of familiar topics,expresses and opinion providing arguments;
4) Strand 4: Reading. Alearneridentifiesthemainideasoftexts and detailsin-
textsofarangeofstylesandgenreswithintheframeworkoffamiliartopics,uses a range of
information sources (reference materials, dictionaries, the Internet),recognizes spe-
cific information in a text and a range of styles and genreswithintheframeworkoffa-
miliartopics,predicts the content of a text using the heading, pictures, key words, ex-
tracts,identifies the attitude and opinion of the author,evaluates information from dif-
ferent texts;
5) Strand 5: Writing. Alearner fills in tables, diagrams, schemes, question-
naires, forms,plans, writes, editsandproofreadstextswithintheframeworkoffamiliar-
topics,makesnotesbasedonatextaccordingtoacommunicativetask,describes real and/or
imagined events of the past, present, and future using the knowledge of topics studied
before,links and coordinates sentences and paragraphs in a text withintheframe-
workoffamiliartopics, correctly uses punctuation in a text withintheframeworkoffa-
miliartopics,creates texts of a range of styles and genres using appropriate rules and
layout;
6) Strand 6: Use of English. Alearner expresses him/herself using a good lex-
ical range and variety of language with a generally high degree of accuracy. Alearner
develops an ability to use a range of past, present and future forms and a wider range
of modals.
Chapter 3.Learning objectives system
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.
12. The learning objectives system is organized into strands:
1) strand 1 «content»:
10
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 6.1.1.1 use speak- 7.1.1.1 use speak- 8.1.1.1use speak- 9.1.1.1 use
speaking and ing and listening ing and listening ing and listening speaking and lis-
listening skills skills to solve skills to solve skills to solve tening skills to
to solve prob- problems cre- problems cre- problems cre- solve problems
lems creatively atively and coop- atively and coop- atively and coop- creatively and co-
and coopera- eratively in eratively in eratively in operatively in
tively in groups groups groups groups groups
5.1.2.1use 6.1.2.1 use speak- 7.1.2.1 use speak- 8.1.2.1use speak- 9.1.2.1use speak-
speaking and ing and listening ing and listening ing and listening ing and listening
listening skills skills to provide skills to provide skills to provide skills to provide
to provide sensi- sensitive feedback sensitive feedback sensitive feed- sensitive feed-
tive feedback to to peers to peers back to peers back to peers
peers
5.1.3.1respect 6.1.3.1respect dif- 7.1.3.1respect dif- 8.1.3.1respect 9.1.3.1respect
differing points fering points of fering points of differing points differing points
of view view view of view of view
5.1.4.1evaluate 6.1.4.1evaluate 7.1.4.1evaluate 8.1.4.1evaluate 9.1.4.1evaluate
and respond and respond con- and respond con- and respond con- and respond con-
constructively to structively to structively to structively to structively to
feedback from feedback from feedback from feedback from feedback from
others others others others others
5.1.5.1use feed- 6.1.5.1use feed- 7.1.5.1use feed- 8.1.5.1use feed- 9.1.5.1 use feed-
back to set per- back to set per- back to set per- back to set per- back to set per-
sonal learning sonal learning ob- sonal learning ob- sonal learning sonal learning
objectives jectives jectives objectives objectives
5.1.6.1organize 6.1.6.1organize 7.1.6.1organize 8.1.6.1organize 9.1.6.1organize
and present in- and present infor- and present infor- and present in- and present infor-
formation mation clearly to mation clearly to formation clearly mation clearly to
clearly to others others others to others others
5.1.7.1develop 6.1.7.1develop 7.1.7.1develop 8.1.7.1develop 9.1.7.1develop
and sustain a and sustain a con- and sustain a con- and sustain a and sustain a con-
consistent argu- sistent argument sistent argument consistent argu- sistent argument
ment when when speaking or when speaking or ment when when speaking or
speaking or writing writing speaking or writ- writing
writing ing
5.1.8.1develop 6.1.8.1develop in- 7.1.8.1develop in- 8.1.8.1develop 9.1.8.1develop
intercultural tercultural aware- tercultural aware- intercultural intercultural
awareness ness through ness through awareness awareness
through reading reading and dis- reading and dis- through reading through reading
and discussion cussion cussion and discussion and discussion
5.1.9.1use imag- 6.1.9.1use imagi- 7.1.9.1use imagi- 8.1.9.1use imagi- 9.1.9.1use imagi-
ination to ex- nation to express nation to express nation to express nation to express
press thoughts, thoughts, ideas, thoughts, ideas, thoughts, ideas, thoughts, ideas,
ideas, experi- experiences and experiences and experiences and experiences and
ences and feel- feelings feelings feelings feelings
ings
5.1.10.1use talk 6.1.10.1use talk 7.1.10.1use talk 8.1.10.1use talk 9.1.10.1use talk
or writing as a or writing as a or writing as a or writing as a or writing as a
11
means of re- means of reflect- means of reflect- means of reflect- means of reflect-
flecting on and ing on and exploring on and exploring on and ex- ing on and ex-
exploring a ing a range of ing a range of ploring a range ploring a range of
range of per- perspectives on perspectives on of perspectives perspectives on
spectives on the the world the world on the world the world
world
2) strand2«listening»:

5.2.1.1under- 6.2.1.1understand- 7.2.1.1understand 8.2.1.1 under- 9.1.1.1 under-
stand a sequence longer sequences with little support stand with stand
of supported of supported the main points in
little or no the main points in
classroom in- classroom instruc- extended talk on a unsupported ex-
structions tions limited range of support the
tended talk on a
general and cur- main points in
wide range of
ricular topics extended talk general and cur-
on a wide ricular topics
range of gen-
eral and cur-
ricular topics
5.2.2.1understan 6.2.2.1 under- 7.2.2.1 under- 8.2.2.1under- 9.2.2.1understand
d an increasing stand more com- stand with little stand with most specific in-
range of plex supported support most spe- formation in un-
little or no
unsupported questions which cific information supported ex-
basic questions ask for personal in extended talk support most tended talk on a
which ask for information on a limited range specific in- wide range of
personal of general and formation in general and cur-
information curricular topics extended talk ricular topics
on a wide
range of gen-
eral and cur-
ricular topics
5.2.3.1under- 6.2.3.1understand 7.2.3.1understand 8.2.3.1under- 9.2.3.1understand
stand an increas- more complex with some sup- stand with most of the detail
ing range of unsupported ques- port most of the of an argument in
little or no
supported basic tions on a grow- detail of an argu- unsupported ex-
questions on ing range of gen- ment in extended support most tended talk on a
general and cur- eral and curricular talk on a limited of the detail wide range of
ricular topics topics range of general of an argu- general and cur-
and curricular ment in exten- ricular topics
topics ded talk on a
wide range of
general and
curricular top-
ics
5.2.4.1under- 6.2.4.1understand 7.2.4.1understand 8.2.4.1 under- 9.2.4.1 under-
12
stand the main with limited sup- with little support stand with stand most of the
points of support the main some of the im- little or no implied meaning
ported extended points of ex- plied meaning in in unsupported
support most
talk on a range tended talk on a extended talk on a extended talk on a
of general and range of general limited range of of the implied wide range of
curricular topics and curricular general and cur- meaning in general and cur-
topics ricular topics extended talk ricular topics
on a wide
range of gen-
eral and cur-
ricular topics
5.2.5.1under- 6.2.5.1understand 7.2.5.1recog- 8.2.5.1recog- 9.2.5.1 recognize
stand most spe- most specific in- nise the opin- nise the opin- the opinion of the
cific information formation and de- speaker(s) in un-
ion of the ion of the
and detail of tail of short, sup- supported ex-
short, supported ported talk on a speaker(s) in speaker(s) tended talk on a
talk on a wide wide range of supported ex- with little or wide range of
range of familiar general and cur- tended talk on no support in general and cur-
topics ricular topics a range of gen- extended talk ricular topics
eral and cur- on a wide
ricular topics range of gen-
eral and cur-
ricular topics
5.2.6.1deduce 6.2.6.1deduce 7.2.6.1deduce 8.2.6.1deduce 9.2.6.1deduce
meaning from meaning from meaning from meaning from meaning from
context in short, context in short, context with lit-
context with context in
supported talk supported talk on tle or no support
on an increasing an increasing little support in in extended talk
unsupported ex-
extended talk tended talk on a
range of general range of general on a growing
wide range of
and curricular and curricular on a limited range of general
general and cur-
topics topics range of gen- and curricular
ricular topics
eral and cur- topics
ricular topics
5.2.7.1recognize 6.2.7.1 recognize 7.2.7.1 begin to 8.2.7.1recognize 9.2.7.1 recognize
the opinion of the opinion of the recognize typical typical features typical features at
the speaker(s) in speaker(s) in sup- features at word, at word, sen- word, sentence
basic, supported ported extended sentence and text tence and text and text level of a
talk on an in- talk on a limited level of a limited level of a grow- range of spoken
creasing range range of general range of spoken ing range of genres
of general and and curricular genres spoken genres
curricular topics topics
5.2.8.1under- 6.2.8.1understand 7.2.1.8 under- 8.2.8.1 under- 9.2.8.1begin to
stand supported supported narra- stand supported stand extended recognize incon-
narratives, in- tives including narratives on a narratives on a sistencies in argu-
cluding some some extended wide range of wide range of ment in extended
extended talk, talk, on a range of general and cur- general and cur- talk on a growing
on an increasing general and curricular topics ricular topics range of general
range of general ricular topics and curricular
and curricular subjects
13
topics
3) strand 3 «speaking»:

5.3.1.1 provide 6.3.1.1 provide ba- 7.3.1.1 use formal 8.3.1.1use formal 9.3.1.1use formal
basic information sic information and informal re- and informal re- and informal re-
about themselves about themselves gisters in their talk gisters in their gisters in their talk
and others at sen- and others at dis- on a limited range talk on a growing on a range of gen-
tence level on an course level on a of general and cur- range of general eral and curricular
increasing range range of general ricular topics and curricular topics
of general topics topics topics
5.3.2.1ask simple 6.3.2.1ask simple 7.3.2.1ask complex 8.3.2.1 ask more 9.3.2.1 ask com-
questions to get questions to get in- questions to get in- complex ques- plex questions to
information about formation about a formation about a tions to get in- get information on
a limited range of growing range of limited range of formation about a a range of general
general topics general topics general topics and growing range of and curricular top-
some curricular general topics and ics
topics some curricular
topics
5.3.3.1 give an 6.3.3.1 give an 7.3.3.1 give an 8.3.3.1give an 9.3.3.1 explain and
opinion at sen- opinion at sentence opinion at dis- opinion at dis- justify their own
tence level on a and discourse level course level on a course level on a point of view on a
limited range of on an increasing growing range of wide range of range of general
general and cur- range of general general and cur- general and cur- and curricular top-
ricular topics and curricular top- ricular topics ricular topics ics
ics
5.3.4.1 respond 6.3.4.1 respond 7.3.4.1 respond 8.3.4.1 respond 9.3.4.1 respond
with limited flex- with limited flexib- with some flexibil- with some flexib- with growing flex-
ibility at sentence ility at both sen- ity at both sentence ility at both sen- ibility at both sen-
level to unexpec- tence and discourse and discourse level tence and dis- tence and discourse
ted comments on level to unexpected to unexpected com- course level to level to unexpected
an increasing comments on a ments on a growing unexpected com- comments on a
range of general range of general range of general ments on a range range of general
and curricular top- and curricular top- and curricular top- of general and and curricular top-
ics ics ics curricular topics ics
5.3.5.1 keep in- 6.3.5.1keep inter- 7.3.5.1 keep inter- 8.3.5.1interact 9.3.5.1interact
teraction going in action going in action with peers to with peers to ne- with peers to ne-
basic exchanges longer exchanges negotiate, agree and gotiate, agree gotiate, agree and
on a growing on a range of gen- organise priorities and organise pri- organise priorities
range of general eral and curricular and plans for com- orities and plans and plans for
and curricular top- pleting classroom
topics for completing completing
ics tasks
classroom tasks classroom tasks
5.3.6.1 commu- 6.3.6.1communic- 7.3.6.1 begin to 8.3.6.1link com- 9.3.6.1link com-
nicate meaning ate meaning link comments with ments with some ments with grow-
clearly at sentence clearly at sen- some flexibility to flexibility to ing flexibility to
level during, pair, tence level dur- what others say at what others say what others say at
group and whole ing, pair, group sentence and dis- at sentence and sentence and dis-
class exchanges course level in pair,
and whole class discourse level course level in
group and whole
exchanges class exchanges
in pair, group pair, group and
and whole class whole class ex-
exchanges changes
14
5.3.7.1 use appro- 6.3.7.1 use appro- 7.3.7.1 use appro- 8.3.7.1 use ap- 9.3.7.1 use appro-
priate subject-spe- priate subject-spe- priate subject-spe- propriate subject- priate subject-spe-
cific vocabulary cific vocabulary cific vocabulary specific vocabu- cific vocabulary
and syntax to talk and syntax to talk and syntax to talk lary and syntax to and syntax to talk
about a limited about a limited about a growing talk about a range about a wide in-
range of general range of general range of general of general topics, creased range of
topics topics, and some topics, and some and some cur- general and cur-
curricular topics curricular topics ricular topics ricular topics
5.3.8.1 recount 6.3.8.1 recount 7.3.8.1 recount 8.3.8.1 recount 9.3.8.1 recount ex-
basic stories and some extended some extended some extended tended stories and
events on a range stories and events stories and events stories and events events on a range
of general and on a limited range on a growing range on a range of of general and cur-
curricular topics of general and cur- of general and cur- general and curricular topics
ricular topics ricular topics ricular topics
4) strand 4 «reading»:

5.4.1.1under- 6.4.1.1 under- 7.4.1.1 understand 8.4.1.1 under- 9.4.1.1understand
stand the main stand the main the main points in stand the main the main points in
points in a lim- points in a limited texts on a limited points in texts on extended texts on
ited range of range of short range of unfamiliar a growing range a range of unfa-
short simple simple texts on general and cur- of unfamiliar gen- miliar general and
ricular topics eral and curricular curricular topics
texts on general general and cur-
topics, including
and curricular ricular topics some extended
topics texts
5.4.2.1under- 6.4.2.1 understand 7.4.2.1understand 8.4.2.1under- 9.4.2.1understand
stand with little independently spe- specific informa- stand specific specific informa-
support specific cific information tion and detail in information and tion and detail in
information and and detail in short, texts on a range of detail in texts on texts on a range of
detail in short, simple texts on a familiar general a growing range familiar general
simple texts on a limited range of and curricular top- and curricular top-
of familiar gen-
limited range of general and cur- ics ics, including some
eral and cur-
general and curricular topics extended texts
ricular topics ricular topics,
including some
extended texts
5.4.3.1 6.4.3.1understand 7.4.3.1understand 8.4.3.1 under- 9.4.3.1understand
understand the the detail of an ar-the detail of an ar- stand the detail of the detail of an ar-
detail of an gument on a lim- gument on a an argument on a gument in extended
argument on a ited range of fa- growing range of range of familiar texts on a range of
limited range of miliar general and familiar general general and cur- familiar general
familiar general ricular topics, in- and curricular top-
curricular topics, and curricular
cluding some ex- ics
and curricular including some topics, including tended texts
topics extended texts some extended
texts
5.4.4.1 read with 6.4.4.1read inde- 7.4.4.1 read a lim- 8.4.4.1read a 9.4.4.1read a
some support a pendently a limited ited range of exten- growing range range of extended
limited range of range of short ded fiction and of extended fic- fiction and non-
short fiction and simple fiction and non-fiction texts on tion and non-fic- fiction texts on fa-
non-fiction texts non-fiction texts familiar and some tion texts on familiar and unfa-
15
unfamiliar general miliar and some miliar general and

and curricular top- unfamiliar gen- curricular topics
ics eral and cur-
ricular topics
5.4.5.1deduce 6.4.5.1 deduce 7.4.5.1 deduce 8.4.5.1deduce 9.4.5.1deduce
meaning from meaning from con- meaning from con- meaning from meaning from con-
context in short text on a limited text in short texts context in short text in extended
texts on a lim- range of familiar on a growing range texts and some texts on a range of
ited range of fa- general and cur- of familiar general extended texts familiar general
ricular topics, in- and curricular top- and curricular top-
miliar general on a growing
cluding some ex- ics ics
and curricular range of familiar
tended texts
topics general and cur-
ricular topics
5.4.6.1recognise 6.4.6.1 recognise 7.4.6.1 recognise 8.4.6.1recognise 9.4.6.1 recognise
the attitude or the attitude or opin- the attitude or opin- the attitude or the attitude or opin-
opinion of the ion of the writer in ion of the writer on opinion of the ion of the writer in
writer in short short texts on a a range of unfamil- writer on a extended texts on a
texts on a lim- growing range of iar general and cur- growing range range of familiar
general and curricular topics general and cur-
ited range of of unfamiliar
ricular topics ricular topics
general and cur- general and cur-
ricular topics ricular topics,
including some
extended text
5.4.7.1 recog- 6.4.7.1recognise 7.4.7.1recognise 8.4.7.1recognise 9.4.7.1recognise
nise typical fea- typical features at typical features at typical features typical features at
tures at word, word, sentence word, sentence at word, sen- word, sentence and
sentence and and text level in a and text level in a tence and text text level in a wide
text level in a range of written range of written level in a range range of written
genres
limited range of genres genres of written genres
written genres
5.4.8.1use with 6.4.8.1use inde- 7.4.8.1 use familiar 8.4.8.1use famil- 9.4.8.1 use a range
support familiar pendently familiar and some unfamiliar and some un- of familiar and un-
paper and digital paper and digital iar paper and digital familiar paper familiar paper and
reference re- reference re- reference resources and digital refer- digital reference re-
sources to check sources to check with little support ence resources sources to check
to check meaning to check mean- meaning and ex-
meaning and meaning and ex-
and extend under- tend understanding
extend under- tend understanding and extend
standing
standing ing understanding
5.4.9.1recognise 6.4.9.1 recognise 7.4.9.1 recognise 8.4.9.1 recognise 9.4.9.1recognise
the difference the difference inconsistencies in inconsistencies in inconsistencies in
between fact between fact and argument in short, argument in short argument in ex-
and opinion in opinion in short, simple texts on a texts on a limited tended texts on a
short, simple simple texts on a limited range of range of general range of general
wide range of gen- general and cur- and curricular
texts on an in- and curricular
eral and curricular ricular subjects subjects
creasing range topics
topics
of general and
curricular topics
5) strand 5«writing»:
16

5.5.1.1 plan, 6.5.1.1 plan, write, 7.5.1.1plan, write,8.5.1.1plan, 9.5.1.1plan, write,
write, edit and edit and proofread edit and proofread write, edit and edit and proofread
proofread work at work at text level work at text level proofread work work at text level
text level with with some support with some sup- at text level with with little or no
support on a lim- on a growing range port on a range of little support on support on a range
ited range of of general and cur- of general and cur-
general and cur- a range of gen-
general and curricular topics ricular topics
ricular topics eral and cur-
ricular topics
ricular topics
5.5.2.1write with 6.5.2.1 write with 7.5.2.1write with 8.5.2.1write 9.5.2.1write inde-
support a se- some support about some support with minimal pendently about
quence of short real and imaginary about real and support about factual and ima-
sentences in a past events, activit- imaginary past real and imagin- ginary past
paragraph on a ies and experiences events, activities ary past events, events, activities
limited range of on a limited range and experiences activities and and experiences
familiar general of familiar general
on a growing experiences on a on a range of fa-
topics topics and some
curricular topics range of familiar growing range miliar general and
general topics and of familiar gen- curricular topics
some curricular eral topics and
topics some curricular
topics
5.5.3.1 write 6.5.3.1 write with 7.5.3.1 write with 8.5.3.1write 9.5.3.1write with
with support fac- some support about moderate grammat- with moderate moderate gram-
tual descriptions personal feelings ical accuracy on a grammatical ac- matical accuracy
at text level and opinions on a limited range of fa- curacy on a on a wide range
which describe limited range of familiar general and growing range of familiar gen-
people, places miliar general and curricular topics of familiar general and curricular
and objects curricular topics
eral and cur- topics
ricular topics
5.5.4.1write 6.5.4.1 write with 7.5.4.1 use with 8.5.4.1use with 9.5.4.1 use with
with support a some support some support style some support minimal or no sup-
sequence of topics with some and register appro- style and re- port style and re-
short sentences paragraphs to priate to a limited gister appropri- gister appropriate
in a paragraph give basic variety of written ate to a limited to a growing vari-
genres on general ety of written
to give basic personal variety of writ-
and curricular top- genres on general
personal inform- information ten genres on
ics and curricular top-
ation general and cur- ics
ricular topics
5.5.5.1link 6.5.5.1develop 7.5.5.1develop 8.5.5.1develop 9.5.5.1develop
without support with support co- with some sup- with support co- with support co-
sentences using herent arguments port coherent ar- herent argu- herent arguments
basic coordinat- supported when guments suppor- ments supported supported when
ing connectors necessary by ex- ted when neces- when necessary necessary
amples and reas- sary by examples by examples and by examples and
ons for a limited and reasons for a reasons for a reasons for a wide
range of written limited range of growing range range of written
genres in familiar written genres in of written genres in familiar
general and cur- familiar general genres in famil- general and cur-
ricular topics and curricular iar ricular topics
topics general and cur-
17
ricular topics
5.5.6.1link, with 6.5.6.1 link, with 7.5.6.1 link with 8.5.6.1link, in- 9.5.6.1write co-
some support, minimal support, little or no support, dependently, herently at text
sentences into a sentences into co- sentences into co- sentences into level using a vari-
coherent para- herent paragraphs herent paragraphs coherent para- ety of connectors
graph using ba- using basic con- using a variety of graphs using a on a growing
nectors on a grow- basic connectors on variety of basic
sic connectors range of familiar
ing range of famil- a range of familiar
on a limited connectors on a general and cur-
iar general topics general topics and
range of famil- some curricular range of familiar ricular topics
iar general top- topics general topics
ics and some cur-
ricular topics
5.5.7.1use with 6.5.7.1 use with 7.5.7.1use with 8.5.7.1use with 9.5.7.1use inde-
some support some support ap- minimal support minimal support pendently appro-
appropriate lay- propriate layout at appropriate layout appropriate lay- priate layout at
out at text level text level for a at text level for a out at text level text level on a
for a limited growing range of growing range of for a range of growing range of
written genres on
range of written written genres on written genres general and cur-
familiar general
genres on famil- familiar general on familiar gen- ricular topics
topics and some
iar general top- curricular topics topics and some eral and cur-
ics and some curricular topics ricular topics
curricular topics
5.5.8.1spell 6.5.8.1spell most 7.5.8.1spell most 8.5.8.1spell 9.5.8.1spell most
most high-fre- high-frequency high-frequency most high-fre- high-frequency
quency words vocabulary accur- vocabulary accur- quency vocabu- vocabulary accur-
accurately for a ately for a limited ately for a grow- lary accurately ately for a wide
limited range of range of familiar ing range of fa- for a range of fa- range of familiar
general topics and
general topics miliar general miliar general general and cur-
some curricular
topics and some and curricular ricular topics
topics
curricular topics topics
5.5.9.1punctuate 6.5.9.1 punctuate 7.5.9.1 punctuate 8.5.9.1 punctu- 9.5.9.1punctuate
written work at written work at text written work at text ate written work written work at
text level on a level on a limited level on a growing at text level on text level on a
limited range of range of general range of familiar a growing range wide range of fa-
familiar general topics and some general and cur- of familiar gen- miliar general and
curricular topics ricular topics with
with some ac- eral and cur- curricular topics
with some accuracy some accuracy
curacy ricular topics with a good de-
with growing gree of accuracy
accuracy
6) strand 6 «use of English»:

5.6.1.1 use ap- 6.6.1.1begin to use 7.6.1.1 use some 8.6.1.1use some 9.6.1.1 use a grow-
propriate count- basic abstract abstract nouns and abstract nouns ing variety of ab-
able and uncount- nouns and com- complex noun and complex stract compound
able nouns, in- pound nouns and phrases on a limited noun phrases on nouns and complex
cluding common noun phrases de- range of familiar a range of famil- noun phrases on a
noun phrases describing times and general and cur- range of familiar
iar general and
scribing times and location on a grow- ricular topics general and cur-
18
location, on a lim- ing range of famil- curricular topics ricular topics

ited range of fa- iar general and cur-
miliar general and ricular topics
curricular topics
5.6.2.1use quan- 6.6.2.1use quanti- 7.6.2.1use a 8.6.2.1use a 9.6.2.1
tifiers many , fiers including growing variety growing variety use a variety of
much , a lot of ,a more, little, few of quantifiers for of quantifiers quantifiers for
few on a limited less, fewer not as countable and un- for countable countable and un-
range of familiar many , not as countable nouns and uncountable countable nouns
and some noun
general and cur- much on a grow- including nouns including
phrases on a range
ricular topics ing range of fa- toomuch, several, plenty, a of familiar general
miliar general and toomany, large/small and curricular top-
curricular topics noneany, enough number/amount ics including ma-
on a range of fa- jority of, minority
miliar general of, a great deal of, a
and curricular great number of
topics
5.6.3.1 use a 6.6.3.1 use com- 7.6.3.1 use a grow- 8.6.3.1use a 9.6.3.1 use a vari-
growing variety mon participles as ing variety of com- growing variety ety of compound
of adjectives and adjectives and or- pound adjectives of compound adjectives and ad-
regular and irreg- der adjectives cor- and adjectives as adjectives and jectives as parti-
ular comparative rectly in front of participles adjectives as ciples and a variety
and superlative nouns on a growing of comparative
participles and
adjectives on a range of familiar structures to indic-
some comparat-
limited range of general and cur- ate degree on a
familiar general ricular topics ive structures range of familiar
and curricular including not general and cur-
topics as…as, much … ricular topics
than to indicate
degree on a
range of familiar
general and cur-
ricular topics
5.6.4.1use de- 6.6.4.1use a vari- 7.6.4.1use a vari- 8.6.4.1use an in- 9.6.4.1 use a wide
terminers in- ety of determiners ety of determiners creased variety variety of determ-
cluding any, no including all, including neither, of determiners iners and pre-de-
each, every on a other on a grow- either, on a range including all, terminer struc-
limited range of ing range of fa- of familiar gen- half, both [of] in tures on a range
familiar general miliar general and eral and curricular pre-determiner of familiar gen-
and curricular curricular topics topics function on a eral and curricular
topics range of familiar topics
general and cur-
ricular topics
5.6.5.1 6.6.5.1use ques- 7.6.5.1use ques- 8.6.5.1use ques- 9.6.5.1 use ques-
use questions, tions including tions which include tions which in- tions including pre-
including tag questions with a variety of differ- clude a variety positions at what
questions to whose, how often, ent tense on a range of different time, in which dir-
seek agreement, how long and a of familiar general tense and modal ection, from whose
and curricular top- on a range of famil-
and clarify growing range of forms on a range
ics iar general and cur-
meaning on a tag questionson a of familiar gen- ricular topics
limited range of growing range of eral and cur-
familiar general familiar general ricular topics
19
and curricular and curricular

topics topics
5.6.6.1use basic 6.6.6.1use a vari- 7.6.5.1use a vari- 8.6.6.1use a 9.6.5.1 use relat-
personal and ety of personal, ety of possessive variety of pro- ive, demonstrative,
demonstrative demonstrative and reflexive pronouns including indefinite, quantit-
pronouns and and quantitative nouns including indefinite pro- ative pronouns and
quantitative pro- pronouns includ- mine, yours, ours, nouns anybody, a variety of reflex-
theirs, hers, his, ive pronoun struc-
nouns some, ing someone anyone, any-
myself, yourself, tures on a range of
any, something, somebody, everything and quant-
themselves on a familiar general
nothing anybody , no-one on growing range of itative pronouns and curricular top-
thing on a lim- a growing range familiar general everyone, ics
ited range of fa- of familiar gen- and curricular top- everything,
miliar general eral and curricular ics none, more, less,
and curricular topics a few on a range
topics of familiar gen-
eral and cur-
ricular topics
5.6.7.1use 6.6.7.1use simple 7.6.7.1use a vari- 8.6.7.1use a 9.6.7.1 use a vari-
simple perfect perfect forms to ety of simple per- variety of ety of simple per-
forms of com- express indefinite fect forms to ex- simple perfect fect forms includ-
mon verbs to ex- and unfinished press recent, in- forms to express ing some passive
press what has past with for and definite and un- recent, indefinite forms, including
time adverbials on
happened [in- since on a grow- finished past on a and unfinished
a range of familiar
definite time] ing range of fa- range of familiar past on a range general and cur-
on a limited miliar general and general and cur- of familiar gen- ricular topics
range of familiar curricular topics ricular topics eral and cur-
general and curricular topics
ricular topics
5.6.8.1use future 6.6.8.1 use future 7.6.8.1 use a 8.6.8.1 use a 9.6.8.1
forms “will” form “will” to growing variety growing variety use a variety of fu-
for predictions make offers, of future forms of future forms ture forms, includ-
and “be going promises, and including present including ing some passives,
to” to talk about predictions on a continuous with present continu- on a range of famil-
iar general and cur-
already decided growing range of future meaning ous and present
ricular topics
plans on a lim- familiar general on a range of fa- simple with fu-
ited range of fa- and curricular miliar general and ture meaning
miliar general topics curricular topics on a range of fa-
and curricular miliar general
topics and curricular
topics
20
5.6.9.1use 6.6.9.1use appro- 7.6.9.1use appro- 8.6.9.1use ap- 9.6.9.1 use ap-
simple present priately an in- priately a variety propriately a propriately anin-
and simple past creased variety of of active and variety of active creased variety of
regular and ir- present and past passive simple and passive active and passive
regular forms to simple active and present and past simple present simple present
describe some passive forms and past and past forms and past forms
routines, habits forms on a grow- perfect simple and past perfect and past perfect
and states on a ing range of fa- forms on a range simple forms in simple forms in
limited range of miliar general and of familiar gen- narrative and re- narrative and re-
familiar general curricular topics eral and curricular ported speech on ported speech on
and curricular topics a range of famil- a range of famil-
topics iar general and iar general and
curricular topics curricular topics
5.6.10.1use 6.6.10.1 use 7.6.10.1 use 8.6.10.1use 9.6.10.1

present continu- present continu- present continu- present continu- use present con-
ous forms with ous forms with ous forms for ous forms for tinuous forms and
present and fu- present and future present and future present and fu- past continuous, in-
ture meaning on meaning and past meaning and past ture meaning cluding a growing
variety of passive
a limited range continuous forms continuous on a and past con-
forms, on a range
of familiar gen- for background range of familiar tinuous, includ- of familiar general
eral and cur- and interrupted general and cur- ing some pass- and curricular top-
ricular topics past actions on a ricular topics ive forms, on a ics
limited range of range of familiar
familiar general general and cur-
and curricular ricular topics
topics
5.6.11.1use be/ 6.6.11.1use com- 7.6.11.1use some 8.6.11.1use 9.6.11.1 use an in-
look/sound/ mon impersonal reported speech some reported creased variety of
feel/taste/smell structures with: it, forms for state- speech forms for reported speech
like and usebe there on a grow- ments on a range statements, forms for state-
made on a lim- ing range of fa- of familiar gen- questions and ments, questions
and commands, in-
ited range of familiar general and eral and curricular commands: say,
cluding indirect and
miliar general curricular topics topics ask, tell includ- embedded ques-
and curricular ing reported re- tions with know,
topics quests on a wonder on a range
range of familiar of familiar general
general and cur- and curricular top-
ricular topics ics
5.6.12.1use 6.6. 12.1use an 7.6.12.1use com- 8.6.12.1use 9.6.12.1use an
common regular increased variety parative degree comparative de- increased variety
and irregular ad- of adverbs, in- adverb structures gree adverb of comparative
verbs, simple cluding adverbs with regular and structures not as degree adverb
and comparative of degree too, not irregular adverbs quickly as / far structures with
forms, adverbs enough, quite , on a range of fa- less quickly regular and
of frequency rather on a grow- miliar general and with regular and irregular
and adverbs of ing range of fa- curricular topics irregular ad- adverbsuse a
definite time: miliar general and verbs. Use an variety of pre-
last week, yes- curricular topics increased vari- verbal, post-verbal
terday on a lim- ety of pre- and end-position
ited range of fa- verbal, post- adverbs
21
miliar general verbal and end- on a range of

and curricular position adverbs familiar general
topics on a range of fa- and curricular
miliar general topics
and curricular
topics
5.6.13.1use 6.6.13.1use modal 7.6.13.1 8.6.13.1use a 9.6.13.1 use a vari-
might may forms including use a variety of growing variety ety of modal forms
could to express mustn’t (prohibi- modal forms for of modal forms for different func-
possibility on a tion) different functions for different tions and a limited
limited range of need (necessity) on a range of famil- functions: oblig- number of past
iar general and cur- modal forms in-
familiar general should (for ad- ation, necessity,
ricular topics cluding should/
and curricular vice) possibility, per- shouldn’t have to
topics on a range of fa- mission, re- express regret and
miliar general and quests, sugges- criticism on range
curricular topics tions, prohibi- of familiar general
tion on a range and curricular top-
of familiar gen- ics
eral and cur-
ricular topics
5.6.14.1 6.6.14.1use an in- 7.6.14.1 8.6.14.1use a 9.6.14.1 use an in-
use prepositions creased variety of use prepositions some preposi- creased variety of
to talk about time prepositions of before nouns and tions before prepositions before
and location, use time, location and adjectives in com- nouns and ad- nouns and adject-
prepositions like direction mon prepositional jectives ives, use a growing
to describe things number of depend-
use by and with phrases on a wide use prepositions
and about to de- ent prepositions
to denote agent range of familiar as, like to indic-
note topic, use following nouns,
prepositions of and instrument general and cur- ate manner adjectives and
direction to, into, use prepositions ricular topics use dependent verbs on a range of
out of, from, to- before nouns and prepositions fol- familiar general
wards on a lim- adjectives in com- lowing adject- and curricular top-
ited range of fa- mon prepositional ives on a range ics
miliar general and phrases on a of familiar gen-
curricular topics growing range of eral and cur-
familiar general ricular topics
and curricular
topics
5.6.15.1use 6.6.15.1 7.6.15.1 use infin- 8.6.15.1use in- 9.6.15.1use infinit-
common verbs use common itive forms after a finitive forms ive forms after a
followed by in- verbs followed limited number of after a limited growing number of
finitive verb / by infinitive verb verbs and adject- number of verbs adjectives and
verb + ing pat- / verb + ing pat- ives, use gerund and adjectives, verbs, use gerund
forms after a lim- use forms after a grow-
terns on a lim- terns, use infinit- gerund
ited variety of verbs ing variety of verbs
ited range of fa- ive of purpose forms after a
and prepositions and prepositions,
miliar general on a limited range
on a growing range limited variety use an increased
and curricular of familiar general
of familiar general of verbs and variety of preposi-
topics and curricular top-
and curricular top- prepositions, use tional verbs and
ics some preposi-
ics phrasal verbs on a
tional verbs and range of familiar
begin to use general and cur-
common phrasal ricular topics
22
verbs on a grow-
ing range of fa-
miliar general
and curricular
topics
5.6.16.1use con- 6.6.16.1use con- 7.6.16.1 use a 8.6.16.1use a 9.6.16.1use a
junctions so , if, junctions if , growing variety of growing variety variety of con-
when , where, when, where, so, conjunctions in- of conjunctions junctions includ-
before, after to and, or, but, be- cluding because, including since, ing so that, (in
link parts of sen- cause , before, since, as to explain as to explain order to) to indic-
reasons on a range
tences on a lim- after to link parts reasons and the ate purpose al-
of familiar general
ited range of fa- of sentences in structures so ... though, while,
and curricular top-
miliar general short texts on a ics that, such a ... whereas to con-
and curricular growing range of that in giving trast on a range of
topics familiar general explanations familiar general
and curricular on a range of fa- and curricular
topics miliar general topics
and curricular
topics
5.6.17.1use if 6.6.17.1use 7.6.17.1 use if / 8.6.17.1use if / 9.6.17.1use if
clauses (in zero subordinate unless in first unless/ if only in only /wish [that]
conditionals), clauses following conditional second condi- clauses [past refer-
use where think know clauses, use tional clauses ence], use a variety
clauses believe hope, defining relative and wish [that] of relative clauses
including preposi-
use before/after say , tell, use clauses with clauses [present
tions fromwhere, to
clauses (with subordinate which who that reference], use a whom on
past reference) clauses following where on a wide growing variety a range of familiar
use defining rel- sure, certain: . range of familiar of relative general and cur-
ative clauses use defining relat- general and clauses includ- ricular topics
with which who ive clauses with curricular topics ing why clauses
that where to which who that on a range of fa-
give details where on a growing miliar general
on a limited range range of familiar and curricular
of familiar gen- general and cur- topics
eral and curricular ricular topics
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.
23
Негізгі орта білім беру деңгейінің 5-9-

сыныптарына арналған «Ағылшын
тілі» оқу пәнінен жаңартылған
мазмұндағы үлгілік оқу
бағдарламасына қосымша
Негізгі орта білім беру деңгейінің 5-9-сыныптарына арналған«Ағылшын тілі»

пәнінен жаңартылған мазмұндағы үлгілік оқу бағдарламасын жүзеге асыру
бойынша ұзақ мерзімді жоспар
1) grade 5:
Unit Strands Learning objectives

Term 1
Home and away Content 5.1.1.1use speaking and listening skills to solve problems
creatively and cooperatively in groups;
Homes 5.1.6.1organise and present information clearly to others ;
Cities and coun- 5.1.8.1develop intercultural awareness through reading and
tries discussion;
Weather and cli- 5.1.9.1 use imagination to express thoughts, ideas, experi-
mate ences and feelings
Listening 5.2.1.1understand a sequence of supported classroom in-
structions;
5.2.3.1understand an increasing range of unsupported ba-
24
sic questions on general and curricular topics;

5.2.6.1deduce meaning from context in short, supported talk
on an increasing range of general and curricular topics;
5.2.7.1recognize the opinion of the speaker(s) in basic, sup-
ported talk on an increasing range of general and curricular
topics
Speaking 5.3.1.1provide basic information about themselves and oth-
ers at sentence level on an increasing range of general top-
ics;
5.3.2.1.ask simple questions to get information about a lim-
ited range of general topics;
5.3.4.1respond with limited flexibility at sentence level to
unexpected comments on an increasing range of general and
curricular topics;
5.3.6.1communicate meaning clearly at sentence level dur-
ing, pair, group and whole class exchanges;
5.3.7.1 use appropriate subject-specific vocabulary and syn-
tax to talk about a limited range of general topics
Reading 5.4.1.1understandthe main points in a limited range of short
simple texts on general and curricular topics;
5.4.2.1understand with little support specific information
and detail in short, simple texts on a limited range of general
and curricular topics;
5.4.5.1deduce meaning from context in short texts on a lim-
ited range of familiar general and curricular topics
Writing 5.5.1.1plan, write, edit and proofread work at text level with
support on a limited range of general and curricular topics;
5.5.2.1write with support a sequence of short sentences in a
paragraph on a limited range of familiar general topics;
5.5.3.1write with support factual descriptions at text level
which describe people, places and objects;
5.5.6.1link, with some support, sentences into coherent
paragraphs using basic connectors on a limited range of fa-
miliar general topics;
5.5.7.1use with some support appropriate layout at text level
for a limited range of written genres on familiar general top-
ics and some curricular topics
Use of Eng- 5.6.1.1use appropriate countable and uncountable nouns, in-
lish cluding common noun phrases describing times and loca-
tion, on a limited range of familiar general and curricular
topics;
5.6.3.1use a growing variety of adjectives and regular and
irregular comparative and superlative adjectives on a limited
range of familiar general and curricular topics;
5.6.4.1use determiners including any, no each, every on a
limited range of familiar general and curricular topics;
5.6.6.1use basic personal and demonstrative pronouns and
quantitative pronouns some, any, something, nothing any-
thing on a limited range of familiar general and curricular
topics;
5.6.8.1use future forms will for predictions and be going
25
to talk about already decided plans on a limited range of fa-

miliar general and curricular topics;
5.6.11.1use be/look/sound/feel/taste/smell like and use be-
made of on a limited range of familiar general and curricular
topics;
5.6.12.1use 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 fa-
5.6.14.1use 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, to-
wards on a limited range of familiar general and curricular
topics
Living things Content 5.1.4.1 evaluate and respond constructively to feedback
from others;
Plants 5.1.5.1 use feedback to set personal learning objectives;
Animals 5.1.6.1organize and present information clearly to others;
Human Beings 5.1.7.1 develop and sustain a consistent argument when
speaking or writing
structions;
5.2.4.1understand the main points of supported extended
talk on a range of general and curricular topics;
on an increasing range of general and curricular topics
Speaking 5.3.1.1provide basic information about themselves and oth-
ics;
5.3.4.1 respond with limited flexibility at sentence level to
curricular topics;
5.3.6.1communicate meaning clearly at sentence level dur-
5.3.7.1use appropriate subject-specific vocabulary and syn-
Reading 5.4.1.1understand the main points in a limited range of short
simple texts on general and curricular topics;
5.4.2.1understand with little support specific information
5.4.4.1read with some support a limited range of short fic-
tion and non-fiction texts;
5.4.6.1recognize the attitude or opinion of the writer in short
texts on a limited range of general and curricular topics;
5.4.8.1use with some support familiar paper and digital ref-
erence resources to check meaning and extend understand-
ing;
5.4.9.1recognize the difference between fact and opinion in
26
short, simple texts on an increasing range of general and

curricular topics
Writing 5.5.2.1write with support a sequence of short sentences in a
5.5.3.1write with support factual descriptions at text level
5.5.7.1use with some support appropriate layout at text level
for a limited range of written genres on familiar general top-
ics and some curricular topics;
5.5.8.1spell most high-frequency words accurately for a
limited range of general topics
Use of Eng- 5.6.1.1use appropriate countable and uncountable nouns, in-
lish cluding common noun phrases describing times and loca-
topics;
5.6.3.1use a growing variety of adjectives and regular and
5.6.9.1use simple present and simple past regular and irreg-
ular forms to describe routines, habits and states on a limited
5.6.13.1use might may could to express possibility on a lim-
ited range of familiar general and curricular topics
5.6.15.1use common verbs followed by infinitive verb /
verb + ing patterns on a limited range of familiar general
and curricular topics
Term 2
Values Content 5.1.2.1use speaking and listening skills to provide sensitive
feedback to peers;
Family relation- 5.1.5.1use feedback to set personal learning objectives;
ships 5.1.6.1organize and present information clearly to others;
Friendship 5.1.9.1 use imagination to express thoughts, ideas, experi-
What we value ences and feelings
structions;
5.2.2.1understand an increasing range of unsupported basic
questions which ask for personal information;
on an increasing range of general and curricular topics;
5.2.8.1understand supported narratives, including some ex-
tended talk, on an increasing range of general and curricular
topics
Speaking 5.3.3.1 give an opinion at sentence level on a limited range
of general and curricular topics;
curricular topics;
5.3.5.1 keep interaction going in basic exchanges on a
growing range of general and curricular topics;
5.3.6.1 communicate meaning clearly at sentence level dur-
27

Reading 5.4.1.1 understand the main points in a limited range of
short simple texts on general and curricular topics;
5.4.2.1 understand with little support specific information
5.4.3.1 understand the detail of an argument on a limited
texts on a limited range of general and curricular topics
Writing 5.5.1.1 plan, write, edit and proofread work at text level
with support on a limited range of general and curricular
topics;
5.5.3.1 write with support factual descriptions at text level
5.5.4.1 write with support a sequence of extended sentences
in a paragraph to give basic personal information;
5.5.5.1 link without support sentences using basic coordi-
nating connectors;
5.5.7.1 use with some support appropriate layout at text
level for a limited range of written genres on familiar gen-
eral topics and some curricular topics;
5.5.8.1 spell most high-frequency words accurately for a
Use of Eng- 5.6.1.1 use appropriate countable and uncountable nouns,
lish including common noun phrases describing times and loca-
topics;
5.6.2.1 use quantifiers many , much , a lot of ,a few on a
5.6.3.1 use a growing variety of adjectives and regular and
5.6.5.1 use questions, including tag questions to seek agree-
ment, and clarify meaning on a limited range of familiar
general and curricular topics;
5.6.6.1 use basic personal and demonstrative pronouns and
topics;
5.6.7.1 use simple perfect forms of common verbs to ex-
press what has happened [indefinite time] on a limited
5.6.13.1 use might may could to express possibility on a
5.6.16.1 use conjunctions so , if, when , where, before, after
to link parts of sentences on a limited range of familiar gen-
eral and curricular topics;
5.6.17.1use if clauses (in zero conditionals), use where
clauses, use before/after clauses (with past reference), use
28
defining relative clauses with which who that where to give

details on a limited range of familiar general and curricular
topics
The world of Content 5.1.2.1 use speaking and listening skills to provide sensitive
work feedback to peers;
5.1.4.1 evaluate and respond constructively to feedback
Professions from others;
Outdoor, factory 5.1.7.1 develop and sustain a consistent argument when
and service jobs speaking or writing;
Work past and 5.1.8.1develop intercultural awareness through reading and
future discussion
structions;
5.2.5.1 understand most specific information and detail of
short, supported talk on a wide range of familiar topics;
5.2.6.1 deduce meaning from context in short, supported
talk on an increasing range of general and curricular topics;
5.2.7.1 recognize the opinion of the speaker(s) in basic, sup-
topics
Speaking 5.3.2.1 ask simple questions to get information about a lim-
5.3.3.1 give an opinion at sentence level on a limited range
curricular topics;
Reading 5.4.4.1 read with some support a limited range of short fic-
5.4.5.1 deduce meaning from context in short texts on a lim-
ited range of familiar general and curricular topics;
5.4.6.1 recognize the attitude or opinion of the writer in
short texts on a limited range of general and curricular top-
ics;
5.4.7.1 recognize typical features at word, sentence and text
level in a limited range of written genres
Writing 5.5.3.1 write with support factual descriptions at text level
5.5.6.1 link, with some support, sentences into coherent
limited range of general topics;
5.5.9.1 punctuate written work at text level on a limited
29
range of familiar general with some accuracy

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 curricu-
lar topics;
5.6.9.1 use simple present and simple past regular and irreg-
ular forms to describe routines, habits and states on a limited
5.6.10.1 use present continuous forms with present and fu-
ture meaning on a limited 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
topics;
5.6.16.1 use conjunctions so, if, when, where, before, after
5.6.17.1 use if-clauses (in zero conditionals), use where
topics
Term 3
Creativity Content 5.1.3.1respect differing points of view;
5.1.4.1 evaluate and respond constructively to feedback
Art from others;
Music 5.1.5.1 use feedback to set personal learning objectives;
Stories and 5.1.9.1 use imagination to express thoughts, ideas, experi-
poems ences 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
Listening 5.2.1.1 understand a sequence of supported classroom in-

structions;
5.2.4.1 understand the main points of supported extended
short, supported talk on a wide range of familiar topics;
5.2.8.1 understand supported narratives, including some ex-
30
topics
Speaking 5.3.1.1 provide basic information about themselves and oth-

ics;
curricular topics;
tax to talk about a limited range of general topics;
5.3.8.1 recount basic stories and events on a range of gen-
eral and curricular topics

topics;
eral topics and some curricular topics
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 curricu-
lar topics;
31

curricular topics;
Reading for plea- Content 5.1.4.1 evaluate and respond constructively to feedback
sure from others;
5.1.5.1 use feedback to set personal learning objectives;
5.1.7.1 develop and sustain a consistent argument when
speaking or writing;
5.1.8.1 develop intercultural awareness through reading and
discussion;
5.1.9.1 use imagination to express thoughts, ideas, experi-
ences and feelings
Listening 5.2.3.1 understand an increasing range of unsupported ba-
topics;
topics
tax to talk about a limited range of general topics;
5.3.8.1 recount basic stories and events on a range of gen-

5.4.4.1 read with some support a limited range of short fic-
5.4.5.1deduce meaning from context in short texts on a lim-
32
5.4.8.1 use with some support familiar paper and digital ref-
erence resources to check meaning and extend understand-
ing;
5.4.9.1 recognise the difference between fact and opinion in
short, simple texts on an increasing range of general and
curricular topics
topics;
5.5.2.1 write with support a sequence of short sentences in a
5.5.5.1 link without support sentences using basic coordi-
nating connectors;
Fantasy world Content 5.1.4.1 evaluate and respond constructively to feedback
from others;
Home and garden 5.1.7.1 develop and sustain a consistent argument when
City speaking or writing;
World 5.1.8.1 develop intercultural awareness through reading and
discussion;
structions;
topics
Speaking 5.3.3.1 give an opinion at sentence level on a limited range
5.3.5.1 keep interaction going in basic exchanges on a
33

Writing 5.5.2.1 write with support a sequence of short sentences in a
limited range of general topics;
range of familiar general with some accuracy
topics;
5.6.4.1 use determiners including any, no each, every on a
5.6.5.1 use questions, including tag questions to seek agree-
ment, and clarify meaning on a limited range of familiar
topics;
5.6.7.1 use simple perfect forms of common verbs to ex-
press what has happened [indefinite time] on a limited
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;
5.6.9.1 use simple present and simple past regular and ir-
regular forms to describe routines, habits and states on a
5.6.14.1 use prepositions to talk about time and location,
topics;
34

5.6.17.1use if clauses (in zero conditionals) ,use where
topics
Term 4
Sports Content 5.1.1.1 use speaking and listening skills to solve problems
Sport for all creatively and cooperatively in groups;
Rules and respect 5.1.2.1 use speaking and listening skills to provide sensitive
Human body and feedback to peers;
exercise 5.1.3.1 differing points of view;
5.1.6.1organize and present information clearly to others;
speaking or writing
structions;
5.2.2.1 understand an increasing range of unsupported ba-
sic questions which ask for personal information;
topics
ics;
5.3.2.1 ask simple questions to get information about a lim-
curricular topics;

5.4.7.1recognize typical features at word, sentence and text
level in a limited range of written genres
35
topics;
topics;
5.6.4.1 use determiners including any, no each, every on a
topics;
5.6.8.1 use future forms will for predictions and be going
to talk about already decided plans on a limited range of fa-
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 fa-
5.6.14.1 use prepositions to talk about time and location,use
prepositions like to describe things and about to denote
topics;
5.6.15.1 use common verbs followed by infinitive verb /
verb + ing patterns on a limited range of familiar general
Holidays Content 5.1.1.1 use speaking and listening skills to solve problems
Destinations creatively and cooperatively in groups;
36
Holiday Activit- 5.1.3.1 respect differing points of view;

ies 5.1.4.1 evaluate and respond constructively to feedback
Transport from others;
discussion
structions;
sic questions which ask for personal information;
topics
curricular topics;
ing, pair, group and whole class exchanges
Writing 5.5.3.1 write with support factual descriptions at text level
Use of Eng- 5.6.9.1 use simple present and simple past regular and irreg-
lish ular forms to describe routines, habits and states on a limited
curricular topics;
37

5.6.14.1 use prepositions to talk about time and location;
topic; use prepositions of direction to, into, out of, from, to-
topics;
5.6.17.1use if clauses (in zero conditionals), use where
clauses; use before/after clauses (with past reference), use
topics
2) grade 6:

Term 1
Our Class Content 6.1.1.1 use speaking and listening skills to solve problems
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;
supported, extended talk on a range general and curricular
topics
ers 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 6.4.1.1 understand the main points in a growing range of
short, simple texts on general and curricular topics;
6.4.2.1understand independently specific information and
detail in short, simple texts on a limited range of general and
curricular topics;
6.4.4.1read independently a limited range of short simple
fiction and non-fiction texts;
6.4.8.1 use independently familiar paper and digital refer-
ence resources to check meaning and extend understanding;
short, simple texts on a wide range of general and curricular
topics
with some support on a growing range of general and cur-
ricular topics;
6.5.2.1 write with some support about real and imaginary
38
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 cur-
ricular topics;
6.5.6.1 link, with minimal support, sentences into coherent
paragraphs using basic connectors on a growing range of fa-
miliar general topics
Use of Eng- 6.6.1.1 begin to use basic abstract nouns and compound
lish 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 ad-
jectives correctly in front of nouns on a growing range of fa-
6.6.9.1 use appropriately an increased variety of present and
past simple active and some passive forms on a growing
6.6.12.1 use an increased variety of adverbs, including ad-
verbs 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 (neces-
sity), should (for advice) on a range of familiar general and
curricular topics;
verb + ing patterns, use infinitive of purpose on a limited
range of familiar general and curricular topics
HelpingandHeroes Content 6.1.1.1 use speaking and listening skills to solve problems
6.1.3.1 respect differing points of view;
discussion
Listening 6.2.1.1understand a longer sequence of supported classroom
instructions;
6.2.6.1 deduce meaning from context in supported extended
6.2.7.1recognize 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 ex-
tended 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 dis-
course level during, pair, group and whole class exchanges;
tax 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 lim-
ited range of general and curricular topics
39
6.4.2.1 understand independently specific information and

curricular topics;
6.4.4.1 read independently a limited range of short simple
6.4.6.1 recognise the attitude or opinion of the writer in
short texts on a growing range of general and curricular
topics
ricular topics;
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 cur-
ricular topics
Use of Eng- 6.6.1.1begin to use basic abstract nouns and compound
6.6.5.1 use questions including questions with whose, how
often, how long and a growing range of tag questions on a
verbs of degree too, not enough, quite, rather on a growing
Term 2
OurCountryside Content 6.1.1.1 use speaking and listening skills to solve problems
Listening 6.2.1.1 understand a longer sequence of supported class-
room instructions;
topics;
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
40

Reading 6.4.2.1understand independently specific information and
curricular topics;
6.4.5.1 deduce meaning from context on a limited range of
familiar general and curricular topics, including some ex-
tended texts;
ence resources to check meaning and extend understanding
ricular topics;
ricular topics;
ricular topics
Use of Eng- 6.6.3.1 use common participles as adjectives and order ad-
lish jectives correctly in front of nouns on a growing range of fa-
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 famil-
iar 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 be-
lieve 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
DramaandComed Content 6.3.3.1 respect differing points of view;
y 6.1.6.1 organise and present information clearly to others;
41

ences and feelings;
Listening 6.2.1.1understand a longer sequence of supported classroom
instructions;
topics
6.3.4.1 respond with limited flexibility at both sentence and
discourse level to unexpected comments on a range of gen-
6.3.5.1 keep interaction going in longer exchanges on a
range of general and curricular topics;
curricular topics;
Reading 6.4.2.1 understand independently specific information and
curricular topics;
range of familiar general and curricular topics, including
some extended texts
Writing 6.5.2.1 write with some support about real and imaginary
ricular 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;
ricular topics
Use of Eng- 6.6.7.1 use simple perfect forms to express indefinite and
lish unfinished past [with for and since] on a growing range of
verbs of degree too, not enough, quite, rather on a growing
6.6.15.1 use common verbs followed by infinitive verb / verb +
ing patterns, use infinitive of purpose on a limited range of famil-
iar general and curricular topics
Term 3
OurHealth Content 6.1.1.1 use speaking and listening skills to solve problems
42

discussion;
ences and feelings;
Listening 6.2.5.1 understand most specific information and detail of
topics curricular topics;
6.2.7.1recognise the opinion of the speaker(s) in supported
topics
6.3.3.1 give an opinion at sentence and discourse level on an
6.3.4.1 respond with limited flexibility at both sentence and
6.3.5.1 keep interaction going in longer exchanges on a
6.3.6.1 communicate meaning clearly at sentence and dis-
course level during pair, group and whole class exchanges;
curricular topics
Reading 6.4.4.1 read independently a limited range of short simple
familiar general and curricular topics, including some ex-
tended texts;
texts on a growing range of general and curricular topics;
ricular topics;
level for a growing range of written genres on familiar gen-
ricular topics;
range of general topics and some curricular topics with
some accuracy
43

6.6.2.1 use quantifiers including more, little, few less, fewer
not as many , not as much on a growing range of familiar
6.6.8.1 use future form will to make offers, promises, and
predictions on a growing range of familiar general and cur-
ricular topics;
ture meaning and past continuous forms for background and
interrupted past actions on a limited range of familiar gen-
6.6.13.1 use modal forms including, mustn’t (prohibition),
need (necessity), should (for advice) on a range of familiar
Holidays and Content 6.1.2.1 use speaking and listening skills to provide sensitive
Travel feedback to peers;
6.1.6.1 organise and present information clearly to others
Listening 6.2.1.1 understand a longer sequence of supported class-
room instructions;
topics;
6.2.6.1deduce meaning from context in supported extended
6.2.7.1recognize the opinion of the speaker(s) in supported
topics;
6.2.8.1 understand supported narratives including some ex-
tended talk, on a range of general and curricular topics
Speaking 6.3.3.1 give an opinion at sentence and discourse level on an
curricular topics
curricular topics;
familiar general and curricular topics, including some exten-
44
ded texts;
topics;
6.4.7.1 recognise typical features at word, sentence and text
level in a range of written genres;
topics
Writing 6.5.3.1 write with some support about personal feelings and
ricular topics;
ricular 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
6.6.7.1 use simple perfect forms to express indefinite and
unfinished past [with for and since] on a growing range of
ricular topics;
Reading for Pleas- Content 6.1.4.1 evaluate and respond constructively to feedback
ure from others;
speaking or writing
Speaking 6.2.5.1 keep interaction going in basic exchanges on a grow-
ing range of general and curricular topics
6.4.2.1 understand independently specific information and
45
curricular topics;
some extended texts;
familiar general and curricular topics, including some exten-
ded texts;
topics;
6.4.7.1recognise typical features at word, sentence and text
6.4.8.1use independently familiar paper and digital refer-
ence resources to check meaning and extend understanding;
6.4.9.1recognise the difference between fact and opinion in
topics
Writing 6.5.4.1write with some support topics with some paragraphs
to give basic personal information;
6.5.5.1develop with support coherent arguments supported
when necessary by examples and reasons for a limited range
of written genres in familiar general and curricular topics
Term 4
Our Neighbour- Content 6.1.2.1 use speaking and listening skills to provide sensitive
hood feedback to peers
6.1.3.1respect differing points of view
Listening 6.2.4.1understand with limited support the main points of
extended talk on a range of general and curricular topics;
topics
6.3.2.1 ask simple questions to get information about a
growing range of general topics
Reading 6.4.6.1 recognise the attitude or opinion of the writer in
topics;
level in a range of written genres
Writing 6.5.3.1 write with some support about personal feelings and
ricular topics;
46
ricular topics;
some accuracy
6.6.6.1 use a variety of personal, demonstrative and quantit-
ative pronouns including someone, somebody, everybody,
no-one 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
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 famil-
iar general and curricular topics;
Transport Content 6.1.8.1 develop intercultural awareness through reading and
discussion;
ences and feelings;
Listening 6.2.3.1 understand more complex supported questions on a
6.2.4.1 understand with limited support the main points of
extended talk on a range of general and curricular topics;
talk on a range of general and curricular topics
curricular topics;
curricular topics;
47

topics;
Writing 6.5.6.1 link, with minimal support, sentences into coherent
ricular topics;
some accuracy
Use of Eng- 6.6.2.1 use quantifiers including more, little, few, less, fewer
lish not as many , not as much on a growing range of familiar
6.6.4.1 use a variety of determiners including all, other on a
6.6.5.1 use questions including questions with whose, how
often, how long and a growing range of tag questions on a
ricular topics;
6.6.17.1 use subordinate clauses following think know be-
lieve 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
3)grade 7:

Term 1
Hobbies and Content 7.1.3.1 respect differing points of view;
Leisure 7.1.4.1evaluate and respond constructively to feedback from
others;
48
discussion;
ences and feelings
Listening 7.2.1.1 understand with little support the main points in exten-
ded talk on a limited range of general and curricular topics;
7.2.2.1 understand with little support most specific informa-
tion in extended talk on a limited range of general and cur-
ricular 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
Speaking 7.3.1.1 use formal and informal registers in their talk on a lim-
ited range of general and curricular topics;
7.3.2.1 ask complex questions to get information about a
limited range of general topics and some curricular topics;
7.3.3.1 give an opinion at discourse level on a growing range
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;
7.3.7.1 use appropriate subject-specific vocabulary and syntax
to talk about a growing range of general topics, and some
curricular topics
Reading 7.4.1.1 understand the main points in texts on a limited range
of unfamiliar general and curricular topics;
7.4.2.1 understand specific information and detail in texts on
a range of familiar general and curricular topics;
7.4.3.1 understand the detail of an argument on a growing
range of familiar general and curricular topics, including some
extended texts;
7.4.8.1use familiar and some unfamiliar paper and digital ref-
erence resources with little support to check meaning and ex-
tend understanding
Writing 7.5.1.1 plan, write, edit and proofread work at text level with
some support on a range of general and curricular topics;
7.5.2.1 write with minimal support about real and imaginary
past events, activities and experiences on a growing range of
7.5.3.1 write with moderate grammatical accuracy on a lim-
7.5.6.1 link with little or no support, sentences into coherent
paragraphs using a variety of basic connectors on a range of
7.5.8.1 spell most high-frequency vocabulary accurately for a
7.5.9.1 punctuate written work at text level on a growing
range of familiar general and curricular topics with some ac-
curacy punctuate written work at text level on a growing
range of familiar general and curricular topics with growing
49
accuracy
Use of Eng- 7.6.1.1 use some abstract nouns and complex noun phrases on
lish a limited 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;
7.6.3.1 use a growing variety of compound adjectives and ad-
jectives as participles;
7.6.5.1 use questions which include a variety of different
tense on a range of familiar general and curricular topics;
7.6.6.1 use a variety of possessive and reflexive pronouns in-
cluding mine, yours, ours, theirs, hers, his, myself, yourself,
themselves on a growing range of familiar general and curric-
ular topics;
7.6.12.1 use comparative degree adverb structures with regu-
lar and irregular adverbs on a 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
7.6.17.1 use if / unless in first conditional clauses, use defin-
ing relative clauses with which who that where on a wide
Communication Content 7.1.2.1 use speaking and listening skills to provide sensitive
and Technology feedback to peers;
7.1.3.1 respect different points of view;
7.1.4.1 evaluate and respond constructively to feedback from
others;
7.1.6.1 organize and present information clearly to others;
discussion;
Listening 7.2.1.1 understand with little support the main points in ex-
tended talk on a limited 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;
7.2.5.1 recognize the opinion of the speakers in supported ex-
tended talk on a range of general and curricular topics;
7.2.6.1deduce meaning from context with little support in ex-
7.2.7.1begin to recognize typical features at word, sentence
and text level of a limited range of spoken genres;
7.2.8.1 understand supported narratives on a wide range of
general and curricular topics
Speaking 7.3.2.1 ask complex questions to get information about a
50

7.3.5.1 keep interaction with peers to negotiate, agree and or-
ganize priorities and plans for completing classroom tasks;
curricular topics;
7.3.8.1 recount some extended stories and events on a grow-
some extended texts
7.5.5.1 develop with some support coherent arguments sup-
ported when necessary by examples and reasons for a limited
range of written genres in familiar general and curricular top-
ics;
growing range of familiar general and curricular topics
Use of Eng- 7.6.4.1 use an increased variety of determiners including nei-
lish ther, either on a range of familiar general and curricular top-
ics;
ular 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
Term 2
Holidays and Content 7.1.2.1 use speaking and listening skills to provide sensitive
Travel feedback to peers;
others;
discussion;
51
7.1.8.1use imagination to express thoughts, ideas, experiences

and feelings
curricular topics;
7.2.4.1understand with little support some of the implied
curricular topics;
7.2.5.1recognize the opinion of the speakers in supported ex-
tended talk on a range of general and curricular topics
Speaking 7.3.1.1use formal and informal registers in their talk on a lim-
ited range of general and curricular topics;
7.3.3.1give an opinion at discourse level on a growing range
7.3.4.1 respond with some flexibility at both sentence and dis-
course level to unexpected comments on a growing range of
curricular topics
7.4.9.1 recognize inconsistencies in argument in simple short,
texts on a limited range of general and curricular subjects
Writing 7.5.2.1 write with minimal support about real and imaginary
ics;
7.5.7.1 use with minimal support appropriate layout at text
curacy
Use of Eng- 7.6.3.1 use a growing variety of compound adjectives and ad-
lish jectives as participles;
7.6.9.1 use appropriately a variety of active and passive sim-
ple present and past forms and past perfect simple forms on a
7.6.11.1 use some reported speech forms for statements on a
52

7.6.14.1 use prepositions before nouns and adjectives in com-
mon prepositional phrases on a wide range of familiar general
Space and Earth Content 7.1.2.1use speaking and listening skills to provide sensitive
feedback to peers;
7.1.3.1 differing points of view;
7.1.4.1evaluate and respond constructively to feedback from
others;
7.1.6.1 organize and present information clearly to others;
and feelings;
7.1.10.1use talk or writing as a means of reflecting on and ex-
ploring a range of perspectives on the world
7.2.2.1 understand with little support most specific informa-
tion in extended talk on a limited range of general and curric-
ular topics;
7.2.6.1 deduce meaning from context with little support in ex-
7.2.7.1 begin to recognize typical features at word, sentence
Speaking 7.3.1.1 use formal and informal registers in their talk on a
limited range of general and curricular topics;
whole class exchanges
7.4.4.1 read a limited range of extended fiction and non-fic-
tion texts on familiar and some unfamiliar general and curric-
ular topics;
7.4.5.1 deduce meaning from context in short texts on a grow-
ing range of familiar general and curricular topics;
7.4.6.1 recognize the attitude or opinion of the writer on a
range of unfamiliar general and curricular topics;
53

7.5.4.1 use with some support style and register appropriate to
a limited variety of written genres on general and curricular
topics;
ics;
familiar general topics and some curricular topics
Use of Eng- 7.6.1.1 use some abstract nouns and complex noun phrases on
lish a limited range of familiar general and curricular topics;
7.6.4.1 use an increased variety of determiners including nei-
ther, either on a range of familiar general and curricular top-
ics;
ular topics;
7.6.8.1 use a growing variety of future forms including
present continuous with future meaning on a range of familiar
7.6.10.1 use present continuous forms for present and future
meaning and past continuous on a range of familiar general
7.6.11.1 use some reported speech forms for statements on a
7.6.12.1 use comparative degree adverb structures with regu-
lar and irregular adverbs on a range of familiar general and
curricular topics
Term 3
Reading for Content 7.1.2.1 use speaking and listening skills to provide sensitive
Pleasure feedback to peers;
others;
discussion
54
Speaking 7.3.6.1 begin to link comments with some flexibility to what

Reading 7.4.2.1 understand specific information and detail in texts on

ular topics;
7.4.8.1 use familiar and some unfamiliar paper and digital ref-
erence resources with little support to check meaning and ex-
tend understanding;
7.4.9.1recognize inconsistencies in argument in simple short,
Writing 7.5.3.1 write with moderate grammatical accuracy on a lim-
topics
Use of Eng- 7.6.2.1 use a growing variety of quantifiers for countable and
lish uncountable nouns including too much, too many, none any,
enough;
7.6.3.1 use a growing variety of compound adjectives and ad-
jectives as participles;
verbs and prepositions on a growing range of familiar general
Entertainment Content 7.1.1.1 use speaking and listening skills to solve problems
and Media creatively and cooperatively in groups;
7.1.2.1 use speaking and listening skills to provide sensitive
feedback to peers;
speaking or writing
55
Listening 7.2.2.1 understand with little support most specific informa-

tion in extended talk on a limited range of general and curric-
ular topics;
curricular topics
Speaking 7.3.3.1 give an opinion at discourse level on a growing range
7.3.4.1respond with some flexibility at both sentence and dis-
Reading 7.4.3.1 understand the detail of an argument on a growing
ular topics;
7.4.6.1recognize the attitude or opinion of the writer on a
7.4.9.1recognize inconsistencies in argument in simple short,
Writing 7.5.3.1 write with moderate grammatical accuracy on a lim-
topics;
7.6.4.1 use an increased variety of determiners including nei-
ther, either on a range of familiar general and curricular top-
ics;
tense on a 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
7.6.13.1 use a variety of modal forms for different functions
on a range of familiar general and curricular topics
Natural Disas- Content 7.1.2.1 use speaking and listening skills to provide sensitive
56
ters feedback to peers;

others;
discussion;
ences and feelings
Listening 7.2.3.1 understand with some support most of the detail of an
curricular topics;
curricular topics;
Speaking 7.3.4.1 respond with some flexibility at both sentence and dis-
curricular topics;
ing range of general and curricular topics;
Reading 7.4.2.1 understand specific information and detail in texts on
extended texts;
7.4.5.1deduce meaning from context in short texts on a grow-
7.4.6.1recognize the attitude or opinion of the writer on a
7.5.3.1write with moderate grammatical accuracy on a limited
7.5.4.1use with some support style and register appropriate to
topics;
7.5.6.1link with little or no support, sentences into coherent
familiar general topics and some curricular topics
57
Use of Eng- 7.6.6.1 use a variety of possessive and reflexive pronouns in-
lish cluding mine, yours, ours, theirs, hers, his, myself, yourself,
ular topics;
7.6.13.1use a variety of modal forms for different functions
on a range of familiar general and curricular topics;
7.6.16.1use a growing variety of conjunctions including be-
cause, since, as to explain reasons on a range of familiar gen-
Term 4
Healthy Habits Content 7.1.1.1use speaking and listening skills to solve problems cre-
atively and cooperatively in groups;
7.1.5.1use feedback to set personal learning objectives;
7.1.7.1develop and sustain a consistent argument when speak-
ing or writing;
Listening 7.2.4.1 understand with little support some of the implied
curricular topics;
7.2.5.1 recognize the opinion of the speakers in supported ex-
Speaking 7.3.6.1 begin to link comments with some flexibility to what
curricular topics;
7.3.8.1recount some extended stories and events on a growing
range of general and curricular topics
7.4.8.1 use familiar and some unfamiliar paper and digital
reference resources with little support to check meaning and
extend understanding;
7.4.9.1 recognize inconsistencies in argument in simple, short
Writing 7.5.4.1 use with some support style and register appropriate
to a limited variety of written genres on general and curricular
topics;
58

ics ;
curacy
Use of Eng- 7.6.4.1 use an increased variety of determiners including nei-
lish ther, either on a range of familiar general and curricular top-
ics;
7.6.8.1 use a growing variety of future forms including
present continuous with future meaning on a range of familiar
7.6.16.1 use a growing variety of conjunctions including be-
cause, since, as to explain reasons on a range of familiar gen-
Clothes and Content 7.1.1.1use speaking and listening skills to solve problems cre-
Fashion atively and cooperatively in groups;
others;
and feelings
Listening 7.2.3.1 understand with some support most of the detail of an
curricular topics;
curricular topics;
and text level of a limited range of spoken genres
Speaking 7.3.5.1 keep interaction with peers to negotiate, agree and or-
tax to talk about a growing range of general topics, and some
curricular topics
59

7.4.5.1 deduce meaning from context in short texts on a
7.4.6.1 recognize the attitude or opinion of the writer on a
extend understanding
curacy punctuate written work at text level on a growing
range of familiar general and curricular topics with growing
accuracy
meaning and past continuous on a range of familiar general
7.6.14.1 use prepositions before nouns and adjectives in com-
mon prepositional phrases on a wide range of familiar general
4) grade 8:

Term 1
Our World Content 8.1.2.1 use speaking and listening skills to provide sensitive
feedback to peers;
others;
discussion;
60
ences and feelings;

Listening 8.2.1.1 understand with little or no support the main points in
extended talk on a wide range of general and curricular top-
ics;
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
level of a growing range of spoken genres
Speaking 8.3.1.1use formal and informal registers in their talk on a
8.3.3.1 give an opinion at discourse level on a wide range of
8.3.4.1respond with some flexibility at both sentence and
8.3.5.1 interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks;
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;
tax to talk about a range of general topics, and some cur-
ricular topics
Reading 8.4.1.1 understand the main points in texts on a growing
range of unfamiliar general and curricular topics, including
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;
8.4.4.1 read a growing range of extended fiction and non-fic-
tion texts on familiar and some unfamiliar general and cur-
ricular topics;
reference resources to check meaning and extend under-
standing
little support on a growing range of general and curricular
topics;
past events, activities and experiences on a range of familiar
general topics and some curricular topics;
8.5.3.1 write with moderate grammatical accuracy on a
8.5.4.1 use with some support style and register appropriate
to a variety of written genres on general and curricular top-
ics;
level for a range of written genres on familiar general and
61
curricular topics;
a range of familiar general and curricular topics
Use of Eng- 8.6.5.1 use questions which include a variety of different
lish tense and modal 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 gen-
verbs and prepositions, use some prepositional verbs and be-
gin to use common phrasal verbs on a growing range of fa-
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
Daily Life and Content 8.1.1.1 use speaking and listening skills to solve problems
Shopping creatively and cooperatively in groups;
others;
discussion
Listening 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;
8.2.2.1 understand with little or no support most specific in-
formation in extended talk on a wide 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
level of a growing range of spoken genres
Speaking 8.3.5.1 interact with peers to negotiate, agree and organise
class exchanges;
ricular topics;
8.3.8.1 recount some extended stories and events on a range
of general and curricular topics
Reading 8.4.2.1 understand specific information and detail in texts
62
8.4.3.1 understand the detail of an argument on a range of fa-

miliar general and curricular topics, including some exten-
ded texts;
8.4.4.1 read a growing range of extended fiction and non-fic-
ricular 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 texts
with little support on a growing range of general and cur-
ricular topics;
8.5.2.1 write with minimal support about real and imagin-
ary past events, activities and experiences on a range of fa-
miliar general topics and some curricular topics;
8.5.6.1 link, independently, sentences into coherent para-
graphs using a variety of basic connectors on a range of fa-
8.5.9.1 punctuate written work at text level on a range of
familiar general and curricular topics with growing accuracy
Use of Eng- 8.6.10.1 use present continuous forms for present and future
lish meaning and past continuous, including some passive forms,
8.6.11.1use some reported speech forms for statements,
questions and commands: say, ask, tell including reported re-
quests on a range of familiar general and curricular topics;
8.6.12.1use comparative degree adverb structures not as
quickly as / far less quickly with regular and irregular ad-
verbs, use an increased variety of pre-verbal, post-verbal and
end-position adverbs on a range of familiar general and cur-
ricular topics;
since, as to explain reasons and the structures so ... that,
such a ... that in giving explanations
Term 2
Entertainment Content 8.1.1.1use speaking and listening skills to solve problems
and Media creatively and cooperatively in groups;
others;
discussion;
63
ences and feelings;

topics;
curricular topics;
8.2.5.1recognize the opinion of the speaker(s) with little or
no support in extended talk on a wide range of general and
curricular topics;
8.2.6.1 deduce meaning from context with little or no sup-
port in extended talk on a growing range of general and cur-
ricular topics
8.3.3.1give an opinion at discourse level on a wide range of
class exchanges;
ricular 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;
8.4.8.1use familiar and some unfamiliar paper and digital
reference resources to check meaning and extend under-
standing
little support on a growing range of general and curricular
topics;
8.5.4.1 use with some support style and register appropriate
ics;
when necessary by examples and reasons for a growing
range of written genres in familiar general and curricular
64
topics;
curricular topics;
8.5.8.1spell most high-frequency vocabulary accurately for a
Use of Eng- 8.6.1.1 use some abstract nouns and complex noun phrases
lish on a range of familiar general and curricular topics;
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;
8.6.3.1use a growing variety of compound adjectives and ad-
jectives as participles and some comparative structures in-
cluding not as…as, much …than to indicate degree on a
tense and modal forms on a range of familiar general and
curricular topics;
8.6.7.1 use a variety of simple perfect forms to express re-
cent, indefinite and unfinished past on a range of familiar
8.6.1.13 use a growing variety of modal forms for different
functions: obligation, necessity, possibility, permission, re-
quests, suggestions, prohibition on a range of familiar gen-
8.6.1.14 use some prepositions before nouns and adjectives,
use prepositions as, like to indicate manner, use dependent
prepositions following adjectives on a range of familiar gen-
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
Sport, Health Content 8.1.1.1 use speaking and listening skills to solve problems
and Exercise creatively and cooperatively in groups;
speaking or writing
topics4
65

curricular topics;
8.2.4.1 understand with little or no support most of the im-
plied meaning in extended talk on a range of general and
curricular topics;
curricular topics
Speaking 8.3.5.1 interact with peers to negotiate, agree and organise
class exchanges;
ricular topics
including some extended texts
with little support on a range of general and curricular top-
ics;
topics;
miliar general topics and some curricular topics
Use of Eng- 8.6.8.1 use a growing variety of future forms including
lish present continuous and present simple with future meaning
meaning and past continuous, including some passive forms,
8.6.12.1use comparative degree adverb structures not as
verbs, use an increased variety of pre-verbal, post-verbal and
ricular topics;
66

8.6.17.1 use if / unless/ if only in second conditional clauses
Term 3
Reading for Content 8.1.3.1 respect differing points of view;
Pleasure 8.1.7.1 develop and sustain a consistent argument when
discussion
topics;
8.2.2.1understand with little or no support most specific in-
curricular topics;
curricular topics
Speaking 8.3.2.1 ask more complex questions to get information
about a growing range of general topics and some curricular
topics;
8.3.8.1 recount some extended stories and events on a range
8.4.3.1 understand the detail of an argument on a range of fa-
ded texts;
8.4.4.1read a growing range of extended fiction and non-fic-
ricular topics
8.4.5.1 deduce meaning from context in short texts and some
curricular topics;
67

8.4.9.1 recognise inconsistencies in argument in short texts
on a limited range of general and curricular subjects
Writing 8.5.3.1 write with moderate grammatical accuracy on a
topics;
miliar general topics and some curricular topics
Use of Eng- 8.5.8.1 use a growing variety of future forms including
lish present continuous and present simple with future meaning
8.5.1.11 use some reported speech forms for statements,
quests on a range of familiar general and curricular topics;
8.5.12.1 use comparative degree adverb structures not as
verbs,use an increased variety of pre-verbal, post-verbal and
ricular topics;
8.5.14.1 use some prepositions before nouns and adjectives,
use prepositions as, like to indicate manner, use dependent
prepositions following adjectives on a range of familiar gen-
since, as to explain reasons and the structures so ... that, such
a...that in giving explanations
The Natural Content 8.1.1.1 use speaking and listening skills to solve problems
World creatively and cooperatively in groups;
8.1.2.1 use speaking and listening skills to provide sensitive
feedback to peers;
topics;
68
8.2.2.1understand with little or no support most specific in-

curricular topics;
8.2.6.1deduce meaning from context with little or no support
in extended talk on a growing range of general and curricular
topics;
level of a growing range of spoken genres;
8.2.8.1understand extended narratives on a wide range of
Speaking 8.3.1.1use formal and informal registers in their talk on a
8.3.2.1ask more complex questions to get information
topics;
8.3.3.1give an opinion at discourse level on a wide range of
8.3.5.1interact with peers to negotiate, agree and organise
8.3.8.1recount some extended stories and events on a range
8.4.5.1deduce meaning from context in short texts and some
curricular topics;
8.4.6.1recognise the attitude or opinion of the writer on a
Writing 8.5.3.1write with moderate grammatical accuracy on a grow-
topics;
curricular topics;
69

8.5.9.1 punctuate written work at text level on a range of
familiar general and curricular topics with growing accuracy
Use of Eng- 8.6.1.1 use some abstract nouns and complex noun phrases
lish 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 fa-
8.6.6.1use a variety of pronouns including indefinite pro-
nouns anybody, anyone, anything and quantitative pronouns
everyone, everything, none, more, less, a few
8.6.7.1use a variety of simple perfect forms to express re-
Travel and Content 8.1.2.1use speaking and listening skills to provide sensitive
Transport feedback to peers;
8.1.3.1respect differing points of view;
8.1.7.1develop and sustain a consistent argument when
Listening 8.2.2.1understand with little or no support most specific in-
curricular topics;
curricular topics;
8.2.8.1 understand extended narratives on a wide range of
Speaking 8.3.3.1 give an opinion at discourse level on a wide range of
ricular 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;
70
8.4.5.1 deduce meaning from context in short texts and

some extended texts on a growing range of familiar general
8.4.8.1use familiar and some unfamiliar paper and digital
little - support on a growing range of general and curricular
topics;
8.5.4.1use with some support style and register appropriate
ics;
graphs using a variety of basic connectors on
a range of familiar general topics and some curricular topics;
8.5.9.1punctuate written work at text level on a range of fa-
miliar general and curricular topics with growing accuracy
Use of Eng- 8.6.5.1use questions which include a variety of different
curricular topics;
8.6.13.1use a growing variety of modal forms for different
8.6.14.1use 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
Term 4
Food and Drink Content 8.1.2.1use speaking and listening skills to provide sensitive
feedback to peers;
others;
8.1.8.1develop intercultural awareness through reading and
discussion;
8.1.9.1use imagination to express thoughts, ideas, experi-
ences and feelings;
8.1.10.1use talk or writing as a means of reflecting on and
71

Listening 8.2.3.1 understand with little or no support most of the de-
tail of an argument in extended talk on a wide range of gen-
curricular topics;
8.2.5.1 recognize the opinion of the speaker(s) with little or
curricular topics;
8.2.6.1deduce meaning from context with little or no support
in extended talk on a growing range of general and curricular
topics
Speaking 8.3.2.1 ask more complex questions to get information
topics;
class exchanges;
ricular topics;
8.4.3.1understand the detail of an argument on a range of fa-
ded texts;
8.4.4.1read a growing range of extended fiction and non-fic-
ricular topics;
8.4.5.1deduce meaning from context in short texts and some
curricular topics;
with little support on a growing range of general and cur-
ricular topics;
72

8.5.3.1write with moderate grammatical accuracy on a grow-
8.5.4.1use with some support style and register appropriate
to a variety of written genres on general and curricular topics
Use of Eng- 8.6.2.1use a growing variety of quantifiers for countable and
lish uncountable nouns including several, plenty, a large/small
number/amount on a range of familiar general and curricular
topics;
8.6.4.1use an increased variety of determiners including all,
half, both [of] in pre-determiner function on a range of fa-
8.6.8.1use a growing variety of future forms including
present continuous and present simple with future meaning
8.6.13.1use a growing variety of modal forms for different
8.6.15.1 useinfinitive forms after a limited number of verbs
miliar general and curricular topics
The World of Content 8.1.1.1use speaking and listening skills to solve problems
Work creatively and cooperatively in groups;
8.1.6.1 organise and present information clearly to others;
8.1.9.1use imagination to express thoughts, ideas, experi-
ences and feelings;
8.1.10.1use talk or writing as a means of reflecting on and
Listening 8.2.2.1understand with little or no support most specific in-
curricular topics;
level of a growing range of spoken genres;
8.2.8.1understand extended narratives on a wide range of
Speaking 8.3.2.1ask more complex questions to get information
73

topics;
8.3.5.1interact with peers to negotiate, agree and organise
8.3.6.1link comments with some flexibility to what others
class exchanges;
8.3.7.1use appropriate subject-specific vocabulary and syn-
ricular topics;
Reading 8.4.2.1understand specific information and detail in texts on
a growing range of familiar general and curricular topics, in-
cluding some extended texts;
8.4.9.1recognise inconsistencies in argument in short texts
on a limited range of general and curricular subjects
Writing 8.5.2.1 write with minimal support about real and imagin-
8.5.3.2write with moderate grammatical accuracy on a grow-
ing range of familiar general and curricular topics
Use of Eng- 8.6.5.1use questions which include a variety of different
curricular topics;
8.6.6.1use a variety of pronouns including indefinite pro-
nouns anybody, anyone, anything and quantitative pronouns
everyone, everything, none, more, less, a few
8.6.8.1use a growing variety of future forms including
present continuous and present simple with future meaning
8.6.11.1use some reported speech forms for statements,
quests on a range of familiar general and curricular topics
74

8.6.17.1use if / unless/ if only in second conditional clauses
5) grade 9:
Unit Strand Learning objectives

Term 1
Hobbies and Content 9.1.2.1use speaking and listening skills to provide sensitive
Qualities feedback to peers;
others;
ing or writing;
9.1.9.1 use imagination to express thoughts, ideas, experiences
and feelings;
Listening 9.2.1.1 understand the main points in unsupported extended
talk on a wide range of general and curricular topics;
9.2.2.1understand most specific information in unsupported ex-
tended talk on a wide range of general and curricular topics
Speaking 9.3.1.1use formal and informal registers in their talk on a range
9.3.3.1 explain and justify their own point of view on a range
9.3.6.1link comments with growing flexibility to what others
class exchanges;
9.3.7.1use appropriate subject-specific vocabulary and syntax
to talk about an increased range of general and curricular topics
Reading 9.4.1.1understand the main points in extended texts on a range
9.4.2.1understand specific information and detail in texts on a
extended texts;
9.4.4.1read a range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics;
9.4.6.1recognise the attitude or opinion of the writer in exten-
ded texts on a range of familiar general and curricular topics
little or no support on a range of general and curricular topics;
9.5.2.1write independently about factual and imaginary past
events, activities and experiences on a range of familiar general
9.5.3.1write with moderate grammatical accuracy on a wide
75
9.3.6.1write coherently at text level using a variety of connect-

ors on a growing range of familiar general and curricular topics
Use of Eng- 9.6.5.1 use questions including prepositions at what time, in
lish which direction, from whose on a range of familiar general and
curricular topics;
9.6.7.1use a variety of simple perfect forms including some
passive forms, including time adverbials on a range of familiar
9.6.8.1 use a variety of future forms, including some passives,
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
9.6.1.1 use present continuous forms and past continuous, in-
cluding a growing variety of passive forms, on a range of fa-
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
9.6.12.1 use an increased variety of comparative degree ad-
verb structures with regular and irregular adverbs, use a variety
of pre-verbal, post-verbal and end-position adverbs
9.6.15.1use infinitive forms after a growing number of adject-
ives and verbs, use gerund forms after a growing variety of
verbs and prepositions, use an increased variety of preposi-
tional verbs and phrasal verbs on a range of familiar general
9.6.16.1 use a variety of conjunctions including so that, (in
order) to indicate purpose although, while, whereas to contrast
Exercise andS- Content 9.1.2.1use speaking and listening skills to provide sensitive
port feedback to peers;
others;
9.1.6.1organise and present information clearly to others;
ing or writing
Listening 9.2.1.1understand the main points in unsupported extended talk
on a wide range of general and curricular topics;
9.2.2.1understand most specific information in unsupported ex-
tended talk on a wide range of general and curricular topics;
level of a wide growing range of spoken genres
Speaking 9.3.2.1ask complex questions to get information on a range of
76

class exchanges;
to talk about an increased range of general and curricular top-
ics;
9.3.8.1recount extended stories and events on a range of gen-
Reading 9.4.2.1understand specific information and detail in texts on a
extended texts;
9.4.6.1 recognise the attitude or opinion of the writer in exten-
ded texts on a range of familiar general and curricular topics;
9.4.9.1recognise inconsistencies in argument in extended texts
on a range of general and curricular topics
events, activities and experiences on a range of familiar gen-
9.5.4.1 use with minimal or no support style and register ap-
propriate to a growing variety of written genres on general and
curricular topics;
when necessary by examples and reasons for a range of written
genres in familiar general and curricular topics;
wide range of familiar general and curricular topics
curricular topics;
9.6.12.1use 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
and a limited number of past modal forms including should/
shouldn’t have to express regret and criticism on range of fa-
9.6.14.1use an increased variety of prepositions before nouns
77
and adjectives, use a growing number of dependent preposi-

tions following nouns, adjectives and verbs on a range of fa-
9.6.16.1use a variety of conjunctions including so that, (in or-
der) to indicate purpose although, while, whereas to contrast on
9.6.17.1use 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
Term 2
Earth and our Content 9.1.3.1respect differing points of view;
place in it 9.1.6.1organise and present information clearly to others;
and feelings
Listening 9.2.3.1understand most of the detail of an argument in unsup-
ported extended talk on a wide range of general and curricular
topics;
9.2.5.1recognize the opinion of the speaker(s) in unsupported
extended talk on a wide range of general and curricular topics;
9.2.6.1 deduce meaning from context in unsupported extended
level of a wide range of spoken genres;
9.2.8.1begin to recognize inconsistencies in argument in ex-
tended talk on a growing range of general and curricular sub-
jects
Speaking 9.3.2.1 ask complex questions to get information on a range of
class exchanges;
ics;
9.3.8.1recount extended stories and events on a range of gen-
Reading 9.4.3.1 understand the detail of an argument in extended texts
9.4.5.1 deduce meaning from context in extended texts on a
9.4.9.1 recognise inconsistencies in argument in extended texts
78

ors on a growing range of familiar general and curricular top-
ics;
Use of Eng- 9.6.1.1 use a growing variety of abstract compound nouns and
lish complex noun phrases on a range of familiar general and cur-
ricular 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;
9.6.4.1use a wide variety of determiners and pre-determiner
structures on a range of familiar general and curricular topics;
9.6.7.1use a variety of simple perfect forms including some
Charities and Content 9.1.1.1use speaking and listening skills to solve problems cre-
Conflict atively and cooperatively in groups;
9.1.2.1use speaking and listening skills to provide sensitive
feedback to peers;
others;
9.1.6.1 organise and present information;
discussion clearly to others;
and feelings;
9.2.2.1 understand most specific information in unsupported
9.2.3.1 understand most of the detail of an argument in unsup-
topics;
9.2.5.1 recognize the opinion of the speaker(s) in unsupported
79

level of a wide range of spoken genres
9.3.2.1 ask complex questions to get information on a range of
9.3.5.1interact with peers to negotiate, agree and organise pri-
orities and plans for completing classroom tasks;
9.3.6.1 link comments with growing flexibility to what others
class exchanges
Reading 9.4.1.1 understand the main points in extended texts on a
9.4.2.1 understand specific information and detail in texts on a
extended texts;
9.4.3.1 understand the detail of an argument in extended texts
9.4.4.1 read a range of extended fiction and non-fiction texts
on familiar and unfamiliar general and curricular topics;
level in a wide range of written genres;
9.4.8.1 use a range of familiar and unfamiliar paper and digital
reference resources to check meaning and extend understand-
ing
9.5.3.1 write with moderate grammatical accuracy on a wide
9.5.4.1use with minimal or no support style and register appro-
priate to a growing variety of written genres on general and
curricular topics;
9.5.6.1 write coherently at text level using a variety of connect-
ics;
9.5.7.1 use independently appropriate layout at text level on a
9.5.9.1 punctuate written work at text level on a range of famil-
iar general and curricular topics with a good degree of accur-
acy
ricular 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;
9.6.6.1 use relative, demonstrative, indefinite, quantitative pro-
80
nouns and a variety of reflexive pronoun structures

9.6.7.1 use a variety of simple perfect forms including some
9.6.17.1 use if only /wish [that] clauses [past reference], use a
Term 3
Reading for Content 9.1.3.1 respect differing points of view;
Pleasure 9.1.4.1 evaluate and respond constructively to feedback from
others;
9.1.6.1 organise and present information clearly to others
Listening 9.2.6.1 deduce meaning from context in unsupported extended
9.2.8.1begin to recognize inconsistencies in argument in ex-
jects
Speaking 9.3.4.1 respond with growing flexibility at both sentence and
discourse level to unexpected comments on a range of general
9.3.5.1 interact with peers to negotiate, agree and organise pri-
ics;
9.3.8.1 recount extended stories and events on a range of gen-
Reading 9.4.1.1 understand the main points in extended texts on a range
9.4.2.1 understand specific information and detail in texts on a
extended texts;
9.4.3.1 understand the detail of an argument in extended texts
on a range of familiar general and curricular topics, including
81

ing;
9.4.9.1 recognise inconsistencies in argument in extended texts
Writing 9.5.4.1 use with minimal or no support style and register ap-
curricular topics;
wide range of familiar general and curricular topics;
acy
curricular topics;
9.6.15.1 use infinitive forms after a growing number of adject-
9.6.16.1 use a variety of conjunctions including so that, (in or-
der) to indicate purpose although, while, whereas to contrast on
a range of familiar general and curricular topics
Traditions and Content 9.1.3.1 respect differing points of view;
Language 9.1.8.1develop intercultural awareness through reading and
discussion;
and feelings;
9.1.10.1 use talk or writing as a means of reflecting on and ex-
9.2.2.1 understand most specific information in unsupported
9.2.5.1 recognize the opinion of the speaker(s) in unsupported
talk on a wide range of general and curricular topics
82

9.3.2.1 ask complex questions to get information on a range of
class exchanges;
ics;
Reading 9.4.2.1 understand specific information and detail in texts on a
extended texts;
9.4.5.1deduce meaning from context in extended texts on a
ing
Writing 9.5.2.1 write independently about factual and imaginary past
events, activities and experiences on a range of familiar gen-
ics;
acy
Use of Eng- 9.6.2.1 use a variety of quantifiers for countable and uncount-
lish able nouns and some noun phrases on a range of familiar gen-
eral and curricular topics including majority of, minority of, a
great deal of, a great number of;

83
9.13 use a variety of modal forms for different functions and a
limited number of past modal forms including should/
Music and Film Content 9.1.1.1 use speaking and listening skills to solve problems cre-
atively and cooperatively in groups;
9.1.6.1 organise and present information clearly to others;
discussion
9.2.4.1 understand most of the implied meaning in unsup-
topics;
9.2.8.1 begin to recognize inconsistencies in argument in ex-
jects
to talk about an increased range of general and curricular topics
Reading 9.4.4.1 read a range of extended fiction and non-fiction texts
9.4.7.1 - recognise typical features at word, sentence and text
level in a wide range of written genres
Writing 9.5.2.1 write independently about factual and imaginary past
9.5.4.1 use with minimal or no support style and register ap-
curricular topics;
84
ics;
acy
ricular topics;
9.5.2.1 use a variety of quantifiers for countable and uncount-
able nouns and some noun phrases on a range of familiar gen-
9.5.4.1 use a wide variety of determiners and pre-determiner

9.5.7.1 use a variety of simple perfect forms including some
9.5.14.1 use an increased variety of prepositions before nouns
Term 4
Travel and Content 9.1.4.1 evaluate and respond constructively to feedback from
Tourism others;
9.1.7.1 develop and sustain a consistent argument when speak-
ing or writing;
9.1.10.1 use talk or writing as a means of reflecting on and ex-
Listening 9.2.3.1 understand most of the detail of an argument in unsup-
topics;
9.2.4.1 understand most of the implied meaning in unsupported
85

level of a wide range of spoken genres
9.3.4.1 respond with growing flexibility at both sentence and
ics;
Reading 9.4.5.1 deduce meaning from context in extended texts on a
ing
growing range of general and curricular topics
Use of Eng- 9.6.2.1 use a variety of quantifiers for countable and uncount-
lish able nouns and some noun phrases on a range of familiar gen-
9.6.4.1 use a wide variety of determiners and pre-determiner
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
9.6.14.1 use an increased variety of prepositions before nouns
Science and Content 9.1.1.1use speaking and listening skills to solve problems cre-
Technology atively and cooperatively in groups;
9.1.7.1 develop and sustain a consistent argument when speak-
ing or writing;
and feelings
Listening 9.2.2.1 understand most specific information in unsupported
86
9.2.3.1 understand most of the detail of an argument in unsup-

topics;
9.2.4.1 understand most of the implied meaning in unsupported
extended talk on a wide range of general and curricular topics
9.2.8.1 begin to recognize inconsistencies in argument in ex-
jects
Speaking 9.3.3.1 explain and justify their own point of view on a range
9.3.4.1 respond with growing flexibility at both sentence and
9.3.5.1 interact with peers to negotiate, agree and organise pri-
class exchanges;
Reading 9.4.3.1 understand the detail of an argument in extended texts
ing
ics;
ricular topics;
87
9.6.15.1 use infinitive forms after a growing number of adject-


Англ.яз 5-9 (на английском)

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1

Қазақстан РеспубликасыБілім және

Қазақстан РеспубликасыБілім және

Негізгі орта білім беру деңгейінің 5-9-сыныптарына арналған «Ағылшын тілі»

Chapter 1.General provisions

Chapter 2.Organization of the content of the subject of «The English lan-

4. In the study of the subject «The English language»

superlative adjectives. Determiners including any, no each, every. Questions,

5) Writing. Real and imaginary past events, activities and experiences.

topics.Complex questions.An opinion at sentence and discourse level on a growing

moderate grammatical accuracy on a wide range of familiar general and curricular

1) Strand 1: Content. Alearnerdevelops skills needed for success in a range of

Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

unfamiliar general miliar and some miliar general and

Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

6) strand 6 «use of English»:

Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

location, on a lim- ing range of famil- curricular topics ricular topics

and curricular and curricular

5.6.10.1use 6.6.10.1 use 7.6.10.1 use 8.6.10.1use 9.6.10.1

miliar general verbal and end- on a range of

Негізгі орта білім беру деңгейінің 5-9-

Негізгі орта білім беру деңгейінің 5-9-сыныптарына арналған«Ағылшын тілі»

Unit Strands Learning objectives

sic questions on general and curricular topics;

to talk about already decided plans on a limited range of fa-

short, simple texts on an increasing range of general and

5.3.7.1 use appropriate subject-specific vocabulary and syn-

defining relative clauses with which who that where to give

range of familiar general with some accuracy

Listening 5.2.1.1 understand a sequence of supported classroom in-

Speaking 5.3.1.1 provide basic information about themselves and oth-

Reading 5.4.1.1 understand the main points in a limited range of

ture meaning on a limited range of familiar general and

Reading 5.4.1.1 understand the main points in a limited range of

short simple texts on general and curricular topics;

eral and curricular topics;

Reading 5.4.1.1 understand the main points in a limited range of

Holiday Activit- 5.1.3.1 respect differing points of view;

5.6.13.1 use might may could to express possibility on a

Unit Strands Learning objectives

past events, activities and experiences on a limited range of

6.4.2.1 understand independently specific information and

6.3.8.1 recount some extended stories and events on a lim-

6.1.9.1 use imagination to express thoughts, ideas, experi-

6.1.8.1 develop intercultural awareness through reading and

lish nouns and noun phrases describing times and location on a

6.4.4.1 read independently a limited range of short simple

Unit Strands Learning objectives

7.3.3.1 give an opinion at discourse level on a growing range

7.1.8.1use imagination to express thoughts, ideas, experiences

range of familiar general and curricular topics;

7.4.7.1 recognize typical features at word, sentence and text

Speaking 7.3.6.1 begin to link comments with some flexibility to what

Reading 7.4.2.1 understand specific information and detail in texts on

Listening 7.2.2.1 understand with little support most specific informa-