Learning Objectives:
***LISTENING***
By the end of this class I can:
understand the humor in a simple story.
understand the main points of a short, informal interview on a familiar topic.
identify key information in a short commentary on a sporting event.
understand some details in extended dialogues on familiar everyday topics.
recognize a range of common linking words/phrases signalling the sequence of events in short, simple narratives.
recognize the use of common linking words/phrases to list similar ideas in simple talks on familiar topics (e.g. firstly, on top of that), with prompts.
infer the meaning of simple unknown words from familiar, concrete contexts, if there is some repetition or rephrasing.
recognize the use of common linking words/phrases to signal the speaker’s return to the main topic (e.g. anyway, anyhow), in simple narratives or conversations on familiar topics, with prompts.
identify the main points in extended talks related to familiar topics, delivered in clear standard speech.
identify the key information from video interviews about people’s lives, if the speakers use clear standard language.
understand some details in extended dialogues on a range of non-technical topics.
identify the main points of short, clear, well-structured factual talks or presentations on familiar topics.
***READING***
By the end of this class I can:
use an index to locate key information in a text.
identify supporting details in simple structured paragraphs on familiar topics, with written support.
get the gist of news stories where the main information is in the form of numbers and names.
follow extended stories and texts written in simple, familiar language, if supported by pictures.
follow detailed instructions to complete a task.
identify a point of view in a short, simple narrative text, if guided by questions.
identify the topic sentence in simple structured paragraphs on familiar topics, if supported by prompts or questions.
recognize the use of a range of basic linking words/phrases to introduce additional information in simple connected text (e.g. also, as well as, too).
understand the main information in a description of a simple process (e.g. making paper), with the support of a flow chart or diagram.
draw simple conclusions about the information given in a factual text on a familiar topic.
infer information from the labels on basic diagrams (e.g. bar charts, timelines) accompanying simple informational texts.
identify a few basic non-fiction text types from their visual style and layout.
scan several short, simple texts on the same topic to find specific information.
extract information from newspaper headlines, if supported by questions.
distinguish between fact and opinion in a simple text.
recognize cause and effect relationships between ideas in simple connected text.
get the gist of short encyclopedia entries.
***SPEAKING***
By the end of this class I can:
describe the position of things in a picture using a range of fixed expressions (e.g. in the foreground/background, at the back).
describe similarities between people’s appearance in some detail.
describe differences between people’s appearance in some detail.
explain the rules of a familiar game or sport, using simple language.
describe the performance of a classmate in a task or activity, given a model.
give a short, simple prepared talk on a topic of personal interest.
retell a joke using simple language.
paraphrase simply when they don’t know the correct word or phrase.
give an opinion in a structured discussion, if supported by questions.
state personal learning goals, given a model.
describe past events or experiences using simple descriptive language to add interest.
suggest possible outcomes to an event or situation, given a model.
describe the differences between the customs of two cultures, using simple language.
give brief reasons for their opinions on familiar topics.
give informal advice on everyday matters, using a range of fixed expressions.
answer questions about what they have done recently in some detail.
invite others to give their opinions in a discussion, using a range of common fixed expressions.
give their opinions on general topics, using a range of common fixed expressions.
***WRITING***
By the end of this class I can:
signal the sequence of actions or events using a limited range of linking words (e.g. first, then, next), given prompts or a model.
write short, simple structured paragraphs on familiar topics, given prompts or a model.
give a reason for an action in an explanatory text, given a model.
write a short, basic narrative describing events in the past, given prompts or a model.
write short, simple notices giving information about forthcoming events or activities (e.g. place, time, day) using appropriate layout, given a model.
briefly narrate a familiar historical event, given prompts or a model.
state personal learning goals, given a model.
introduce additional information in simple connected text, using basic linking words/phrases (e.g. also, as well as, too), given a model.
write simple letters with appropriate paragraph breaks, given a model.
write short, simple descriptive texts giving information about common shops and amenities in their town using basic linking words/phrases, given a model.
create a poster to advertise an event or product, given a model.
write a short, simple biography of a famous person with basic paragraph structure, given prompts or a model.
state the intended purpose of an action.
write short, simple personal emails/letters describing future plans, given prompts or a model.
describe how something is used (e.g. it’s a machine for...).
rewrite a short text following feedback.
write short, basic descriptions of personal experiences in linked sentences, given prompts or a model.
write a simple structured paragraph giving their opinion on a familiar topic, given a model.
describe the plot of a film or book very briefly, using simple language.
write simple texts appropriately divided into paragraphs, given prompts or a model.
signal direct speech in connected text using speech marks, given a model.
write a short, simple guide to their town/city with appropriate sub-headings, given a model.
create simple language puzzles for classmates to solve.
add more detail to a description of a person or place, following feedback.
write an email/letter of apology, given a model.
create a new version of a familiar story by changing some details, if supported by prompts.
provide simple details supporting the main idea of a basic structured paragraph, given prompts or a model.
write a simple description of their personal history with appropriate paragraph breaks, given a model.
contrast two ideas in simple connected text using a range of common linking words/phrases (e.g. but, although, on the other hand).
describe visible changes over time (e.g. in nature), given a model.
clearly end a simple structured paragraph on a familiar topic with an appropriate final sentence.
introduce the main idea of a simple structured paragraph using a topic sentence, given prompts or a model.
