Content
8.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups;
8.1.3.1- respect differing points of view;
8.1.7.1- develop and sustain a consistent argument when speaking or writing
Listening
8.2.1.1- understand with little or no support the main points in extended talk on a wide range of general and curricular topics4
8.2.2.1- understand with little or no support most specific information in extended talk on a wide range of general and curricular topics;
8.2.4.1- understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics;
8.2.5.1- recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics
Speaking
8.3.5.1- interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks;
8.3.6.1- link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;
8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
Reading
8.4.2.1 - understand specific information and detail in texts
on a growing range of familiar general and curricular topics, including some extended texts;
8.4.3.1- understand the detail of an argument on a growing range of familiar general and curricular topics;
8.4.6.1- recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts
Writing
8.5.1.1- plan, write, edit and proofread work at text level with little support on a range of general and curricular topics;
8.5.2.1- write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics;
8.5.3.1- write with moderate grammatical accuracy on a growing range of familiar general and curricular topics;
8.5.5.1- develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics;
8.5.6.1- link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics
Use of English
8.6.8.1- use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics;
8.6.1.10- use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics;
8.6.12.1 - use comparative degree adverb structures 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;
8.6.13.1 - 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;
8.6.15.1- use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics;
8.6.17.1- use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics
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