Use of English
10.5.1 use appropriate countable and uncounta-
ble nouns, including common noun phrases de-
scribing times and location, on a limited range
of familiar general and curricular topics
9.6.1.1 use some abstract nouns and complex
noun phrases on a range of familiar general and
curricular topics
10.5.2 use quantifiers «many, much , a lot of, a
few» on a limited range of familiar general and
curricular topics
9.6.2.1 use a growing variety of quantifiers for
countable and uncountable nouns including sev-
eral, plenty, a large/small number/amount on a
range of familiar general and curricular topics
10.5.3 use variety of adjectives, including pos-
sessive adjectives, when describing subjects on
general and some curricular topics; use simple
monosyllable and two-syllable adjectives (in
comparative and superlative) for comparison
9.6.3.1 use a growing variety of compound ad-
jectives and adjectives as participles and some
comparative structures including not as…as,
much …than to indicate degree on a range of
familiar general and curricular topics
10.5.4 use articles on a limited range of familiar
general and curricular topics
9.6.4.1 use an increased variety of determiners
including all, half, both [of] in pre-determiner
function on a range of familiar general and cur-
ricular topics
10.5.5 use questions, including questions with
«whose, how often, how long» on a range of
familiar general and curricular topics
9.6.5.1 use questions which include a variety of
different tense and modal forms on a range of
familiar general and curricular topics
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10.5.6 use basic personal and demonstrative
pronouns and quantitative pronouns «some, any,
something, nothing, anything» on a limited
range of familiar general and curricular topics
9.6.6.1 use a variety of pronouns including in-
definite pronouns anybody, anyone, anything
and quantitative pronouns everyone, everything,
none, more, less, a few on a range of familiar
general and curricular topics
10.5.7 use simple forms to express what has
happened [indefinite time] on a range of familiar
general and curricular topics
9.6.7.1 use a variety of simple perfect forms to
express recent, indefinite and unfinished past on
a range of familiar general and curricular topics
10.5.8 use future forms «will» for predictions
and «be going to» to talk about already decided
plans on a range of familiar general and curricu-
lar topics
9.6.8.1 use a growing variety of future forms
including present continuous and present simple
with
future
meaning
on a range of familiar general and curricular top-
ics
10.5.9 use simple present and simple past regu-
lar and irregular forms to describe routines, hab-
its and states on a limited range of familiar gen-
eral and curricular topics
9.6.9.1 use present continuous forms for present
and future meaning and past continuous, includ-
ing some passive forms, on a range of familiar
general and curricular topics
10.5.10 use present continuous forms with pre-
sent and future meaning on a limited range of
familiar general and curricular topics
9.6.10.1 use some reported speech forms for
statements, questions and commands: say, ask,
tell including reported requests on a range of
familiar general and curricular topics
10.5.11 use there is / there are on a range of fa-
miliar general and curricular topics
9.6.11.1 use comparative degree adverb struc-
tures not as quickly as / far less quickly with
regular and irregular adverbs. Use an increased
variety of pre-verbal, post-verbal and end-
position adverbs on a range of familiar general
and curricular topics
10.5.12 use common regular and irregular ad-
verbs, simple and comparative forms, adverbs of
frequency and adverbs of definite time «last
week, yesterday» on a limited range of familiar
general and curricular topics
9.6.12.1 use a growing variety of modal forms
for different functions: obligation, necessity,
possibility, permission, requests, suggestions,
prohibition on a range of familiar general and
curricular topics
10.5.13 use modal verbs «might, may, could» to
express possibility and permissive function on a
familiar general and curricular topics
9.6.13.1 use a 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 top-
ics
10.5.14 use prepositions to talk about time and
location, use prepositions of direction «to, into,
out of, from, towards» on a familiar general and
curricular topics
9.6.14.1 use infinitive forms after a limited
number of verbs and adjectives, use gerund
forms after a limited variety of verbs and prepo-
sitions, use some prepositional verbs and begin
to use common phrasal verbs on a growing
range of familiar general and curricular topics
10.5.15 use the structure «to be going to» on a
familiar general and curricular topics
9.6.15.1 use a growing variety of conjunctions
including since, as to explain reasons and the
structures so ... that, such a ... that in giving ex-
planations
on a range of familiar general and curricular top-
ics
10.5.16 use conjunctions «so, if, when, where,
before, after» to link parts of sentences in short
9.6.16.1 use if / unless/ if only in second condi-
tional clauses and wish [that] clauses [present
413
texts on a familiar general and curricular topics
reference], use a growing variety of relative
clauses
including
why
clauses
on a range of familiar general and curricular top-
ics
10.5.17 use «when» for description of simple
present and past activities on a familiar general
and curricular topics
IV. Образец краткосрочного плана уроков с интегрированными целями
обучения
Таблица 13.5 – Oбразец краткосрочного плана уроков с интегрируемыми
целями обучения
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