Орта білім беру ұйымдарының педагогіне арналған күнтізбелік-тақырыптық жоспар.

Орта білім беру ұ йымдарының педагогіне арналғ ан кү нтізбелік-тақ ырыптық жоспар.

Ағ ылшын тілі пә ні.

Сыныбы: 5

Аптасына 3сағ ат, барлығ ы 102 сағ ат.

№	Unit	Тақ ырып /Тема/ Theme	Оқ умақ саты /Целиурока /Learning objectives	Сағ ат саны/ Кол-во часов/ Hours	Мерзімі Дата/ Date	Notes
Term 1-27 hours
	Home and away	Home and away. Greetings. ( p. 4-8) Homes 1	5. 1. 6 organise and present information clearly to others; 5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics;
		Home and away. p. 4 Homes 1	5. 1. 1 use speaking and listening skills to solve problems creatively and cooperatively in groups; 5. 2. 3 understand an increasing range of unsupported basic questions on general and curricular topics.
		Homes 2. Language Focus. be: singular affirmative. p. 5	5. 1. 6 organise and present information clearly to others; 5. 3. 6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges.
		Homes 2	5. 5. 3 write with support factual descriptions at text level which describe people, places and objects; 5. 2. 1understand a sequence of supported classroom instructions.
		Citiesand countries. p. 6 Diagnostic test	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 3 write with support factual descriptions at text level which describe people, places and objects.
		Subject pronouns; be: singular and plural. p. 7	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics.
		Numbers p. 8	5. 2. 6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5. 3. 4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics.
		What's in my classroom p. 9	5. 2. 1understand a sequence of supported classroom instructions; 5. 5. 6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics 5. 6. 1 use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics.
		Seasons/Months (Excel. p. 109)	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 3 write with support factual descriptions at text level which describe people, places and objects.
		In all weathers. (Excel. p. 110)	5. 2. 7recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics; 5. 3. 2 ask simple questions to get information about a limited rang; 5. 3. 6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges.
		Reading for pleasure. p. 11	5. 2. 1understand a sequence of supported classroom instructions; 5. 3. 2 ask simple questions to get information about a limited rang.
		Home and away. Unit revision p. 10	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics.
	Living things	Families. (p. p. 40 - 41)	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 3 write with support factual descriptions at text level which describe people, places and objects.
		A Festival. p. 42	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics.
		Have got: possessive adjectives. p. 43	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics; 5. 6. 1 use appropriate structure " have got" describing people in a photo.
		Adjectives: describing people. p. 44	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 3 write with support factual descriptions at text level which describe people, places and objects; 5. 6. 3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics.
		Have got: affirmative, negative, questions and short answers. p. 45	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics; 5. 6. 1 use appropriate structure " have got" describing people in a photo.
		Describing people. p. 46	5. 2. 6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5. 3. 4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics.
		Description of people for a blog. p. 47	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics.
		My Country. Living things. p. 48	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 3 write with support factual descriptions at text level which describe people, places and objects; 5. 6. 3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics.
		Locations of items. p. 49	5. 2. 6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5. 3. 4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics.
		My Family. Project. p. 50	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 3 write with support factual descriptions at text level which describe people, places and objects.
		Family. Adjectives: Describing people.	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 3 write with support factual descriptions at text level which describe people, places and objects.
		Reading for pleasure. p. 53	5. 2. 6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5. 3. 6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges.
		The lion and the mouse. (A collection of tasks for Formative Assessment English Grade 5. p. 27)	5. 4. 6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics; 5. 5. 7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics.
		Summative Assessment for Term I	5. 2. 6 Deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5. 2. 1 Understand a sequence of supported classroom instructions; 5. 4. 1 Understand the main points in a limited range of short simple texts on general and curricular topics; 5. 5. 1 Plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics. 5. W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics; 5. 5. 7 Use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics; 5. 2. 1 Provide basic information about themselves and others at sentence level on an increasing range of general topics. 5. 3. 3 Give an opinion at sentence level on a limited range of general and curricular topics.
		Unit revision. p. 52	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics.

Term 2-21 hours
	Values	Thefamily. (Excel. p. 33)	5. 1. 6 organise and present information clearly to others; 5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 3 write with support factual descriptions at text level which describe people, places and objects.
		Family and friends. (Excel. p. 34)	5. 4. 3 understand the detail of an argument on a limited range of familiar general and curricular topics; 5. 5. 7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics.
		Present Simple: affirmative. p. 57	5. 1. 6 organise and present information clearly to others; 5. 4. 3 understand the detail of an argument on a limited range of familiar general and curricular topics; 5. 5. 4 write with support a sequence of extended sentences in a paragraph to give basic personal information.
		Present Simple: negative. p. 59	5. 1. 6 organise and present information clearly to others; 5. 4. 3 understand the detail of an argument on a limited range of familiar general and curricular topics; 5. 5. 4 write with support a sequence of extended sentences in a paragraph to give basic personal information.
		Making suggestions. p. 60	5. 2. 6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5. 3. 6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges.
		Special occasions. p. 61	5. 4. 1 understand the main points in a limited range of short simple texts on general and curricular topics; 5. 5. 7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics.
		Holidays. p. 62	5. 2. 6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5. 5. 8 spell most high-frequency words accurately for a limited range of general topics.
		What we value. p. 64	5. 4. 3 understand the detail of an argument on a limited range of familiar general and curricular topics; 5. 5. 4 write with support a sequence of extended sentences in a paragraph to give basic personal information.
		Reading for pleasure. p. 67	5. 2. 8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics; 5. 3. 3 give an opinion at sentence level on a limited range of general and curricular topics.
		Unit revision. p. 66	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics.
	The world of work	Jobs. (Excel. p. 45, 47, 51)	5. 4. 3 understand the detail of an argument on a limited range of familiar general and curricular topics; 5. 5. 3 write with support factual descriptions at text level which describe people, places and objects.
		Learning. Studying Habits. p. p. 68-69	5. 4. 4 read with some support a limited range of short fiction and non-fiction texts; 5. 5. 8 spell most high-frequency words accurately for a limited range of general topics; 5. 6. 9 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics.
		A day at school. p. 70	5. 4. 5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics; 5. 5. 7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics.
		Object pronouns, present simple. p. 71	5. 4. 3 understand the detail of an argument on a limited range of familiar general and curricular topics; 5. 5. 6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics.
		Language and commu-nication. p. 72	5. 1. 7 develop and sustain a consistent argument when speaking or writing; 5. 2. 6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5. 3. 2 ask simple questions to get information about a limited range of general topics.
		Present Simple: question forms. p. 73	5. 1. 7 develop and sustain a consistent argument when speaking or writing; 5. 2. 6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5. 5. 7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics; 5. 6. 9 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics.
		My country. Creative work. p. 76	5. 1. 7 develop and sustain a consistent argument when speaking or writing; 5. 4. 4 read with some support a limited range of short fiction and non-fiction texts; 5. 5. 3 write with support factual descriptions at text level which describe people, places and objects.
		Countries, people and jobs. p. 78	5. 4. 4 read with some support a limited range of short fiction and non-fiction texts; 5. 5. 3 write with support factual descriptions at text level which describe people, places and objects.
		Unit revision. p. 80	5. 1. 7 develop and sustain a consistent argument when speaking or writing; 5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics.
		Summative Assessment for Term II	5. 2. 8 Understand supported narratives, including some extended talk, on an increasing range of general and curricular topics; 5. 4. 2 Understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics. 5. 5. 7 Use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics; 5. 5. 5 Link without support sentences using basic coordinating connectors; 5. 3. 7 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics.
		The world of work. Unit revision.	5. 1. 4 evaluate and respond constructively to feedback from others.

Term 3-30 hours
	Creativity	Culture. p. 96-97	5. 2. 6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5. 5. 1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics.
		Making plans p. 98	5. 1. 10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world; 5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics.
		be going to: affirmative and negative. p. 99	5. 4. 3 understand the detail of an argument on a limited range of familiar general and curricular topics; 5. 5. 3 write with support factual descriptions at text level which describe people, places and objects.
		Films and stories. p. 100	5. 2. 4 understand the main points of supported extended talk on a range of general and curricular topics; 5. 3. 3 give an opinion at sentence level on a limited range of general and curricular topics.
		be going to: questions. p. 101	5. 4. 3 understand the detail of an argument on a limited range of familiar general and curricular topics; 5. 5. 3 write with support factual descriptions at text level which describe people, places and objects.
		The president’s story. p. 103	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 3 write with support factual descriptions at text level which describe people, places and objects.
		The Samruk. (Excel. p. 62)	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 3 write with support factual descriptions at text level which describe people, places and objects.
		Creativity. Unit revision. p. 102	5. 1. 7 develop and sustain a consistent argument when speaking or writing; 5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics.
	Reading for Pleasure	Types of writing. p. 104-105	5. 1. 5 use feedback to set personal learning objectives; 5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 3 write with support factual descriptions at text level which describe people, places and objects.
		A Famous story. p. 106	5. 1. 8 develop intercultural awareness through reading and discussion; 5. 4. 4 read with some support a limited range of short fiction and non-fiction texts; 5. 5. 4 write with support a sequence of extended sentences in a paragraph to give basic personal information.
		Telling a story. Past simple: regular and irregular. p. 107	5. 1. 7 develop and sustain a consistent argument when speaking or writing; 5. 4. 3 understand the detail of an argument on a limited range of familiar general and curricular topics; 5. 5. 2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics.
		Biography of a writer. p. 108	5. 2. 6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5. 3. 3 give an opinion at sentence level on a limited range of general and curricular topics.
		Past events. Past simple: question and negative forms. p. 109	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 4 write with support a sequence of extended sentences in a paragraph to give basic personal information.
		A Book festival. p. 111	5. 1. 8 develop intercultural awareness through reading and discussion; 5. 4. 4 read with some support a limited range of short fiction and non-fiction texts; 5. 5. 4 write with support a sequence of extended sentences in a paragraph to give basic personal information.
		Reading for Pleasure. Unit revision. p. 110	5. 1. 7 develop and sustain a consistent argument when speaking or writing; 5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics.
	Fantasy world	People and places. p. 26	5. 1. 4 evaluate and respond constructively to feedback from others; 5. 2. 4 understand the main points of supported extended talk on a range of general and curricular topics; 5. 5. 2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics.
		An article about two places. p. 28	5. 1. 7 develop and sustain a consistent argument when speaking or writing; 5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 3 write with support factual descriptions at text level which describe people, places and objects.
		Home Town. There is, there are, some and any: affirmative and negative. p. 29	5. 4. 3 understand the detail of an argument on a limited range of familiar general and curricular topics; 5. 5. 8 spell most high-frequency words accurately for a limited range of general topics; 5. 6. 1 use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics.
		Shops. p. 30	5. 2. 6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5. 5. 2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics.
		Town. There is, there are: questions and short answers; prepositions of place. p. 31	5. 2. 6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5. 5. 8 spell most high-frequency words accurately for a limited range of general topics; 5. 6. 14 use prepositions to talk about time and location use prepositions like to describe things and about to denote topic on a limited range of familiar general and curricular topics.
		Asking about places in a town. p. 32	5. 2. 6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5. 3. 6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges.
		A brochure about a town. p. 33	5. 4. 2understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 3 write with support factual descriptions at text level which describe people, places and objects.
		My Country: my world. p. 34	5. 2. 6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5. 5. 2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics.
		Sopping. p. 35	5. 2. 6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5. 5. 2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics.
		Fantasy world. p. 36	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics.
		People and places. p. 37	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics.
		Reading for pleasure. p. 39	5. 2. 4 understand the main points of supported extended talk on a range of general and curricular topics; 5. 3. 3 give an opinion at sentence level on a limited range of general and curricular topics.
		Unit revision. p. 38	5. 1. 7 develop and sustain a consistent argument when speaking or writing; 5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics.
		Summative Assessment for Term III	5. 2. 4 Understand the main points of supported extended talk on a range of general and curricular topics; 5. 4. 2 Understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 6 Link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics; 5. 5. 8 Spell most highfrequency words accurately for a limited range of general topics; 5. 3. 1 Provide basic information about themselves and others at sentence level on an increasing range of general topics.
		Fantasy world. Unit revision.	5. 1. 7 develop and sustain a consistent argument when speaking or writing.

Term 4-24 hours
	Sports	Sports. (Excel. p. 97/105)	5. 1. 7 develop and sustain a consistent argument when speaking or writing; 5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 4 write with support a sequence of extended sentences in a paragraph to give basic personal information.
		A web page about clubs for young people. p. 14	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 4 write with support a sequence of extended sentences in a paragraph to give basic personal information.
		Clubs and free time activities. p. 15	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 4 write with support a sequence of extended sentences in a paragraph to give basic personal information.
		Favourite things. p. 16-17	5. 2. 2 understand an increasing range of unsupported basic questions which ask for personal information; 5. 3. 2 ask simple questions to get information about a limited range of general topics.
		Giving personal information. p. 18	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 4 write with support a sequence of extended sentences in a paragraph to give basic personal information.
		An email to a friend. p. 19	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 4 write with support a sequence of extended sentences in a paragraph to give basic personal information.
		Sports in Kazakhstan. p. 20	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 4 write with support a sequence of extended sentences in a paragraph to give basic personal information.
		Asking and telling the time. p. 21	5. 2. 1understand a sequence of supported classroom instructions; 5. 3. 6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges.
		A Club poster. p. 22-23	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics.
		Reading for pleasure. p. 25	5. 2. 1understand a sequence of supported classroom instructions; 5. 5. 4 write with support a sequence of extended sentences in a paragraph to give basic personal information.
		Unit revision. p. 25	5. 1. 7 develop and sustain a consistent argument when speaking or writing; 5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics.
	Holidays	Holiday activities. p. 82-83	5. 2. 1understand a sequence of supported classroom instructions; 5. 3. 3 give an opinion at sentence level on a limited range of general and curricular topics.
		On holiday. p. 84	5. 2. 8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics; 5. 3. 2 ask simple questions to get information about a limited range of general topics.
		Holiday Activities. Present continuous: affirmative and negative. p. 85	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 6link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics; 5. 6. 10 use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics.
		Dangerous journeys. p. 86	5. 2. 8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics; 5. 3. 2 ask simple questions to get information about a limited range of general topics.
		Holiday Activities. Present continuous: questions. p. 87	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 6link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics; 5. 6. 10 use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics.
		A phone conversation about a holiday. p. 88	5. 2. 1understand a sequence of supported classroom instructions; 5. 3. 6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges.
		An email about a holiday. p. 89	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 4 write with support a sequence of extended sentences in a paragraph to give basic personal information.
		Weekend arrangements. p. 90	5. 2. 1understand a sequence of supported classroom instructions; 5. 3. 6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges.
		Buying a train ticket. p. 91	5. 2. 1understand a sequence of supported classroom instructions; 5. 3. 2 ask simple questions to get information about a limited range of general topics.
		A tourist information poster. p. 92	5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 4 write with support a sequence of extended sentences in a paragraph to give basic personal information.
		Unit revision. p. 94	5. 1. 7 develop and sustain a consistent argument when speaking or writing; 5. 4. 2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5. 5. 1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics.
		Summative Assessment for Term IV	5. 2. 8 Understand supported narratives, including some extended talk, on an increasing range of general and curricular topics; 5. 4. 3 Understand the detail of an argument on a limited range of familiar general and curricular topics; 5. 5. 4 Write with support a sequence of extended sentences in a paragraph to give basic personal information; 5. 3. 2 Ask simple questions to get information about a limited range of general topics.
		Holidays. Unit revision.	5. 1. 4 evaluate and respond constructively to feedback from others.
Total