|
| The Theme
| Date
| Learning objectives
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| Term I
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| Unit 1 me and my family
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| Unit 1 Step 1 My name is Omar.
| | 5.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 5.L1understand an increasing range of classroom instructions
5.S1make basic statements which provide information on an increasing range of general and some curricular topics
5.R1recognise, identify and sound with support a growing range of language at text level 5.W1plan, write and check sentences with support on a range of basic personal, general and some curricular topics
5.UE8use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics
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| Step2 Good morning
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| 5.C2use speaking and listening skills to provide sensitive feedback to peers
5.L2understand an increasing range of supported questions which ask for personal information
5.S2ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics
5.R2read and understand with some support short simple fiction and non-fiction
texts
5.W2begin to use joined-up handwriting in a limited range of written work
5.UE4use determiners a, an, the, zero article, some, any, this, these, that, those torefer to things on a growing range of general and some curricular topics
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|
| Step 3 Where are you from?
| | 5.C3respect differing points of view
5.L3understand the main points of short supported talk on an increasing range of general and some curricular topics
5.S3begin to describe past experiences on an increasing range of general and some curricular topics 5.R3recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics
5.W3write with support short sentences which describe people, places and objects
5.UE6use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
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|
| Step 4How are you?
| | 5.C4evaluate and respond constructively to feedback from others
5.L4understand an increasing range of short supported questions on general and some curricular topics
5.S4respond to questions on an increasing range of general and some curricular topics 5.R4find with support books, worksheets and other print materials in a class or school library according to classification
5.W4write with support a sequence of short sentences in a paragraph to give basic personal information
5.UE6use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
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|
| Step 5 How old are you?
| | 5.C5use feedback to set personal learning objectives
5.L5identify initial, middle and final phonemes and blends
5.S5pronounce an increasing range of words, short phrases and simple sentences
intelligibly
5.R5understand the main points of short simple texts on a growing range general
and some curricular topics by using contextual clues
5.W5link with some support sentences using basic coordinating connectors
5. UE2use cardinal numbers 1 1000 and ordinal numbers 1 - 100. use basic quantifier more in simple comparisons and a lot of to talk about quantities
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|
| Step 1 What is your address?
| | 5.C6organize and present information clearly to others
5.L6understand some specific information and detail of short, supported talk on an increasing range of general and some curricular topics
5.S6take turns when speaking with others in a growing range of short, basic exchanges
5.R6understand with some support some specific information and detail in short, simple texts on a growing range of general and some curricular topics
5.W6use upper and lower case letters accurately when writing names, places and short sentences when writing independently
5.UE7use personal subject and object pronouns, including indirect object pronouns and use possessive pronouns mine, yours to give personal information and describe actions and events
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| Step 2 Im Carols sister
| | 5.C7develop and sustain a consistent argument when speaking or writing
5.L7use contextual clues to predict content and meaning in short supported talk on an increasing range of general and some curricular topics
5.S7contribute a growing range of suitable words, phrases, and sentences during short pair, group and whole class exchanges
5.W7spell most familiar high frequency words accurately when writing independently
5.UE11use has got/have got there is/ are statement, negative, question forms including short and full answers and contractions
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| Control work
| |
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| Step 3 What is your mother like?
| | 5.C1use speaking and listening skills to solve problems creatively and cooperatively in groups
5.L10recognise words similar to words in student native language
5.UE3use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things use simple one syllable
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| Step 4 My parents
| | 5.C2use speaking and listening skills to provide sensitive feedback to peers
5.UE5use interrogative pronouns who, what and where, how many, how much,
how often, how big, what kind of to ask questions on growing range of familiar topics
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| Step 5 My parent's day
| | 5.C3respect differing points of view5.UE8use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics
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| Unit 2 My Friends
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| Step 1 This is my Friend
| | 5.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 5.L1understand an increasing range of classroom instructions
5.S1make basic statements which provide information on an increasing range of general and some curricular topics
5.R1recognise, identify and sound with support a growing range of language at text level 5.W1plan, write and check sentences with support on a range of basic personal, general and some curricular topics
5.UE8use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics
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|
| Step 2 My Best Friend
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| 5.C2use speaking and listening skills to provide sensitive feedback to peers
5.L2understand an increasing range of supported questions which ask for personal information 5.S2ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics
5.R2read and understand with some support short simple fiction and non-fiction
Texts 5.W2begin to use joined-up handwriting in a limited range of written work
5.UE4use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a growing range of general and some curricular topics
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|
| Step 3 What is your Friend like?
| | 5.C3respect differing points of view
5.L3understand the main points of short supported talk on an increasing range of general and some curricular topics 5.S3begin to describe past experiences on an increasing range of general and some curricular topics
5.R3recognise basic opinions in short, simple texts on an increasing range of
general range of general and some curricular topics
5.W3write with support short sentences which describe people, places and objects
5.UE6use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
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|
| Step 4 Can your friend play the dombyra?
| | 5.C4evaluate and respond constructively to feedback from others
5.L4understand an increasing range of short supported questions on general and some curricular topics
5.S4respond to questions on an increasing range of general and some curricular topics
5.R4find with support books, worksheets and other print materials in a class or school library according to classification
5.W4write with support a sequence of short sentences in a paragraph to give basic personal information
5.UE6use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
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|
| Step 5My Pen-Friend
| | 5.C5use feedback to set personal learning objectives
5.L5identify initial, middle and final phonemes and blends
5.S5pronounce an increasing range of words, short phrases and simple sentences
intelligibly
5.R5understand the main points of short simple texts on a growing range general
and some curricular topics by using contextual clues
5.W5link with some support sentences using basic coordinating connectors
5. UE2use cardinal numbers 1 1000 and ordinal numbers 1 - 100. use basic quantifier more in simple comparisons and a lot of to talk about quantities
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| Term II
|
| Unit 3 My house
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| Step 1 My Flat
| | 5.C1use speaking and listening skills to solve problems creatively and cooperatively in groups
5.L1understand an increasing range of classroom instructions
5.S1make basic statements which provide information on an increasing range of general and some curricular topics
5.R1recognise, identify and sound with support a growing range of language at text level
5.W1plan, write and check sentences with support on a range of basic personal, general and some curricular topics
5.UE8use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics
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| Step 2 Carol's kitchen
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| 5.C2use speaking and listening skills to provide sensitive feedback to peers
5.L2understand an increasing range of supported questions which ask for personal information
5.S2ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics
5.R2read and understand with some support short simple fiction and non-fiction
texts
5.W2begin to use joined-up handwriting in a limited range of written work
5.UE4use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a growing range of general and some curricular topics
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|
| Step 3 Which room do you like?
| | 5.C3respect differing points of view
5.L3understand the main points of short supported talk on an increasing range of general and some curricular topics
5.S3begin to describe past experiences on an increasing range of general and some curricular topics
5.R3recognise basic opinions in short, simple texts on an increasing range of
general range of general and some curricular topics
5.W3write with support short sentences which describe people, places and objects
5.UE6use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
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|
| Step 4 My room
| | 5.C4evaluate and respond constructively to feedback from others
5.L4understand an increasing range of short supported questions on general and some curricular topics
5.S4respond to questions on an increasing range of general and some curricular topics
5.R4find with support books, worksheets and other print materials in a class or school library according to classification
5.W4write with support a sequence of short sentences in a paragraph to give basic personal information
5.UE6use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
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|
| Step 5 Do you help in the house?
| | 5.C5use feedback to set personal learning objectives
5.L5identify initial, middle and final phonemes and blends
5.S5pronounce an increasing range of words, short phrases and simple sentences
intelligibly
5.R5understand the main points of short simple texts on a growing range general
and some curricular topics by using contextual clues
5.W5link with some support sentences using basic coordinating connectors
5. UE2use cardinal numbers 1 1000 and ordinal numbers 1 - 100. use basic quantifier more in simple comparisons and a lot of to talk about quantities
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|
| Test
| |
|
|
| Analyzing the test
| | |
| UNIT 4 My school
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| Step 1 What is this?
| | 5.C1use speaking and listening skills to solve problems creatively and cooperatively in groups
5.L1understand an increasing range of classroom instructions
5.S1make basic statements which provide information on an increasing range of general and some curricular topics
5.R1recognise, identify and sound with support a growing range of language at text level
5.W1plan, write and check sentences with support on a range of basic personal, general and some curricular topics
5.UE8use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics
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|
| Step 2
How many boys are there in your class?
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| 5.C2use speaking and listening skills to provide sensitive feedback to peers
5.L2understand an increasing range of supported questions which ask for personal information
5.S2ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics
5.R2read and understand with some support short simple fiction and non-fiction
texts
5.W2begin to use joined-up handwriting in a limited range of written work
5.UE4use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a growing range of general and some curricular topics
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|
| Step 3
My computer
| | 5.C3respect differing points of view
5.L3understand the main points of short supported talk on an increasing range of general and some curricular topics
5.S3begin to describe past experiences on an increasing range of general and some curricular topics
5.R3recognise basic opinions in short, simple texts on an increasing range of
general range of general and some curricular topics
5.W3write with support short sentences which describe people, places and objects
5.UE6use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
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|
| Step 4
Omar likes English
| | 5.C4evaluate and respond constructively to feedback from others
5.L4understand an increasing range of short supported questions on general and some curricular topics
5.S4respond to questions on an increasing range of general and some curricular topics
5.R4find with support books, worksheets and other print materials in a class or school library according to classification
5.W4write with support a sequence of short sentences in a paragraph to give basic personal information
5.UE6use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
|
|
| Step 5
A day in my life
| | 5.C5use feedback to set personal learning objectives
5.L5identify initial, middle and final phonemes and blends
5.S5pronounce an increasing range of words, short phrases and simple sentences
intelligibly
5.R5understand the main points of short simple texts on a growing range general
and some curricular topics by using contextual clues
5.W5link with some support sentences using basic coordinating connectors
5. UE2use cardinal numbers 1 1000 and ordinal numbers 1 - 100. use basic quantifier more in simple comparisons and a lot of to talk about quantities
|
|
| Step 1 My favourite subject is PE
| | 5.C6organize and present information clearly to others
5.L6understand some specific information and detail of short, supported talk on an increasing range of general and some curricular topics
5.S6take turns when speaking with others in a growing range of short, basic exchanges
5.R6understand with some support some specific information and detail in short, simple texts on a growing range of general and some curricular topics
5.W6use upper and lower case letters accurately when writing names, places and short sentences when writing independently
5.UE7use personal subject and object pronouns, including indirect object pronouns and use possessive pronouns mine, yours to give personal information and describe actions and events
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|
| Control Work
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|
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| Analyzing the control work
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| Revision
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| III term Unit 5 Healthy lifestyle
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| Step 2 Eating habits
| | 5.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 5.L1understand an increasing range of classroom instructions
5.S1make basic statements which provide information on an increasing range of general and some curricular topics
5.R1recognise, identify and sound with support a growing range of language at text level 5.W1plan, write and check sentences with support on a range of basic personal, general and some curricular topics
5.UE8use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics
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| Step 3 Why is water important for us?
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| 5.C2use speaking and listening skills to provide sensitive feedback to peers
5.L2understand an increasing range of supported questions which ask for personal information
5.S2ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics
5.R2read and understand with some support short simple fiction and non-fiction
texts
5.W2begin to use joined-up handwriting in a limited range of written work
5.UE4use determiners a, an, the, zero article, some, any, this, these, that, those torefer to things on a growing range of general and some curricular topics
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|
| Step 4 Free time activities
| | 5.C3respect differing points of view
5.L3understand the main points of short supported talk on an increasing range of general and some curricular topics
5.S3begin to describe past experiences on an increasing range of general and some curricular topics
5.R3recognise basic opinions in short, simple texts on an increasing range of
general range of general and some curricular topics
5.W3write with support short sentences which describe people, places and objects
5.UE6use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
|
|
| Step 5 Sport in our life
| | 5.C4evaluate and respond constructively to feedback from others
5.L4understand an increasing range of short supported questions on general and some curricular topics
5.S4respond to questions on an increasing range of general and some curricular topics
5.R4find with support books, worksheets and other print materials in a class or school library according to classification
5.W4write with support a sequence of short sentences in a paragraph to give basic personal information
5.UE6use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
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|
| Test
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|
|
| Unit 6 FOOD. CLOTHES. SHOPPING
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| Step 1 I like oranges
| | 5.C1use speaking and listening skills to solve problems creatively and cooperatively in groups
5.L1understand an increasing range of classroom instructions
5.S1make basic statements which provide information on an increasing range of general and some curricular topics
5.R1recognise, identify and sound with support a growing range of language at text level
5.W1plan, write and check sentences with support on a range of basic personal, general and some curricular topics
5.UE8use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics
|
|
| Step 2 Do you like apples?
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| 5.C2use speaking and listening skills to provide sensitive feedback to peers
5.L2understand an increasing range of supported questions which ask for personal information
5.S2ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics
5.R2read and understand with some support short simple fiction and non-fiction
texts
5.W2begin to use joined-up handwriting in a limited range of written work
5.UE4use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a growing range of general and some curricular topics
|
|
| Step 3 At Dostykh Plaza in Almaty
| | 5.C3respect differing points of view
5.L3understand the main points of short supported talk on an increasing range of general and some curricular topics
5.S3begin to describe past experiences on an increasing range of general and some curricular topics
5.R3recognise basic opinions in short, simple texts on an increasing range of
general range of general and some curricular topics
5.W3write with support short sentences which describe people, places and objects
5.UE6use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
|
|
| Step 4 What do you eat for breakfast?
| | 5.C4evaluate and respond constructively to feedback from others
5.L4understand an increasing range of short supported questions on general and some curricular topics
5.S4respond to questions on an increasing range of general and some curricular topics 5.R4find with support books, worksheets and other print materials in a class or school library according to classification
5.W4write with support a sequence of short sentences in a paragraph to give basic personal information
5.UE6use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
|
|
| Step 5 Buying clothes.
| | 5.C5use feedback to set personal learning objectives
5.L5identify initial, middle and final phonemes and blends
5.S5pronounce an increasing range of words, short phrases and simple sentences
intelligibly
5.R5understand the main points of short simple texts on a growing range general
and some curricular topics by using contextual clues
5.W5link with some support sentences using basic coordinating connectors
5. UE2use cardinal numbers 1 1000 and ordinal numbers 1 - 100. use basic quantifier more in simple comparisons and a lot of to talk about quantities
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|
| TEST
|
|
|
| Unit 7. The world around me
|
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| Step 1 I think it's beautiful
| | 5.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 5.L1understand an increasing range of classroom instructions
5.S1make basic statements which provide information on an increasing range of general and some curricular topics
5.R1recognise, identify and sound with support a growing range of language at text level 5.W1plan, write and check sentences with support on a range of basic personal, general and some curricular topics
5.UE8use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics
|
|
| Step 2 How is the weather in...?
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| 5.C2use speaking and listening skills to provide sensitive feedback to peers
5.L2understand an increasing range of supported questions which ask for personal information
5.S2ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics
5.R2read and understand with some support short simple fiction and non-fiction
texts
5.W2begin to use joined-up handwriting in a limited range of written work
5.UE4use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a growing range of general and some curricular topics
|
|
| Step 3 Where do you want to go?
| | 5.C3respect differing points of view
5.L3understand the main points of short supported talk on an increasing range of general and some curricular topics
5.S3begin to describe past experiences on an increasing range of general and some curricular topics
5.R3recognise basic opinions in short, simple texts on an increasing range of
general range of general and some curricular topics
5.W3write with support short sentences which describe people, places and objects
5.UE6use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
|
|
| Step 4 Environment
| | 5.C4evaluate and respond constructively to feedback from others
5.L4understand an increasing range of short supported questions on general and some curricular topics
5.S4respond to questions on an increasing range of general and some curricular topics
5.R4find with support books, worksheets and other print materials in a class or school library according to classification
5.W4write with support a sequence of short sentences in a paragraph to give basic personal information
5.UE6use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
|
|
| Step 5 We love the world.
| | 5.C5use feedback to set personal learning objectives
5.L5identify initial, middle and final phonemes and blends
5.S5pronounce an increasing range of words, short phrases and simple sentences
intelligibly
5.R5understand the main points of short simple texts on a growing range general
and some curricular topics by using contextual clues
5.W5link with some support sentences using basic coordinating connectors
5. UE2use cardinal numbers 1 1000 and ordinal numbers 1 - 100. use basic quantifier more in simple comparisons and a lot of to talk about quantities
|
| Unit 8 Animals and plants
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| Step 2 Whose T-shirt is this?
(A revision lesson)
| | 5.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 5.L1understand an increasing range of classroom instructions
5.S1make basic statements which provide information on an increasing range of general and some curricular topics
5.R1recognize, identify and sound with support a growing range of language at text level 5.W1plan, write and check sentences with support on a range of basic personal, general and some curricular topics
5.UE8use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics
|
|
| Control work
|
| 5.C2use speaking and listening skills to provide sensitive feedback to peers
5.L2understand an increasing range of supported questions which ask for personal information
5.S2ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics
5.R2read and understand with some support short simple fiction and non-fiction
texts
5.W2begin to use joined-up handwriting in a limited range of written work
5.UE4use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a growing range of general and some curricular topics
|
|
| Analyzing the control work
|
|
|
|
| Revision
|
|
|
| Term IV. Unit 8 Animals and plants
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| Step 1 What colour is your cat?
| | 5.C1use speaking and listening skills to solve problems creatively and cooperatively in groups
5.L1understand an increasing range of classroom instructions
5.S1make basic statements which provide information on an increasing range of general and some curricular topics
5.R1recognize, identify and sound with support a growing range of language at text level
5.W1plan, write and check sentences with support on a range of basic personal, general and some curricular topics
5.UE8use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics
|
|
| Step 3 Where do tiger's come from?
|
| 5.C2use speaking and listening skills to provide sensitive feedback to peers
5.L2understand an increasing range of supported questions which ask for personal information
5.S2ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics
5.R2read and understand with some support short simple fiction and non-fiction
texts
5.W2begin to use joined-up handwriting in a limited range of written work
5.UE4use determiners a, an, the, zero article, some, any, this, these, that, those torefer to things on a growing range of general and some curricular topics
|
|
| Step 4 The Green World
| | 5.C3respect differing points of view
5.L3understand the main points of short supported talk on an increasing range of general and some curricular topics
5.S3begin to describe past experiences on an increasing range of general and some curricular topics
5.R3recognise basic opinions in short, simple texts on an increasing range of
general range of general and some curricular topics
5.W3write with support short sentences which describe people, places and objects
5.UE6use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
|
|
| Step 5 Living plants
| | 5.C4evaluate and respond constructively to feedback from others
5.L4understand an increasing range of short supported questions on general and some curricular topics
5.S4respond to questions on an increasing range of general and some curricular topics
5.R4find with support books, worksheets and other print materials in a class or school library according to classification
5.W4write with support a sequence of short sentences in a paragraph to give basic personal information
5.UE6use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
|
| Unit 9 English speaking countries
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| Step 1
Places of interest in London
| | 5.C1use speaking and listening skills to solve problems creatively and cooperatively in groups
5.L1understand an increasing range of classroom instructions
5.S1make basic statements which provide information on an increasing range of general and some curricular topics
5.R1recognise, identify and sound with support a growing range of language at text level
5.W1plan, write and check sentences with support on a range of basic personal, general and some curricular topics
5.UE8use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics
|
|
| Step 2
A day in the life of a day pupil
|
| 5.C2use speaking and listening skills to provide sensitive feedback to peers
5.L2understand an increasing range of supported questions which ask for personal information
5.S2ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics
5.R2read and understand with some support short simple fiction and non-fiction
texts
5.W2begin to use joined-up handwriting in a limited range of written work
5.UE4use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a growing range of general and some curricular topics
|
|
| Step 3
Celebrating holidays
| | 5.C3respect differing points of view
5.L3understand the main points of short supported talk on an increasing range of general and some curricular topics
5.S3begin to describe past experiences on an increasing range of general and some curricular topics
5.R3recognise basic opinions in short, simple texts on an increasing range of
general range of general and some curricular topics
5.W3write with support short sentences which describe people, places and objects
5.UE6use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
|
|
| Step 4
Describing places
| | 5.C4evaluate and respond constructively to feedback from others
5.L4understand an increasing range of short supported questions on general and some curricular topics
5.S4respond to questions on an increasing range of general and some curricular topics
5.R4find with support books, worksheets and other print materials in a class or school library according to classification
5.W4write with support a sequence of short sentences in a paragraph to give basic personal information
5.UE6use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
|
|
| Step 5
Buckingham Palace
| | 5.C5use feedback to set personal learning objectives
5.L5identify initial, middle and final phonemes and blends
5.S5pronounce an increasing range of words, short phrases and simple sentences
intelligibly
5.R5understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues
5.W5link with some support sentences using basic coordinating connectors
5. UE2use cardinal numbers 1 1000 and ordinal numbers 1 - 100. use basic quantifier more in simple comparisons and a lot of to talk about quantities
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| Unit 10 Famous People
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| Step 1 Special People
(Part one)
| | 5.C1use speaking and listening skills to solve problems creatively and cooperatively in groups
5.L1understand an increasing range of classroom instructions
5.S1make basic statements which provide information on an increasing range of general and some curricular topics
5.R1recognise, identify and sound with support a growing range of language at text level 5.W1plan, write and check sentences with support on a range of basic personal, general and some curricular topics
5.UE8use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics
|
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| Step 2 Special People
(Part two)
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| 5.C2use speaking and listening skills to provide sensitive feedback to peers
5.L2understand an increasing range of supported questions which ask for personal information
5.S2ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics
5.R2read and understand with some support short simple fiction and non-fiction
texts
5.W2begin to use joined-up handwriting in a limited range of written work
5.UE4use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a growing range of general and some curricular topics
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| Step 3 Welcome to Disneyland!
| | 5.C3respect differing points of view
5.L3understand the main points of short supported talk on an increasing range of general and some curricular topics
5.S3begin to describe past experiences on an increasing range of general and some curricular topics
5.R3recognise basic opinions in short, simple texts on an increasing range of
general range of general and some curricular topics
5.W3write with support short sentences which describe people, places and objects
5.UE6use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
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| Step 4
I am going to see the Queen
| | 5.C4evaluate and respond constructively to feedback from others
5.L4understand an increasing range of short supported questions on general and some curricular topics
5.S4respond to questions on an increasing range of general and some curricular topics
5.R4find with support books, worksheets and other print materials in a class or school library according to classification
5.W4write with support a sequence of short sentences in a paragraph to give basic personal information
5.UE6use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
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| Step 5
London Eye is a symbol of modern Britain
| | 5.C5use feedback to set personal learning objectives
5.L5identify initial, middle and final phonemes and blends
5.S5pronounce an increasing range of words, short phrases and simple sentences
intelligibly
5.R5understand the main points of short simple texts on a growing range general
and some curricular topics by using contextual clues
5.W5link with some support sentences using basic coordinating connectors
5. UE2use cardinal numbers 1 1000 and ordinal numbers 1 - 100. use basic quantifier more in simple comparisons and a lot of to talk about quantities
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| Control work
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| Analyzing the Control work
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