understand with limited support the
main points of extended talk on a range of
general and curricular topics
5.2.4.1 understand the main points of supported
extended talk on a range of general and curricu-
lar topics
6.2.5.1
understand most specific information
and detail of short, supported talk on a wide
range of general and curricular topics
5.2.5.1 understand most specific information
and detail of short, supported talk on a wide
range of general and curricular topics
6.2.6.1
deduce meaning from context in
short, supported talk on an increasing range
of general and curricular topics
5.2.6.1 deduce meaning from context in short,
supported talk on an increasing range of gen-
eral and curricular topics
6.2.7.1 recognize the opinion of the speak-
er(s) in supported extended talk on a limited
range of general and curricular topics
5.2.7.1 recognize the opinion of the speaker(s)
in basic, supported talk on an increasing range
of general and curricular topics
6.2.8.1 understand supported narratives in-
cluding some extended talk, on a range of
general and curricular topics
5.2.8.1 understand supported narratives, includ-
ing some extended talk, on an increasing range
of general and curricular topics
Speaking
6.3.1.1 provide basic information about
themselves and others at sentence level on
an increasing range of general topics
5.3.1.1 provide basic information about them-
selves and others at sentence level on an in-
creasing range of general topics
6.3.2.1 ask simple questions to get infor-
mation about a growing range of general
topics
5.3.2.1 ask simple questions to get information
about a limited range of general topics
6.3.3.1 give an opinion at sentence and dis-
course level on an increasing range of gen-
eral and curricular topics
5.3.3.1 give an opinion at sentence level on a
limited range of general and curricular topics
6.3.4.1 respond with limited flexibility at
both sentence and discourse level to unex-
pected comments on a range of general and
curricular topics
5.3.4.1 respond with limited flexibility at sen-
tence level to unexpected comments on an in-
creasing range of general and curricular topics
6.3.5.1 keep interaction going in longer ex-
changes on a range of general and curricular
topics
5.3.5.1 keep interaction going in basic ex-
changes on a growing range of general and cur-
ricular topics
6.3.6.1 communicate meaning clearly at sen-
tence level during, pair, group and whole
class exchanges
5.3.6.1 communicate meaning clearly at sen-
tence level during, pair, group and whole class
exchanges
6.3.7.1 use appropriate subject-specific vo-
cabulary and syntax to talk about a limited
range of general topics, and some curricular
topics
5.3.7.1 use appropriate subject-specific vocabu-
lary and syntax to talk about a limited range of
general topics
6.3.8.1 recount some extended stories and
events on a limited range of general and
curricular topics
5.3.8.1 recount basic stories and events on a
range of general and curricular topics
Reading
6.4.1.1 understand the main points in a lim-
ited range of short simple texts on general
and curricular topics
5.4.1.1 understand the main points in a limited
range of short simple texts on general and cur-
ricular topics
6.4.2.1 understand independently specific
information and detail in short, simple texts
on a limited range of general and curricular
topics
5.4.2.1 understand with little support specific
information and detail in short, simple texts on
a limited range of general and curricular topics
305
6.4.3.1 understand the detail of an argument
on a limited range of familiar general and
curricular topics
5.4.3.1 understand the detail of an argument on
a limited range of familiar general and curricu-
lar topics
6.4.4.1 read independently a limited range of
short simple fiction and non-fiction texts
5.4.4.1 read with some support a limited range
of short fiction and non-fiction texts
6.4.5.1 deduce meaning from context in
short texts on a limited range of familiar
general and curricular topics, including some
extended texts
5.4.5.1 deduce meaning from context in short
texts on a limited range of familiar general
and curricular topics
6.4.6.1 recognise the attitude or opinion of
the writer in short texts on a limited range of
general and curricular topics
5.4.6.1 recognise the attitude or opinion of the
writer in short texts on a limited range of gen-
eral and curricular topics
6.4.7.1 recognise typical features at word,
sentence and text level in a range of written
genres
5.4.7.1 recognise typical features at word, sen-
tence and text level in a limited range of written
genres
6.4.8.1 use independently familiar paper and
digital reference resources to check meaning
and extend understanding
5.4.8.1 use with support familiar paper and
digital reference resources to check meaning
and extend understanding
6.4.9.1 recognise the difference between fact
and opinion in short, simple texts on a wide
range of general and curricular topics
5.4.9.1 recognise the difference between fact
and opinion in short, simple texts on an increas-
ing range of general and curricular topics
Writing
6.5.1.1 plan, write, edit and proofread work
at text level with some support on a limited
range of general and curricular topics
5.5.1.1 plan, write and check sentences with
support on a range of basic personal, general
and some curricular topics
6.5.2.1 write with some support about real
and imaginary past events, activities and
experiences on a limited range of familiar
general topics and some curricular topics
5.5.2.1 write with support a sequence of short
sentences in a paragraph on a limited range of
familiar general topics
6.5.3.1 write with some support about per-
sonal feelings and opinions on a limited
range of familiar general and curricular top-
ics
5.5.3.1 write with support factual descriptions
at text level which describe people, places and
objects
6.5.4.1 write with some support topics with
some paragraphs to give basic personal in-
formation
5.5.4.1 write with support a sequence of short
sentences in a paragraph to give basic personal
information
6.5.5.1 develop with support coherent argu-
ments supported when necessary by exam-
ples and reasons for a limited range of writ-
ten genres in familiar general and curricular
topics
5.5.5.1 link without support sentences using
basic coordinating connectors
6.5.6.1 link, with minimal support, sentences
into coherent paragraphs using basic con-
nectors on a growing range of familiar gen-
eral topics
5.5.6.1 link, with some support, sentences into
a coherent paragraph using basic connectors on
a limited range of familiar general topics
6.5.7.1 use with some support appropriate
layout at text level for a growing range of
written genres on familiar general topics and
some curricular topics
5.5.7.1 use with some support appropriate lay-
out at text level for a limited range of written
genres on familiar general topics and some cur-
ricular topics
6.5.8.1 spell most high-frequency vocabu-
lary accurately for a limited range of famil-
iar general topics and some curricular topics
5.5.8.1 spell most high-frequency words accu-
rately for a limited range of general topics
306
6.5.9.1 punctuate written work at text level
on a limited range of general topics and
some curricular topics with some accuracy
5.5.9.1 punctuate written work at text level on a
limited range of familiar general with some ac-
curacy
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