Reading
4.3.1.1 recognise, identify and sound with sup-
port a growing range of language at text level
5.4.1.1 recognise, identify and sound with
support a growing range of language at text
level
4.3.2.1 read and understand with some support
short simple fiction and non-fiction texts
5.4.2.1 read and understand with some sup-
port short simple fiction and non-fiction texts
4.3.3.1 recognise basic opinions in short, simple
texts on an increasing range of general range of
general and some curricular topics
5.4.3.1 recognise basic opinions in short, sim-
ple texts on an increasing range of general
range of general and some curricular topics
4.3.4.1 find with support books, worksheets and
other print materials in a class or school library
according to classification
5.4.4.1 find with support books, worksheets
and other print materials in a class or school
library according to classification
4.3.5.1 understand the main points of short sim-
ple texts on a growing range general and some
curricular topics by using contextual clues
5.4.5.1 understand the main points of short
simple texts on a growing range general and
some curricular topics by using contextual
clues
4.3.6.1 understand with some support some spe-
cific information and detail in short, simple texts
on a growing range of general and some curricu-
lar topics
5.4.6.1 understand with some support some
specific information and detail in short, sim-
ple texts on a growing range of general and
some curricular topics
Writing
4.4.1.1 plan, write and check sentences with
support on a range of basic personal, general and
some curricular topics
5.5.1.1 plan, write and check sentences with
support on a range of basic personal, general
and some curricular topics
4.4.2.1 begin to use joined-up handwriting in a
limited range of written work
5.5.2.1 begin to use joined-up handwriting in
a limited range of written work
4.4.3.1 write with support short sentences which
describe people, places and objects
5.5.3.1 write with support short sentences
which describe people, places and objects
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4.4.5.1 link with some support sentences using
basic coordinating connectors
5.5.4.1 link with some support sentences us-
ing basic coordinating connectors
4.4.6.1 use upper and lower case letters accu-
rately when writing names, places and short sen-
tences when writing independently
5.5.5.1 use upper and lower case letters accu-
rately when writing names, places and short
sentences when writing independently
4.4.7.1 spell most familiar high-frequency words
accurately when writing independently
5.5.6.1 spell most familiar high-frequency
words accurately when writing independently
4.4.8.1 to include appropriate use of full stops
and question marks, at sentence level with some
accuracy when writing independently
5.5.7.1 to include appropriate use of full stops
and question marks, at sentence level with
some accuracy when writing independently
Speaking
4.2.1.1 make basic statements which provide
information on an increasing range of general
and some curricular topics
5.3.1.1 make basic statements which provide
information on an increasing range of general
and some curricular topics
4.2.2.1 ask questions to find out about present
and possibly past experiences on an increasing
range of general and some curricular topics
5.3.2.1 ask questions to find out about present
and possibly past experiences on an increas-
ing range of general and some curricular top-
ics
4.2.3.1 give short, basic description of people
and objects on a limited range of general and
some curricular topics, begin to describe past
experiences on an increasing range of general
and some curricular topics
5.3.3.1 give short, basic description of people
and objects on a limited range of general and
some curricular topics, begin to describe past
experiences on an increasing range of general
and some curricular topics
4.2.6.1 take turns when speaking with others in a
growing range of short, basic exchanges
5.3.4.1 take turns when speaking with others
in a growing range of short, basic exchanges
4.2.7.1 contribute a growing range of suitable
words, phrases, and sentences during short pair,
group and whole class exchanges
5.3.5.1 contribute a growing range of suitable
words, phrases, and sentences during short
pair, group and whole class exchanges
4.2.8.1 express basic likes and dislikes,
recount short, basic stories and events on a lim-
ited range of general and some curricular topics
5.3.6.1 express basic likes and dislikes, re-
count short, basic stories and events on a lim-
ited range of general and some curricular top-
ics
Use of English
4.5.1.1 use singular nouns, plural nouns – in-
cluding some common irregular plural – and un-
countable nouns, possessive ‘s/s’ to name, de-
scribe and label things
5.6.1.1 use singular nouns, plural nouns – in-
cluding some common irregular plural – and
uncountable nouns, possessive ‘s/s’ to name,
describe and label things
4.5.2.1 use cardinal numbers 1 – 1000 and ordi-
nal numbers 1– 100
5.6.2.1 use cardinal numbers 1 – 1000 and
ordinal numbers 1– 100
4.5.3.1 use adjectives, including possessive ad-
jectives, on a growing range of general and some
curricular topics to describe things, use simple
one-syllable and some two-syllable adjectives
[comparative and superlative] to make compari-
sons
5.6.3.1 use adjectives, including possessive
adjectives, on a growing range of general and
some curricular topics to describe things, use
simple one-syllable and some two-syllable
adjectives [comparative and superlative] to
make comparisons
4.5.4.1 use determiners a, an, the, zero article,
some, any, this, these, that, those to refer to
things on a growing range of general and some
curricular topics
5.6.4.1 use determiners a, an, the, zero arti-
cle, some, any, this, these, that, those to refer
to things on a growing range of general and
some curricular topics
4.5.5.1 use interrogative pronouns who, what
and where, how many, how much, how often,
how big, what kind of to ask questions on grow-
5.6.5.1 use interrogative pronouns who, what
and where, how many, how much, how often,
how big, what kind of to ask questions on
278
ing range of familiar topics
growing range of familiar topics
4.5.6.1 use demonstrative pronouns this, these,
that, those and object pronouns in short state-
ments, questions and responses
5.6.6.1 use demonstrative pronouns this,
these, that, those and object pronouns in short
statements, questions and responses
4.5.7.1 use personal subject and object pro-
nouns, including indirect object pronouns and
use possessive pronouns mine, yours to give
personal information and describe actions and
events
5.6.7.1 use personal subject and object pro-
nouns, including indirect object pronouns and
use possessive pronouns mine, yours to give
personal information and describe actions and
events
4.5.8.1 use imperative forms [positive and nega-
tive] to give short instructions on a growing
range of familiar topics
5.6.8.1 use imperative forms [positive and
negative] to give short instructions on a grow-
ing range of familiar topics
4.5.11.1 use has got/ have got there is/are state-
ment, negative, question forms including short
and full answers and contractions
5.6.10.1 use has got/ have got there is/are
statement, negative, question forms including
short and full answers and contractions
4.5.12.1 use adverbs of time and frequency:
sometimes, often, always, never to indicate
when and how often, begin to use simple ad-
verbs of manner example given well, badly, use
common -ly manner adverbs to describe actions
example given slowly, quickly
5.6.11.1 use adverbs of time and frequency:
sometimes, often, always, never to indicate
when and how often, begin to use simple ad-
verbs of manner example given well, badly,
use common -ly manner adverbs to describe
actions example given slowly, quickly
4.5.13.1 use can to make requests and ask per-
mission, use must/mustn’t/have to to talk about
obligation, use have + object + infinitive to talk
about obligations
5.6.12.1 use can to make requests and ask
permission, use must/mustn’t/have to to talk
about obligation, use have + object + infini-
tive to talk about obligations
4.5.14.1 use prepositions of location, position
and direction: at, in, on, behind, between, in
front of, near, next to, opposite, above, up,
down, on the right, on the left, use prepositions
of time: in, on, at, before, after, use with/without
to indicate
accompaniment with for instrument and for to
indicate recipient
5.6.13.1 use prepositions of location, position
and direction: at, in, on, behind, between, in
front of, near, next to, opposite, above, up,
down, on the right, on the left, use preposi-
tions of time: in, on, at, before, after, use
with/without to indicate accompaniment with
for instrument and for to indicate recipient
4.5.15.1 use would you like to to invite and use
appropriate responses yes please, no thanks, use
let’s + verb, verbs go enjoy like + verb + ing,
begin use infinitive of purpose to describe sim-
ple actions and verbs want, start + infinitive, use
declarative what [a/an] + adjective +
noun to show feelings
5.6.14.1 use would you like to to invite and
use appropriate responses yes please, no
thanks, use let’s + verb, verbs go enjoy like +
verb + ing, begin use infinitive of purpose to
describe simple actions and verbs want, start
+ infinitive, use declarative what [a/an] + ad-
jective + noun to show feelings
4.5.16.1 use conjunctions and, or, but, because
to link words and phrases
5.6.15.1 use conjunctions and, or, but, be-
cause to link words and phrases
4.5.17.1 use me, too and I don’t to give short
answers, use when clauses to describe simple
present and past actions on personal and familiar
topics
5.6.16.1 use me, too and I don’t to give short
answers, use when clauses to describe simple
present and past actions on personal and fa-
miliar topics
IV. Образец краткосрочного плана уроков с интегрированными целями
обучения
279
Таблица 8.5 – Oбразец краткосрочного плана уроков с интегрированными
целями обучения
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