Grade 4
high A1
Listening
4.1.1.1 understand an increasing range of classroom instructions
4.1.2.1 understand an increasing range of supported questions which ask for per-
sonal information
4.1.3.1 understand the main points of short supported talk on an increasing range
of general and some curricular topics
4.1.4.1 understand an increasing range of short supported questions on general and
some curricular topics
4.1.5.1 identify initial, middle and final phonemes and blends
4.1.6.1 understand some specific information and detail of short, supported talk on
an increasing range of general and some curricular topics
4.1.7.1 use contextual clues to predict content and meaning in short supported talk
on an increasing range of general and some curricular topics
4.1.8.1 understand short, supported narratives on an increasing range of general
and some curricular topics
4.1.9.1 recognise words that are spelt out from a limited range of general and cur-
riculum topics
4.1.10.1 recognise words similar to words in student native language
Reading
4.3.1.1 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
4.3.3.1 recognise basic opinions in short, simple 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
4.3.5.1 understand the main points of short simple texts on a growing range gen-
eral and some curricular topics by using contextual clues
4.3.6.1 understand with some support some specific information and detail in
short, simple 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
4.4.2.1 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 ob-
jects
4.4.4.1 write with support a sequence of short sentences in a paragraph to give
basic personal information
4.4.5.1 link with some support sentences using basic coordinating connectors
4.4.6.1 use upper and lower case letters accurately when writing names, places and
short sentences when writing independently
4.4.7.1 spell most familiar high-frequency words accurately when writing inde-
pendently
4.4.8.1 to include appropriate use of full stops and question marks, at sentence lev-
el 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
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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
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 in-
creasing range of general and some curricular topics
4.2.4.1 respond to questions on an increasing range of general and some curricular
topics
4.2.5.1 pronounce an increasing range of words, short phrases and simple sentenc-
es intelligibly
4.2.6.1 take turns when speaking with others in a growing range of short, basic ex-
changes
4.2.7.1 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 limited range of general and some cur-
ricular topics
Use of Eng-
lish
4.5.1.1 use singular nouns, plural nouns – including 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 ordinal numbers 1– 100
4.5.3.1 use adjectives, including possessive adjectives, on a growing range of gen-
eral 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
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 growing range of familiar
topics
4.5.6.1 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 pronouns, including indirect object pro-
nouns and use possessive pronouns mine, yours to give personal information and
describe actions and events
4.5.8.1 use imperative forms [positive and negative] to give short instructions on a
growing range of familiar topics
4.5.9.1 use common simple present forms, including short answer forms and con-
tractions, to give personal information and talk about habitual actions, facts and
future timetabled events continue to use common past simple forms [regular and
irregular] to describe actions and feelings and narrate simple events including
short answer forms and contractions
4.5.10.1 use common present continuous forms, including short answers and con-
tractions, to talk about what is happening now and future arrangements on a lim-
ited range of personal and familiar topics, use -ing forms swimming, spelling as
nouns to describe familiar and classroom activities
4.5.11.1 use has got/ have got there is/are statement, negative, question forms in-
cluding 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 adverbs 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 permission, use must/mustn’t/have to to
talk about obligation, use have + object + infinitive to talk about obligations
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4.5.14.1 use prepositions of location, position and direction: at, in, on, behind, be-
tween, 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
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 simple actions and verbs want, start + infinitive, use declar-
ative what [a/an] + adjective + noun to show feelings
4.5.16.1 use conjunctions and, or, but, because to link words and phrases
4.5.17.1 use me, too and I don’t to give short answers, use when clauses to de-
scribe simple present and past actions on personal and familiar topics
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