Методические рекомендации по восполнению знаний обучающихся по учебным предметам 1-11 классов

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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 

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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

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Таблица 8.5 – Oбразец краткосрочного плана уроков с интегрированными 
целями обучения 

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