Medium term plan for the 8th grade
Academic year
| № | The Theme | Objectives | Date | ||
| Term I | |||||
| Unit 1 Country Life/ City Life | |||||
| A new friend | 8.C2use speaking and listening skills to provide sensitive feedback to peers 8.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.S1use formal and informal registers in their talk on a limited range of general and curricular topics 8.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts 8.W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topics 8.UE9use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics | ||||
| The present simple\ present continuous | 8.C3respect differing points of view 8.L7begin to recognize typical features at word, sentence and text level of a limited range of spoken genres 8.S3give an opinion at discourse level on a range of general and curricular topics 8.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics 8.UE15use 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 | ||||
| Amazing inventions | 8.C4evaluate and respond constructively to feedback from others 8.L7begin to recognize typical features at word, sentence and text level of a limited range of spoken genres 8.S4respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics 8.R4read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.UE9use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics | ||||
| Going to/ present continuous | 8.C5use feedback to set personal learning objectives 8.L7begin to recognize typical features at word, sentence and text level of a limited range of spoken genres 8.S5interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 8.R6recognize the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 8.W4use with some support style and register appropriate to a limited variety of written genres on general and curricular topics 8.UE15use 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 | ||||
| A walk in the country | 8.C7develop and sustain a consistent argument when speaking or writing 8.L7begin to recognize typical features at word, sentence and text level of a limited range of spoken genres 8.S6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 8.R8use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding 8.W7use with minimal support appropriate layout at text level for a growing range of written genres on familiar general and curricular topics 8.UE9use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics | ||||
| Past simple / Past continuous | 8.C8develop intercultural awareness through reading and discussion 8.L7begin to recognize typical features at word, sentence and text level of a limited range of spoken genres 8.S7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics 8.R8use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding 8.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 8.UE15use 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 | ||||
| The middle of nowhere | 8.C9use imagination to express thoughts, ideas, experiences and feelings 8.L7begin to recognize typical features at word, sentence and text level of a limited range of spoken genres 8.S7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics 8.R8use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding 8.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 8.UE9use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics | ||||
| Revision of Grammar | 8.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.L7begin to recognize typical features at word, sentence and text level of a limited range of spoken genres 8.S7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics 8.R8use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding 8.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 8.UE15use 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 | ||||
| Confessions | 8.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 8.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.S8recount some extended stories and events on a growing range of general and curricular topics 8.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topics 8.UE10use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics | ||||
| Used to | 8.C3respect differing points of view 8.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.S5interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasks 8.R4read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics 8.UE15use 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 | ||||
| At the shopping centre | 8.C4evaluate and respond constructively to feedback from others 8.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.S6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 8.R6recognize the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended text 8.W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.UE16use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a ... that in giving explanations on a range of familiar general and curricular topics | ||||
| The present perfect/ past simple | 8.C5use feedback to set personal learning objectives 8.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.S7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics 8.R6recognize the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended text 8.W6link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 8.UE16use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a ... that in giving explanations on a range of familiar general and curricular topics | ||||
| Surprise birthday party | 8.C8develop intercultural awareness through reading and discussion 8.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.S7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics 8.R6recognize the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended text 8.W9punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracy 8.UE16use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a ... that in giving explanations on a range of familiar general and curricular topics | ||||
| Present perfect | 8.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 8.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.S8recount some extended stories and events on a growing range of general and curricular topics 8.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topics 8.UE10use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics | ||||
| Cara's story | 8.C3respect differing points of view 8.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.S5interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasks 8.R4read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics 8.UE15use 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 | ||||
| Revision of grammar | 8.C4evaluate and respond constructively to feedback from others 8.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.S6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 8.R6recognize the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended text 8.W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.UE16use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a ... that in giving explanations on a range of familiar general and curricular topics | ||||
| Control work | |||||
| Term II Technology | |||||
| If you read the manual | 8.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 8.L1understand with little or no support the main points in extended talk on a wide range ofgeneral and curricular topics 8.S1use formal and informal registers in their talk on a limited range of general andcurricular topics 8.R1understand the main points in texts on a limited range of unfamiliar general andcurricular topics, including some extended texts 8.W1plan, write, edit and proofread work at text level with some support on a range ofgeneral and curricular topics 8.UE1use some abstract nouns and complex noun phrases on a range of familiar general andcurricular topics | ||||
| The first Conditional sentences | 8.C3respect differing points of view 8.L2understand with little or no support most specific information in extended talk on a widerange of general and curricular topics 8.S3give an opinion at discourse level on a range of general and curricular topics 8.R2understand specific information and detail in texts on a growing range of familiargeneral and curricular topics, including some extended texts 8.W2write with minimal support about real and imaginary past events, activities andexperiences on a growing range of familiar general topics and some curricular topics | ||||
| Are you a techno wizard? | 8.C4evaluate and respond constructively to feedback from others 8.L5recognise the opinion of the speaker(s) with little or no support in extended talk on awide range of general and curricular topics 8.S6link comments with some flexibility to what others say at sentence and discourse level inpair, group and whole class exchanges 8.R5deduce meaning from context in short texts and some extended texts on a growing rangeof familiar general and curricular topics 8.W3write with moderate grammatical accuracy on a limited range of familiar general andcurricular topics 8.UE5use questions which include a variety of different tense and modal forms on a range offamiliar general and curricular topics | ||||
| Second conditional sentences | 8.C8develop intercultural awareness through reading and discussion 8.L6deduce meaning from context with little or no support in extended talk on a wide rangeof general and curricular topics 8.S7use appropriate subject-specific vocabulary and syntax to talk about a growing range ofgeneral topics, and some curricular topics 8.R6recognise the attitude or opinion of the writer on a growing range of unfamiliar generaland curricular topics, including some extended texts 8.W4use with some support style and register appropriate to a limited variety of writtengenres on general and curricular topics 8.UE3use a growing variety of compound adjectives and adjectives as participles and somecomparative structures including not as…as, much …than to indicate degree on a range offamiliar general and curricular topics | ||||
| There may be rocket cars.... | 8.C9use imagination to express thoughts, ideas, experiences and feelings 8.R8use familiar and some unfamiliar paper and digital reference resources to checkmeaning and extend understanding 8.W5develop with support coherent arguments supported when necessary by examples andreasons for a growing range of written genres in familiar general and curricular topics 8.UE7use a variety of simple perfect forms to express recent, indefinite and unfinished paston a range of familiar general and curricular topics | ||||
| Modal verb: May/might | 8.C10use talk or writing as a means of reflecting on and exploring a range of perspectives onthe world 8.W6link, independently, sentences into coherent paragraphs using a variety of basicconnectors on a range of familiar general topics and some curricular topics 8.UE 13use a growing variety of modal forms for different functions: obligation, necessity,possibility, permission, requests, suggestions, prohibition on a range of familiar general andcurricular topics | ||||
| Young inventors | 8.W7use with minimal support appropriate layout at text level for a growing range ofwritten genres on familiar general and curricular topics 8.UE14use prepositions before nouns and adjectives; use prepositions as, like to indicatemanner; use dependent prepositions following adjectives on a range of familiar general andcurricular topics | ||||
| Revision of Grammar | 8.W8spell most high-frequency vocabulary accurately for a growing range of familiargeneral and curricular topics 8.UE15use infinitive forms after a limited number of verbs and adjectives; use gerund formsafter 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 | ||||
| Unit 4 How to do things | |||||
| The Cake | 8.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 8.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.S2ask more complex questions to get information about a range of general topics and some curricular topics 8.R6recognize the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 8.W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topics 8.UE5use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics | ||||
| Adverbs of manner | 8.C3respect differing points of view 8.L2understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.S3give an opinion at discourse level on a range of general and curricular topics 8.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics 8.UE6use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics | ||||
| The story of chocolate | 8.C6organize and present information clearly to others 8.L7begin to recognize typical features at word, sentence and text level of a limited range of spoken genres 8.S4respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics 8.R9begin to recognize inconsistencies in argument in short texts on a limited range of general and curricular subjects 8.W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.UE7use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics 8.UE8use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics | ||||
| Present passive | 8.C9use imagination to express thoughts, ideas, experiences and feelings 8.L8understand extended narratives on a range of general and curricular topics 8.S5interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasks 8.R9begin to recognize inconsistencies in argument in short texts on a limited range of general and curricular subjects 8.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics 8.W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.UE10use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics | ||||
| Reporter | 8.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.S6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 8.R9begin to recognize inconsistencies in argument in short texts on a limited range of general and curricular subjects 8.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics 8.W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.UE11use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of | ||||
| Past passive/ indefinite pronouns | 8.S7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics 8.R9begin to recognize inconsistencies in argument in short texts on a limited range of general and curricular subjects 8.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics 8.W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.UE13use 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 | ||||
| How much do you know? | 8.S8recount some extended stories and events on a growing range of general and curricular topics 8.R9begin to recognize inconsistencies in argument in short texts on a limited range of general and curricular subjects 8.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics 8.W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.UE17use 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 | ||||
| Term III Unit 5 Child power | |||||
| Saturday morning chores | 8.C1use speaking and listening skills to solve problems creatively and cooperatively ingroups 8.L1understand with little or no support the main points in extended talk on a wide range ofgeneral and curricular topics 8.S5interact with peers to negotiate, agree and organise priorities and plans for completingclassroom tasks 8.R2understand specific information and detail in texts on a growing range of familiargeneral and curricular topics, including some extended texts 8.W1plan, write, edit and proofread work at text level with some support on a range ofgeneral and curricular topics 8.UE8use a growing variety of future forms including present continuous and present simplewith future meaning on a range of familiar general and curricular topics | ||||
| Past perfect | 8.C3respect differing points of view 8.L2understand with little or no support most specific information in extended talk on a widerange of general and curricular topics 8.S6link comments with some flexibility to what others say at sentence and discourse level inpair, group and whole class exchanges 8.R3understand the detail of an argument on a growing range of familiar general andcurricular topics, including some extended texts 8.W2write with minimal support about real and imaginary past events, activities andexperiences on a growing range of familiar general topics and some curricular topics 8.UE10use present continuous forms for present and future meaning and past continuous,including some passive forms, on a range of familiar general and curricular topics | ||||
| The sword in the stone | 8.C7develop and sustain a consistent argument when speaking or writing 8.L2understand with little or no support most specific information in extended talk on a widerange of general and curricular topics 8.S7use appropriate subject-specific vocabulary and syntax to talk about a growing range ofgeneral topics, and some curricular topics 8.R6recognise the attitude or opinion of the writer on a growing range of unfamiliar generaland curricular topics, including some extended texts 8.W3write with moderate grammatical accuracy on a limited range of familiar general andcurricular topics 8.UE12use comparative degree adverb structures not as quickly as / far less quickly withregular and irregular adverbs. Use an increased variety of pre-verbal, post-verbal and endposition adverbs on a range of familiar general and curricular topics | ||||
| Past modals: could/ had to | 8.W5develop with support coherent arguments supported when necessary by examples andreasons for a growing range of written genres in familiar general and curricular topics 8.UE13use a growing variety of modal forms for different functions: obligation, necessity,possibility, permission, requests, suggestions, prohibition on a range of familiar general andcurricular topics | ||||
| My talented family | 8.W6link, independently, sentences into coherent paragraphs using a variety of basicconnectors on a range of familiar general topics and some curricular topics 8.UE12use 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 endposition adverbs on a range of familiar general and curricular topics | ||||
| Wish + past simple So/such | 8.C1use speaking and listening skills to solve problems creatively and cooperatively ingroups 8.L1understand with little or no support the main points in extended talk on a wide range ofgeneral and curricular topics 8.S5interact with peers to negotiate, agree and organise priorities and plans for completingclassroom tasks 8.R2understand specific information and detail in texts on a growing range of familiargeneral and curricular topics, including some extended texts 8.W1plan, write, edit and proofread work at text level with some support on a range ofgeneral and curricular topics 8.UE8use a growing variety of future forms including present continuous and present simplewith future meaning on a range of familiar general and curricular topics | ||||
| The wish | 8.C3respect differing points of view 8.L2understand with little or no support most specific information in extended talk on a widerange of general and curricular topics 8.S6link comments with some flexibility to what others say at sentence and discourse level inpair, group and whole class exchanges 8.R3understand the detail of an argument on a growing range of familiar general andcurricular topics, including some extended texts 8.W2write with minimal support about real and imaginary past events, activities andexperiences on a growing range of familiar general topics and some curricular topics 8.UE10use present continuous forms for present and future meaning and past continuous,including some passive forms, on a range of familiar general and curricular topics | ||||
| Revision of grammar | 8.C7develop and sustain a consistent argument when speaking or writing 8.L2understand with little or no support most specific information in extended talk on a widerange of general and curricular topics 8.S7use appropriate subject-specific vocabulary and syntax to talk about a growing range ofgeneral topics, and some curricular topics 8.R6recognise the attitude or opinion of the writer on a growing range of unfamiliar generaland curricular topics, including some extended texts 8.W3write with moderate grammatical accuracy on a limited range of familiar general andcurricular topics 8.UE12use comparative degree adverb structures not as quickly as / far less quickly withregular and irregular adverbs. Use an increased variety of pre-verbal, post-verbal and endposition adverbs on a range of familiar general and curricular topics | ||||
| Control work | |||||
| Analyzing the control work | |||||
| Unit 6 Mistakes and problems | |||||
| An innocent man | 8.L1understand with little or no support the main points in extended talk on a wide range ofgeneral and curricular topics 8.S2ask more complex questions to get information about a range of general topics andsome curricular topics 8.R2understand specific information and detail in texts on a growing range of familiargeneral and curricular topics, including some extended texts 8.W3write with moderate grammatical accuracy on a limited range of familiar general andcurricular topics 8.UE3use a growing variety of compound adjectives and adjectives as participles and somecomparative structures including not as…as, much …than to indicate degree on a range offamiliar general and curricular topics | ||||
| Direct and reported speech | 8.L2understand with little or no support most specific information in extended talk on a widerange of general and curricular topics 8.S5interact with peers to negotiate, agree and organise priorities and plans for completingclassroom tasks 8.R5deduce meaning from context in short texts and some extended texts on a growing rangeof familiar general and curricular topics 8.W5develop with support coherent arguments supported when necessary by examples andreasons for a growing range of written genres in familiar general and curricular topics 8.UE4use an increased variety of determiners including all, half, both [of] in pre-determinerfunction on a range of familiar general and curricular topics | ||||
| An argument | 8.L6deduce meaning from context with little or no support in extended talk on a wide rangeof general and curricular topics 8.S8recount some extended stories and events on a growing range of general and curriculartopics 8.R6recognise the attitude or opinion of the writer on a growing range of unfamiliar generaland curricular topics, including some extended texts 8.W6link, independently, sentences into coherent paragraphs using a variety of basicconnectors on a range of familiar general topics and some curricular topics 8.UE7use a variety of simple perfect forms to express recent, indefinite and unfinished paston a range of familiar general and curricular topics | ||||
| Reported questions | 8.L7begin to recognise typical features at word, sentence and text level of a limited range ofspoken genres 8.S5interact with peers to negotiate, agree and organise priorities and plans for completingclassroom tasks 8.R7recognise typical features at word, sentence and text level in a range of written genres 8.W7use with minimal support appropriate layout at text level for a growing range ofwritten genres on familiar general and curricular topics 8.UE4use an increased variety of determiners including all, half, both [of] in pre-determinerfunction on a range of familiar general and curricular topics 8.UE7use a variety of simple perfect forms to express recent, indefinite and unfinished paston a range of familiar general and curricular topics | ||||
| How to beat the bullies | 8.L8understand extended narratives on a range of general and curricular topics 8.S8recount some extended stories and events on a growing range of general and curriculartopics 8.R8use familiar and some unfamiliar paper and digital reference resources to checkmeaning and extend understanding 8.W8spell most high-frequency vocabulary accurately for a growing range of familiargeneral and curricular topics | ||||
| Reporting commands and requests | 8.W9punctuate written work at text level on a growing range of familiar general andcurricular topics with growing accuracy 8.UE4use an increased variety of determiners including all, half, both [of] in pre-determinerfunction on a range of familiar general and curricular topics 8.UE7use a variety of simple perfect forms to express recent, indefinite and unfinished paston a range of familiar general and curricular topics | ||||
| Biographies | 8.L1understand with little or no support the main points in extended talk on a wide range ofgeneral and curricular topics 8.S2ask more complex questions to get information about a range of general topics andsome curricular topics 8.R2understand specific information and detail in texts on a growing range of familiargeneral and curricular topics, including some extended texts 8.W3write with moderate grammatical accuracy on a limited range of familiar general andcurricular topics 8.UE3use a growing variety of compound adjectives and adjectives as participles and somecomparative structures including not as…as, much …than to indicate degree on a range offamiliar general and curricular topics | ||||
| Revision of reported speech | 8.L2understand with little or no support most specific information in extended talk on a widerange of general and curricular topics 8.S5interact with peers to negotiate, agree and organise priorities and plans for completingclassroom tasks 8.R5deduce meaning from context in short texts and some extended texts on a growing rangeof familiar general and curricular topics 8.W5develop with support coherent arguments supported when necessary by examples andreasons for a growing range of written genres in familiar general and curricular topics 8.UE4use an increased variety of determiners including all, half, both [of] in pre-determinerfunction on a range of familiar general and curricular topics | ||||
| Control work | |||||
| Analyzing the control work | |||||
| Term IV Around the world | |||||
| Summer holiday plans | 8.C2use speaking and listening skills to provide sensitive feedback to peers 8.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.S1use formal and informal registers in their talk on a limited range of general and curricular topics 8.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts 8.W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topics 8.UE9use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics | ||||
| Gerunds and infinitives | 8.C3respect differing points of view 8.L7begin to recognize typical features at word, sentence and text level of a limited range of spoken genres 8.S3give an opinion at discourse level on a range of general and curricular topics 8.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics 8.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.UE15use 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 | ||||
| Gerunds | 8.C4evaluate and respond constructively to feedback from others 8.L7begin to recognize typical features at word, sentence and text level of a limited range of spoken genres 8.S4respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics 8.W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.R4read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.UE15use 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 | ||||
| Infinitives | 8.C5use feedback to set personal learning objectives 8.L7begin to recognize typical features at word, sentence and text level of a limited range of spoken genres 8.S5interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 8.W4use with some support style and register appropriate to a limited variety of written genres on general and curricular topics 8.R6recognize the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 8.UE15use 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 | ||||
| Words from around the world | 8.C7develop and sustain a consistent argument when speaking or writing 8.L7begin to recognize typical features at word, sentence and text level of a limited range of spoken genres 8.S6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 8.W7use with minimal support appropriate layout at text level for a growing range of written genres on familiar general and curricular topics 8.R8use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding 8.UE15use 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 | ||||
| Relative pronouns: who/which | 8.C8develop intercultural awareness through reading and discussion 8.L7begin to recognize typical features at word, sentence and text level of a limited range of spoken genres 8.S7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics 8.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics | ||||
| Control Work | |||||
| Analyzing the control work | |||||
| Stories and legends | 8.C9use imagination to express thoughts, ideas, experiences and feelings 8.L7begin to recognize typical features at word, sentence and text level of a limited range of spoken genres 8.S6link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 8.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 8.R8use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding | ||||
| Subject and object questions | 8.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.L7begin to recognize typical features at word, sentence and text level of a limited range of spoken genres 8.S7use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics 8.W8spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 8.R8use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding | ||||
| Revision of grammar | 8.C2use speaking and listening skills to provide sensitive feedback to peers 8.L1understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.S1use formal and informal registers in their talk on a limited range of general and curricular topics 8.R1understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts 8.W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topics 8.UE9use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics | ||||
| The 10.000km train journey | 8.C3respect differing points of view 8.L7begin to recognize typical features at word, sentence and text level of a limited range of spoken genres 8.S3give an opinion at discourse level on a range of general and curricular topics 8.W2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics 8.R2understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.UE15use 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 | ||||
| Asking and answering questions. Writing about a journey. | 8.C4evaluate and respond constructively to feedback from others 8.L7begin to recognize typical features at word, sentence and text level of a limited range of spoken genres 8.S4respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics 8.W3write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.R4read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.UE15use 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 | ||||
| Revision of grammar | 8.S5interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 8.W4use with some support style and register appropriate to a limited variety of written genres on general and curricular topics 8.R6recognize the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 8.UE15use 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 | ||||
| Control Work | |||||
| Analyzing the control work | |||||