Long term plan for the 6th grade
Academic year
| № | Theme of the lesson | Date | Learning Objectives | ||
| Term 1 | |||||
| Unit 1 Travelling 16 hours | |||||
| 1. 1 | Holiday activities | 6.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 6.L1understand a sequence of supported classroom instructions 6.S2ask simple questions to get information about a limited range of general topics 6.R2understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 6.W1plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 6.UE3use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics | |||
| 2. 2 | Step1 My summer holidays | 6.C2use speaking and listening skills to provide sensitive feedback to peers 6.L5understand most specific information and detail of short, supported talk on a wide range of familiar topics 6.S3give an opinion at sentence level on a limited range of general and curricular topics 6.R4read and understand with some support a limited range of short fiction and non-fiction texts 6.W2write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics 6.UE9use 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 | |||
| 3. 3 | The Past Simple Positive | 6.C4evaluate and respond constructively to feedback from others 6.L6deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 6.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 6.R5deduce meaning from context in short texts on a limited range of familiar general and curricular topics 6.W3write with support factual descriptions at text level which describe people, places and objects 6.UE11use be/look/sound/feel/taste/smell like and use be made of on a limited range of familiar general and curricular topics | |||
| 4. 4 | Step2 Did you enjoy your holiday? | 6.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.S8recount basic stories and events on a range of general and curricular topics 6.R8use with some support familiar paper and digital reference resources to check meaning and extend understanding 6.W6link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics 6.UE16use conjunctions so, if, when , where, before, after to link parts of sentences on a limited range of familiar general and curricular topics | |||
| 5. 5 | Holiday or vacation? | 6.W8spell most high-frequency words accurately for a limited range of general topics 6.UE14use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics familiar general and curricular topics use where clauses; use before/after clauses (with past reference) use defining relative clauses with which who that where to give details on a limited range of familiar general and curricular topics | |||
| 6. 6 | Project work: Summer holidays: pros and cons | 6.UE17use if clauses (in zero conditionals); use where clauses use before/after clauses (with past reference); use defining relative clauses with which who that where to give details on a limited range of familiar general and curricular topics | |||
| 7. 7 | Step3 Spending holidays abroad | 6.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 6.L1understand a sequence of supported classroom instructions 6.S2ask simple questions to get information about a limited range of general topics 6.R2understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 6.W1plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 6.UE3use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics | |||
| 8. 8 | Colin’s summer holiday | 6.C2use speaking and listening skills to provide sensitive feedback to peers 6.L5understand most specific information and detail of short, supported talk on a wide range of familiar topics 6.S3give an opinion at sentence level on a limited range of general and curricular topics 6.R4read and understand with some support a limited range of short fiction and non-fiction texts 6.W2write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics 6.UE9use 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 | |||
| 9. 9 | Step4 Visiting big cities | 6.C4evaluate and respond constructively to feedback from others 6.L6deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 6.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 6.R5deduce meaning from context in short texts on a limited range of familiar general and curricular topics 6.W3write with support factual descriptions at text level which describe people, places and objects 6.UE11use be/look/sound/feel/taste/smell like and use be made of on a limited range of familiar general and curricular topics | |||
| 10. 10 | Sights of Kazakhstan | 6.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.S8recount basic stories and events on a range of general and curricular topics 6.R8use with some support familiar paper and digital reference resources to check meaning and extend understanding 6.W6link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics 6.UE16use conjunctions so, if, when , where, before, after to link parts of sentences on a limited range of familiar general and curricular topics | |||
| 11. 11 | Sights of Great Britain | 6.W8spell most high-frequency words accurately for a limited range of general topics 6.UE14use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics familiar general and curricular topics use where clauses; use before/after clauses (with past reference) use defining relative clauses with which who that where to give details on a limited range of familiar general and curricular topics | |||
| 12. 12 | Travelling to Turkistan | 6.UE17use if clauses (in zero conditionals); use where clauses use before/after clauses (with past reference); use defining relative clauses with which who that where to give details on a limited range of familiar general and curricular topics | |||
| 13. 13 | Step5 Famous travellers | 6.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 6.L1understand a sequence of supported classroom instructions 6.S2ask simple questions to get information about a limited range of general topics 6.R2understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 6.W1plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 6.UE3use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics | |||
| 14. 14 | Discoveries of famous travellers | 6.C2use speaking and listening skills to provide sensitive feedback to peers 6.L5understand most specific information and detail of short, supported talk on a wide range of familiar topics 6.S3give an opinion at sentence level on a limited range of general and curricular topics 6.R4read and understand with some support a limited range of short fiction and non-fiction texts 6.W2write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics 6.UE9use 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 | |||
| 15. 15 | Control work | ||||
| 16. 16 | Project work: Famous travelers of the world | 6.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.S8recount basic stories and events on a range of general and curricular topics 6.R8use with some support familiar paper and digital reference resources to check meaning and extend understanding 6.W6link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics 6.UE16use conjunctions so, if, when , where, before, after to link parts of sentences on a limited range of familiar general and curricular topics | |||
| Term II | |||||
| Unit 2 Food 9hours | |||||
| 17. 1 | Step 1 Food and drink | 6.C3respect differing points of view 6.L1understand a sequence of supported classroom instructions 6.S2ask simple questions to get information about a limited range of general topics 6.R2understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 6.W2write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics 6.UE7use simple perfect forms of common verbs to express what has happened [indefinite time] on a limited range of familiar general and curricular topics | |||
| 18. 2 | Step2 Cooking a meal | 6.C6organise and present information clearly to others 6.L5understand most specific information and detail of short, supported talk on a wide range of familiar topics 6.R3understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts 6.W3write with support factual descriptions at text level which describe people, places and objects 6.UE12use common regular and irregular adverbs, simple and comparative forms, adverbs of frequency and adverbs of definite time: last week, yesterday on a limited range of familiar general and curricular topics | |||
| 19. 3 | How to make apple cake | 6.C9use imagination to express thoughts, ideas, experiences and feelings 6.L5understand most specific information and detail of short, supported talk on a wide range of familiar topics 6.S4respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 6.W8spell most high-frequency words accurately for a limited range of general topics | |||
| 20. 4 | Step3 How much juice? How many apples? | 6.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.L5understand most specific information and detail of short, supported talk on a wide range of familiar topics 6.S5keep interaction going in basic exchanges on a growing range of general and curricular topics 6.UE15use common verbs followed by infinitive verb / verb + ing patterns on a limited range of familiar general and curricular topics | |||
| 21. 5 | Asel’s shopping list | 6.C3respect differing points of view 6.L1understand a sequence of supported classroom instructions 6.S2ask simple questions to get information about a limited range of general topics 6.R2understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 6.W2write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics 6.UE7use simple perfect forms of common verbs to express what has happened [indefinite time] on a limited range of familiar general and curricular topics | |||
| 22. 6 | Project work: Fast food or fresh food? | 6.C6organise and present information clearly to others 6.L5understand most specific information and detail of short, supported talk on a wide range of familiar topics 6.R3understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts 6.W3write with support factual descriptions at text level which describe people, places and objects 6.UE12use common regular and irregular adverbs, simple and comparative forms, adverbs of frequency and adverbs of definite time: last week, yesterday on a limited range of familiar general and curricular topics | |||
| 23. 7 | Test | ||||
| 24. 8 | Step 4 Would you like some more tea? | 6.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.L5understand most specific information and detail of short, supported talk on a wide range of familiar topics 6.S5keep interaction going in basic exchanges on a growing range of general and curricular topics 6.UE15use common verbs followed by infinitive verb / verb + ing patterns on a limited range of familiar general and curricular topics | |||
| 25. 9 | Step 5 Buying food | 6.C3respect differing points of view 6.L1understand a sequence of supported classroom instructions 6.S2ask simple questions to get information about a limited range of general topics 6.R2understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 6.W2write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics 6.UE7use simple perfect forms of common verbs to express what has happened [indefinite time] on a limited range of familiar general and curricular topics | |||
| 26. 10 | Step1 The school day in England | 6.C4evaluate and respond constructively to feedback from others 6.S5keep interaction going in basic exchanges on a growing range of general and curricular topics 6.R1understand the main points in a limited range of short simple texts on general and curricular topics 6.W4write with support a sequence of extended sentences in a paragraph to give basic personal information 6.UE7use simple perfect forms of common verbs to express what has happened [indefinite time] on a limited range of familiar general and curricular topics | |||
| 27. 11 | Ordinal numbers | 6.C4evaluate and respond constructively to feedback from others 6.S5keep interaction going in basic exchanges on a growing range of general and curricular topics 6.R1understand the main points in a limited range of short simple texts on general and curricular topics 6.W4write with support a sequence of extended sentences in a paragraph to give basic personal information 6.UE7use simple perfect forms of common verbs to express what has happened [indefinite time] on a limited range of familiar general and curricular topics | |||
| 28. 12 | Step2 My first day at school | 6.C4evaluate and respond constructively to feedback from others 6.S5keep interaction going in basic exchanges on a growing range of general and curricular topics 6.R1understand the main points in a limited range of short simple texts on general and curricular topics 6.W4write with support a sequence of extended sentences in a paragraph to give basic personal information 6.UE7use simple perfect forms of common verbs to express what has happened [indefinite time] on a limited range of familiar general and curricular topics | |||
| 29. 13 | Revision: Education | 6.C4evaluate and respond constructively to feedback from others 6.S5keep interaction going in basic exchanges on a growing range of general and curricular topics 6.R1understand the main points in a limited range of short simple texts on general and curricular topics 6.W4write with support a sequence of extended sentences in a paragraph to give basic personal information 6.UE7use simple perfect forms of common verbs to express what has happened [indefinite time] on a limited range of familiar general and curricular topics | |||
| 30. 14 | Control work | ||||
| 31. 15 | Analyzing the Control work | ||||
| 32. 16 | Review | 6.R7recognise typical features at word, sentence and text level in a limited range of written genres | |||
| Term III | |||||
| 33. 1 | Step3 My ideal school | 6.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 6.L1understand a sequence of supported classroom instructions 6.S1provide basic information about themselves and others at sentence level on an increasing range of general topics 6.R1understand the main points in a limited range of short simple texts on general and curricular topics 6.W1plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 6.UE1use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics | |||
| 34. 2 | Comparative: short adjectives | 6.C5use feedback to set personal learning objectives 6.L2understand an increasing range of unsupported basic questions which ask for personal information 6.S2ask simple questions to get information about a limited range of general topics 6.R2understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 6.UE3use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics | |||
| 35. 3 | Step 4 My school day | 6.C8develop intercultural awareness through reading and discussion 6.L5understand most specific information and detail of short, supported talk on a wide range of familiar topics 6.S3give an opinion at sentence level on a limited range of general and curricular topics 6.R4read and understand with some support a limited range of short fiction and non-fiction texts 6.W2write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics 6.UE9use 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 | |||
| 36. 4 | Comparative long adjectives | 6.C9use imagination to express thoughts, ideas, experiences and feelings 6.L7recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics 6.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 6.R8use with some support familiar paper and digital reference resources to check meaning and extend understanding 6.W3write with support factual descriptions at text level which describe people, places and objects 6.UE13use might may could to express possibility on a limited range of familiar general and curricular topics | |||
| 37. 5 | Step 5 School uniform | 6.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.S8recount basic stories and events on a range of general and curricular topics 6.R9recognise the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics 6.W6link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics 6.UE15use common verbs followed by infinitive verb / verb + ing patterns on a limited range of familiar general and curricular topics | |||
| 38. 6 | Comparative: irregular adjectives | 6.W8spell most high-frequency words accurately for a limited range of general topics 6.UE16use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics | |||
| 39. 7 | A uniform at British school | 6.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 6.L1understand a sequence of supported classroom instructions 6.S1provide basic information about themselves and others at sentence level on an increasing range of general topics 6.R1understand the main points in a limited range of short simple texts on general and curricular topics 6.W1plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 6.UE1use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics | |||
| 40. 8 | Test | ||||
| 41. 9 | Project work: What should an ideal school | 6.C8develop intercultural awareness through reading and discussion 6.L5understand most specific information and detail of short, supported talk on a wide range of familiar topics 6.S3give an opinion at sentence level on a limited range of general and curricular topics 6.R4read and understand with some support a limited range of short fiction and non-fiction texts 6.W2write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics 6.UE9use 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 | |||
| Unit 4 Healthy life 9hours | |||||
| 42. 10 | Step1 Keep warm | 6.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 6.L4understand the main points of supported extended talk on a range of general and curricular topics 6.S1provide basic information about themselves and others at sentence level on an increasing range of general topics 6.R4read and understand with some support a limited range of short fiction and non-fiction texts 6.W1plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 6.UE1use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics | |||
| 43. 11 | Step2 Health problems | 6.C8develop intercultural awareness through reading and discussion 6.L5understand most specific information and detail of short, supported talk on a wide range of familiar topics curricular topics 6.S2ask simple questions to get information about a limited range of general topics 6.R5deduce meaning from context in short texts on a limited range of familiar general and curricular topics 6.W5link without support sentences using basic coordinating connectors 6.UE2use quantifiers many, much, a lot of ,a few on a limited range of familiar general and curricular topics topics 6.UE 13use might may could to express possibility on a limited range of familiar general and curricular topics 6.UE15use common verbs followed by infinitive verb / verb + ing patterns on a limited range of familiar general and curricular topics | |||
| 44. 12 | Present Continuous or Present Simple? | 6.C9use imagination to express thoughts, ideas, experiences and feelings 6.L7recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and 6.S3give an opinion at sentence level on a limited range of general and curricular topics 6.R6recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 6.W6link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics 6.UE3use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics | |||
| 45. 13 | Step3 Pollution is bad for health | 6.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.S4respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 6.R8use with some support familiar paper and digital reference resources to check meaning and extend understanding 6.W7use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics 6.UE8use future forms will for predictions and be going to to talk about already decided plans on a limited range of familiar general and curricular topics | |||
| 46. 14 | Project work: How pollution affects the health. | 6.S5keep interaction going in basic exchanges on a growing range of general and curricular topics 6.R9recognise the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics 6.W8spell most high-frequency words accurately for a limited range of general topics familiar general topics and some curricular topics 6.UE9use 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 | |||
| 47. 15 | Step4 Does weather affect our health? | 6.S6communicate meaning clearly at sentence level during, pair, group and whole class exchanges 6.W9punctuate written work at text level on a limited range of familiar general with some accuracy 6.UE10use present continuous forms with present and future meaning on a limited range of familiar general and curricular | |||
| 48. 16 | Step5 Travelling for health | 6.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.S4respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 6.R8use with some support familiar paper and digital reference resources to check meaning and extend understanding 6.W7use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics 6.UE8use future forms will for predictions and be going to to talk about already decided plans on a limited range of familiar general and curricular topics | |||
| 49. 17 | Adjectives and adverbs | ||||
| 50. | Control work | ||||
| Unit5-6 English speaking countries: the USA 18 hours | |||||
| 51. 18 | Step1 Invitation | 6.C3respect differing points of view 6.L1understand a sequence of supported classroom instructions 6.S2ask simple questions to get information about a limited range of general topics 6.R2understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 6.W1plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 6.UE2use quantifiers many , much , a lot of ,a few on a limited range of familiar general and curricular topics 6.UE3use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics 6.UE8use future forms will for predictions and be going to to talk about already decided plans on a limited range of familiar general and curricular topics 6.UE15use common verbs followed by infinitive verb / verb + ing patterns on a limited range of familiar general and curricular topics 6.UE17use if clauses (in zero conditionals); use where clauses; us | |||
| 52. 19 | Revision: Travelling | 6.C8develop intercultural awareness through reading and discussion 6.C9use imagination to express thoughts, ideas, experiences and feelings 6.L3understand an increasing range of unsupported basic questions on general and curricular topics 6.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 6.R4read and understand with some support a limited range of short fiction and non-fiction texts understanding 6.W3write with support factual descriptions at text level which describe people, places and objects 6.UE4use determiners including any, no each, every on a limited range of familiar general and curricular topics familiar general and curricular topics | |||
| 53. 20 | Review all theme | 6.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.L6deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 6.S8recount basic stories and events on a range of general and curricular topics 6.R5deduce meaning from context in short texts on a limited range of familiar general and curricular topics 6.R6recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 6.R7recognise typical features at word, sentence and text level in a limited range of written genres 6.R8use with some support familiar paper and digital reference resources to check meaning and extend 6.W6link with some support sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics 6.W8spell most high-frequency words accurately for a limited range of general topics 6.W9punctuate written work at text level on a limited range of familiar general with some accuracy 6.UE5use questions, including tag questions to seek agreement, and clarify meaning on a limited range of | |||
| Term IV | |||||
| 54. 1 | Step2 Talking about time | 6.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 6.L1understand a sequence of supported classroom instructions 6.S3give an opinion at sentence level on a limited range of general and curricular topics 6.R1understand the main points in a limited range of short simple texts on general and curricular topics 6.W1plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 6.UE1use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics | |||
| 55. 2 | Step3 Home gardening the USA | 6.C3respect differing points of view 6.L6deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 6.S6communicate meaning clearly at sentence level during, pair, group and whole class exchanges 6.R2understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 6.W2write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics 6.UE3use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics familiar general and curricular topics | |||
| 56. 3 | Home gardening in Kazakhstan | 6.C8develop intercultural awareness through reading and discussion 6.L7recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics 6.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 6.R4read and understand with some support a limited range of short fiction and non-fiction texts 6.W3write with support factual descriptions at text level which describe people, places and objects 6.UE5use questions, including tag questions to seek agreement, and clarify meaning on a limited range of | |||
| 57. 4 | Step4 American teenager’s day | 6.L8understand supported narratives, including some extended talk, on an increasing range of general and curricular topics 6.S8recount basic stories and events on a range of general and curricular topics 6.R6recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 6.W8spell most high-frequency words accurately for a limited range of general topics 6.UE6use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics 6.UE15use common verbs followed by infinitive verb / verb + ing patterns on a limited range of familiar general and curricular topics | |||
| 58. 5 | Test | 6.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 6.L1understand a sequence of supported classroom instructions 6.S1provide basic information about themselves and others at sentence level on an increasing range of general topics 6.R1understand the main points in a limited range of short simple texts on general and curricular topics 6.W1plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 6.UE1use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics | |||
| 59. 6 | What are you going to do? | 6.C5use feedback to set personal learning objectives 6.L2understand an increasing range of unsupported basic questions which ask for personal information 6.S2ask simple questions to get information about a limited range of general topics 6.R2understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 6.UE3use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics | |||
| 60. 7 | Step5 Teenager’s plan of future | 6.C8develop intercultural awareness through reading and discussion 6.L5understand most specific information and detail of short, supported talk on a wide range of familiar topics 6.S3give an opinion at sentence level on a limited range of general and curricular topics 6.R4read and understand with some support a limited range of short fiction and non-fiction texts 6.W2write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics 6.UE9use 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 | |||
| 61. 8 | Step1 I want to visit Washington D.C. | 6.C8develop intercultural awareness through reading and discussion 6.L5understand most specific information and detail of short, supported talk on a wide range of familiar topics 6.S3give an opinion at sentence level on a limited range of general and curricular topics 6.R4read and understand with some support a limited range of short fiction and non-fiction texts 6.W2write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics 6.UE9use 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 | |||
| 62. 9 | Step2 Which country would you like to visit? | 6.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.S8recount basic stories and events on a range of general and curricular topics 6.R9recognise the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics 6.W6link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics 6.UE15use common verbs followed by infinitive verb / verb + ing patterns on a limited range of familiar general and curricular topics | |||
| 63. 10 | Present Perfect Tense | 6.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 6.L1understand a sequence of supported classroom instructions 6.S1provide basic information about themselves and others at sentence level on an increasing range of general topics 6.R6recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 6.W1plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 6.UE1use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics | |||
| 64. 11 | Step3 I want to see the Statue of Liberty | 6.C2use speaking and listening skills to provide sensitive feedback to peers 6.L5understand most specific information and detail of short, supported talk on a wide range of familiar topics 6.S2ask simple questions to get information about a limited range of general topics 6.W2write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics 6.UE6use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics | |||
| 65. 12 | Step 4 Famous people of the USA | 6.C3respect differing points of view 6.L5understand most specific information and detail of short, supported talk on a wide range of familiar topics 6.S3give an opinion at sentence level on a limited range of general and curricular topics general topics 6.R7recognise typical features at word, sentence and text level in a limited range of written genres 6.W3write with support factual descriptions at text level which describe people, places and objects 6.UE9use 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 | |||
| 66. 13 | Holidays of the USA | 6.C7develop and sustain a consistent argument when speaking or writing 6.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 6.W6link, with some support, sentences into a coherent paragraph using basic connectors on a limited range 6.UE10use present continuous forms with present and future meaning on a limited range of familiar general 6.UE15use common verbs followed by infinitive verb / verb + ing patterns on a limited range of familiar general and curricular topics 6.UE16use conjunctions so , if, when , where, before, after to link parts of sentences on a limited range of familiar general and curricular topic | |||
| 67. 14 | Control work | ||||
| 68. 15 | Step 5 Cops and Robs | 6.W8spell most high-frequency words accurately for a limited range of general topics 6.UE 13use might may could to express possibility on a limited range of familiar general and curricular topics | |||
| 69. 16 | Revision: The USA | 6.W9punctuate written work at text level on a limited range of familiar general with some accuracy of familiar general topics 6.UE14use prepositions to talk about time and location use prepositions like to describe things and about to denote topic use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics familiar general and curricular topics | |||