Use of English
9.6.1.1 use some abstract nouns and complex
noun phrases on a range of familiar general and
curricular topics
8.6.1.1 use some abstract nouns and complex
noun phrases on a limited range of familiar gen-
eral 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
8.6.2.1 use a growing variety of quantifiers for
countable and uncountable nouns including too
much, too many, none any, enough
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
8.6.3.1 use a growing variety of compound ad-
jectives and adjectives as participles
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
8.6.4.1 use a variety of determiners including
neither, either, 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
8.6.5.1 use questions which include a variety of
different tense on a range of familiar general and
curricular topics
9.6.6.1 use a variety of pronouns including in-
definite pronouns anybody, anyone, anything
8.6.5.1 use a variety of possessive and reflexive
pronouns including mine, yours, ours, theirs,
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and quantitative pronouns everyone, everything,
none, more, less, a few on a range of familiar
general and curricular topics
hers, his, myself, yourself, themselves on a
growing 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
8.6.7.1 use a variety of simple perfect forms to
express recent, indefinite and unfinished past on
a range of familiar general and curricular topics
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
8.6.8.1 use a growing variety of future forms
including present continuous with future mean-
ing on a range of familiar general 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
8.6.9.1 use present continuous forms for present
and future meaning and past continuous on a
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
8.6.10.1 use some reported speech forms for
statements on a range of familiar 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
8.6.11.1 use comparative degree adverb struc-
tures with regular and irregular adverbs on a
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
8.6.12.1
use a variety of modal forms for different func-
tions on a range of familiar general and curricu-
lar 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
8.6.13.1
use prepositions before nouns and adjectives in
common prepositional phrases on a wide range
of 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
8.6.14.1 use infinitive forms after a limited
number of verbs and adjectives, use gerund
forms after a limited variety of verbs and prepo-
sitions on a growing range of 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
8.6.15.1 use a growing variety of conjunctions
including because, since, as to explain reasons
on a range of familiar general and curricular top-
ics
9.6.16.1 use if / unless/ if only in second condi-
tional clauses and wish [that] clauses [present
reference], use a growing variety of relative
clauses
including
why
clauses
8.6.16.1 use if / unless in first conditional claus-
es, use defining relative clauses with which who
that where on a wide range of familiar general
and curricular topics
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on a range of familiar general and curricular top-
ics
IV. Образец краткосрочного плана уроков с интегрируемыми целями обу-
чения
Таблица 12.5 – Oбразец краткосрочного плана уроков с интегрируемыми
целями обучения
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