6.1.2.1- use speaking and listening skills to provide sensitive feedback to peers;
6.1.3.1- respect differing points of view;
6.1.5.1- use feedback to set personal learning objectives;
6.1.6.1- organise and present information clearly to others
6.2.1.1- understand a longer sequence of supported classroom instructions;
6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics;
6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics;
6.2.7.1- recognize the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics;
6.2.8.1- understand supported narratives including some extended talk, on a range of general and curricular topics
6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics;
6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics
6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics;
6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts;
6.4.6.1- recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics;
6.4.7.1- recognise typical features at word, sentence and text level in a range of written genres;
6.4.9.1- recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics
6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics;
6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics;
6.5.7.1- use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics;
6.5.8.1 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics
6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics;
6.6.2.1- use quantifiers including more, little, few, less, fewer not as many, not as much on a growing range of familiar general and curricular topics;
6.6.3.1- use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics;
6.6.7.1- use simple perfect forms to express indefinite and unfinished past [with for and since] on a growing range of familiar general and curricular topics;
6.6.8.1 - use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics;
6.6.10.1 - use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics
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Tourist destination
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“Will” and “be going to”/ affirmative and interrogative
