Medium term plan for the 7th grade
Academic year
| № | The Theme | Objectives | Date | ||
| Term I | |||||
| Unit 1 Back to school 18 hours | |||||
| Unit 1 Step 1 Getting to know each the Countries | 7.C3respect differing points of view 7.L3understand more complex supported questions on a growing range of general and curricular topics 7.S2ask simple questions to get information about a growing range of general topics 7.R1understand the main points in a growing range of short, simple texts on general and curricular topics 7.W1plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics 7.UE4use a variety of determiners including all, other on a growing range of familiar general and curricular topics | ||||
| Step2 English is my favourite subject | 7.C4evaluate and respond constructively to feedback from others 7.L5understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.S5keep interaction going in longer exchanges on a range of general and curricular topics 7.R2understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 7.W3write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics 7.UE6use a variety of personal, demonstrative and quantitative pronouns including someone somebody, everybody , no-one on a growing range of familiar general and curricular topics | ||||
| Step 3 Having friends | 7.C7develop and sustain a consistent argument when speaking or writing 7.L6deduce meaning from context in supported extended talk on a range of general and curricular topics 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R2understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 7.W5develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics 7.UE7use simple perfect forms to express indefinite and unfinished past with for and since] on a growing range of familiar general and curricular topics | ||||
| Step 4 My friend has been reading since morning | 7.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 7.L7recognise the opinion of the speaker(s) in supported extended talk on a range of general and curricular topics 7.S3give an opinion at sentence and discourse level on an increasing range of general and curricular topics 7.W6link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 7.UE17use subordinate clauses following think know believe hope, say , tell use subordinate clauses following sure, certain; use defining relative clauses with which who that where on a growing range of familiar general and curricular topics | ||||
| Step 5 Having pen-friends | 7.L8understand supported narratives including some extended talk, on a range of general and curricular topics 7.W8spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics | ||||
| Options: More about pen-friends | 7.R2understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 7.UE17use subordinate clauses following think know believe hope, say , tell use subordinate clauses following sure, certain; use defining relative clauses with which who that where on a growing range of familiar general and curricular topics | ||||
| Summary Grammar Reference Practice your grammar | 7.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 7.L7recognize the opinion of the speaker(s) in supported extended talk on a range of general and curricular topics 7.S3give an opinion at sentence and discourse level on an increasing range of general and curricular topics 7.W6link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 7.UE17use subordinate clauses following think know believe hope, say , tell use subordinate clauses following sure, certain; use defining relative clauses with which who that where on a growing range of familiar general and curricular topics | ||||
| Living world | |||||
| Unit Two Step One About animals | 7.C4evaluate and respond constructively to feedback from others 7.L5understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.S3give an opinion at sentence and discourse level on an increasing range of general and curricular topics 7.R1understand the main points in a growing range of short, simple texts on general and curricular topics 7.W1plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics 7.UE6use a variety of personal, demonstrative and quantitative pronouns including someone somebody, everybody , no-one on a growing range of familiar general and curricular topics | ||||
| The Present simple | 7.C9use imagination to express thoughts, ideas, experiences and feelings 7.L8understand supported narratives including some extended talk, on a range of general and curricular topics 7.S6communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges 7.R4read independently a limited range of short simple fiction and non-fiction texts 7.W6link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 7.UE1begin 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 | ||||
| Step Two Omar's album | 7.C2use speaking and listening skills to provide sensitive feedback to peers 7.L8understand supported narratives including some extended talk, on a range of general and curricular topics 7.S3give an opinion at sentence and discourse level on an increasing range of general and curricular topics 7.R7recognize typical features at word, sentence and text level in a growing range of written genres 7.W6link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 7.UE4use a variety of determiners including all, other on a growing range of familiar general and curricular topics | ||||
| Modal verb can\have to | 7.C5use feedback to set personal learning objectives 7.L5understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.S6communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges 7.R7recognize typical features at word, sentence and text level in a growing range of written genres 7.W6link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 7.UE8use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics | ||||
| Step Three Animal's are in danger | 7.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 7.L8understand supported narratives including some extended talk, on a range of general and curricular topics 7.S3give an opinion at sentence and discourse level on an increasing range of general and curricular topics 7.R7recognise typical features at word, sentence and text level in a growing range of written genres 7.W6link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 7.UE10use 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 | ||||
| Revision of grammar The past simple and present perfect | 7.S6communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges 7.R7recognize typical features at word, sentence and text level in a growing range of written genres 7.W6link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 7.UE11use common impersonal structures with : it, there on a growing range of familiar general and curricular topics | ||||
| Step Four The Green World | 7.C4evaluate and respond constructively to feedback from others 7.L5understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.S3give an opinion at sentence and discourse level on an increasing range of general and curricular topics 7.R1understand the main points in a growing range of short, simple texts on general and curricular topics 7.W1plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics 7.UE6use a variety of personal, demonstrative and quantitative pronouns including someone somebody, everybody , no-one on a growing range of familiar general and curricular topics | ||||
| The present simple and the present perfect | 7.C9use imagination to express thoughts, ideas, experiences and feelings 7.L8understand supported narratives including some extended talk, on a range of general and curricular topics 7.S6communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges 7.R4read independently a limited range of short simple fiction and non-fiction texts 7.W6link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 7.UE1begin 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 | ||||
| Step 5 Living plants | 7.C2use speaking and listening skills to provide sensitive feedback to peers 7.L8understand supported narratives including some extended talk, on a range of general and curricular topics 7.S3give an opinion at sentence and discourse level on an increasing range of general and curricular topics 7.R7recognize typical features at word, sentence and text level in a growing range of written genres 7.W6link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 7.UE4use a variety of determiners including all, other on a growing range of familiar general and curricular topics | ||||
| Term II | |||||
| Unit 2 Eating. Shopping | |||||
| Unit Three Step One Eating in Britain | 7.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 7.L4understand with limited support the main points of extended talk on a range of general and curricular topics 7.S6communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R1understand the main points in a growing range of short, simple texts on general and curricular topics 7.W5develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics 7.UE8use future form will to make offers, promises, and predictions on a growing range offamiliar general and curricular topics 7.UE16use conjunctions if , when, where, so, and, or, but, because , before, after to link parts of sentences in short texts on a growing range of familiar general and curricular topics | ||||
| Countable and uncountable nouns: Much /many | 7.C4evaluate and respond constructively to feedback from others 7.L5understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R3understand the detail of an argument on a limited range of familiar general and curricular topics 7.W6link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 7.UE9use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics | ||||
| Plural nouns. singular nouns. There is \there are | 7.C5use feedback to set personal learning objectives 7.L6deduce meaning from context in supported extended talk on a range of general and curricular topics 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R5deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts 7.W7use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics 7.UE9use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics | ||||
| Step Two School canteen | 7.C7develop and sustain a consistent argument when speaking or writing 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R8use independently familiar paper and digital reference resources to check meaning and extend understanding7.W8spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics 7.UE9use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics | ||||
| Zero article Indefinite article Definite article (a, an, the) Passive Voice Plural nouns singular nouns There is, there are | 7.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.UE9use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics | ||||
| Step Three Our favorite recipes | 7.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 7.L4understand with limited support the main points of extended talk on a range of general and curricular topics 7.S6communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R1understand the main points in a growing range of short, simple texts on general and curricular topics 7.W5develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics 7.UE8use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics 7.UE16use conjunctions if , when, where, so, and, or, but, because , before, after to link parts of sentences in short texts on a growing range of familiar general and curricular topics | ||||
| Reflexive pronouns (myself, yourself, himself, | 7.C4evaluate and respond constructively to feedback from others 7.L5understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R3understand the detail of an argument on a limited range of familiar general and curricular topics 7.W6link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 7.UE9use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics | ||||
| Passive voice | 7.C5use feedback to set personal learning objectives 7.L6deduce meaning from context in supported extended talk on a range of general and curricular topics 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R5deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts 7.W7use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics 7.UE9use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics | ||||
| Test | |||||
| Analyzing the test | |||||
| Step Four Table manners | 7.C7develop and sustain a consistent argument when speaking or writing 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R8use independently familiar paper and digital reference resources to check meaning and extend understanding 7.W8spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics 7.UE9use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics | ||||
| Uncountable nouns There is .... There are . . . Present Perfect | 7.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.UE9use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics | ||||
| Step 5 Shopping in Britain | 7.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 7.L4understand with limited support the main points of extended talk on a range of general and curricular topics 7.S6communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R1understand the main points in a growing range of short, simple texts on general and curricular topics 7.W5develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics 7.UE8use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics 7.UE16use conjunctions if , when, where, so, and, or, but, because , before, after to link parts of sentences in short texts on a growing range of familiar general and curricular topics | ||||
| Summary | 7.C4evaluate and respond constructively to feedback from others 7.L5understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R3understand the detail of an argument on a limited range of familiar general and curricular topics 7.W6link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 7.UE9use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics | ||||
| Control work | |||||
| Analyzing the control work | |||||
| Term III | |||||
| Health | |||||
| Unit Four Step One It really works | 7.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 7.L4understand with limited support the main points of extended talk on a range of general and curricular topics 7.S6communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R1understand the main points in a growing range of short, simple texts on general and curricular topics 7.W5develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics 7.UE8use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics 7.UE16use conjunctions if , when, where, so, and, or, but, because , before, after to link parts of sentences in short texts on a growing range of familiar general and curricular topics | ||||
| Step Two At the doctor's | 7.C4evaluate and respond constructively to feedback from others 7.L5understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R3understand the detail of an argument on a limited range of familiar general and curricular topics 7.W6link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 7.UE9use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics | ||||
| Step Three Health problem | 7.C5use feedback to set personal learning objectives 7.L6deduce meaning from context in supported extended talk on a range of general and curricular topics 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R5deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts 7.W7use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics 7.UE9use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics | ||||
| Step Four School Rules | 7.C7develop and sustain a consistent argument when speaking or writing 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R8use independently familiar paper and digital reference resources to check meaning and extend understanding 7.W8spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics 7.UE9use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics | ||||
| Modal verbs: Should\ Have to\must | 7.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.UE9use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics | ||||
| Step Five What you should do to keep fit? | 7.C1use speaking and listening skills to solve problems creatively and cooperatively in groups 7.L4understand with limited support the main points of extended talk on a range of general and curricular topics 7.S6communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R1understand the main points in a growing range of short, simple texts on general and curricular topics 7.W5develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics 7.UE8use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics 7.UE16use conjunctions if , when, where, so, and, or, but, because , before, after to link parts of sentences in short texts on a growing range of familiar general and curricular topics | ||||
| Expressions of quantity some, any much, many, a little, a few | 7.C4evaluate and respond constructively to feedback from others 7.L5understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R3understand the detail of an argument on a limited range of familiar general and curricular topics 7.W6link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 7.UE9use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics | ||||
| Travelling | |||||
| Unit Five Step One How do you get to school? | 7.C4evaluate and respond constructively to feedback from others 7.L1understand longer sequences of supported classroom instructions 7.S3give an opinion at sentence and discourse level on an increasing range of general and curricular topics | ||||
| Modal verbs: can, may, should | 7.C8develop intercultural awareness through reading and discussion 7.L3understand more complex supported questions on a growing range of general and curricular topics 7.S4respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics 7.R1understand the main points in a growing range of short, simple texts on general and curricular topics 7.W2write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics 7.UE3use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics | ||||
| Control work | |||||
| Step Two Going to Britain | 7.C9use imagination to express thoughts, ideas, experiences and feelings 7.L4understand with limited support the main points of extended talk on a range of general and curricular topics 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R2understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 7.W3write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics 7.UE11use common impersonal structures with : it, there on a growing range of familiar general and curricular topics | ||||
| Modal verbs: must, have to, need | 7.L5understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.W9punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy 7.UE14use an increased variety of prepositions of time, location and direction use by and with to denote agent and instrument; use prepositions before nouns and adjectives in common prepositional phrases on a growing range of familiar general and curricular topics | ||||
| Step Three Holiday postcards | 7.L5understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.W9punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy 7.UE17use subordinate clauses following think know believe hope, say , tell use subordinate clauses following sure, certain; use defining relative clauses with which who that where on a growing range of familiar general and curricular topics | ||||
| Modal verbs: must, have to, need | 7.C4evaluate and respond constructively to feedback from others 7.L1understand longer sequences of supported classroom instructions 7.S3give an opinion at sentence and discourse level on an increasing range of general and curricular topics | ||||
| Step Four Traveling light | 7.C8develop intercultural awareness through reading and discussion 7.L3understand more complex supported questions on a growing range of general and curricular topics 7.S4respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics 7.R1understand the main points in a growing range of short, simple texts on general and curricular topics 7.W2write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics 7.UE3use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics | ||||
| Modal verbs: can be done must be done | 7.C4evaluate and respond constructively to feedback from others 7.L1understand longer sequences of supported classroom instructions 7.S3give an opinion at sentence and discourse level on an increasing range of general and curricular topics | ||||
| Step Five Have you been to Central Asia? | 7.C9use imagination to express thoughts, ideas, experiences and feelings 7.L4understand with limited support the main points of extended talk on a range of general and curricular topics 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R2understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 7.W3write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics 7.UE11use common impersonal structures with : it, there on a growing range of familiar general and curricular topics | ||||
| Modal verbs Present Perfect Present Continuous | 7.L5understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.W9punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy 7.UE14use an increased variety of prepositions of time, location and direction use by and with to denote agent and instrument; use prepositions before nouns and adjectives in common prepositional phrases on a growing range of familiar general and curricular topics | ||||
| Control work | |||||
| Analyzing the control work | |||||
| Term IV | |||||
| Pleasures of life | |||||
| Unit Six Step One Having fun! | 7.C3respect differing points of view 7.L1understand longer sequences of supported classroom instructions 7.S1provide basic information about themselves and others at discourse level on a range of general topics 7.R1understand the main points in a growing range of short, simple texts on general and curricular topics 7.W1plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics 7.UE2use quantifiers including more, little, few less, fewer not as many , not as much on a growing range of familiar general and curricular topics | ||||
| Past simple questions | 7.C4evaluate and respond constructively to feedback from others 7.L2understand more complex supported questions which ask for personal information 7.S2ask simple questions to get information about a growing range of general topics 7.R2understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 7.W2write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics 7.UE5use questions including questions with whose, how often , how long and a growing range of tag questions on a growing range of familiar general and curricular topics | ||||
| Step Two Sport and games | 7.C7develop and sustain a consistent argument when speaking or writing 7.L4understand with limited support the main points of extended talk on a range of general and curricular topics 7.S3give an opinion at sentence and discourse level on an increasing range of general and curricular topics 7.R1understand the main points in a growing range of short, simple texts on general and curricular topics 7.W3write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics 7.UE6use a variety of personal, demonstrative and quantitative pronouns including someone somebody, everybody , no-one on a growing range of familiar general and curricular topics | ||||
| Present Simple | 7.C8develop intercultural awareness through reading and discussion 7.S6communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges 7.R1understand the main points in a growing range of short, simple texts on general and curricular topics 7.W6link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 7.UE12use an increased variety of adverbs, including adverbs of degree too, not enough, quite , rather on a growing range of familiar general and curricular topics | ||||
| Step Three Films | 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R2understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 7.W8spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics 7.UE15use common verbs followed by infinitive verb / verb + ing patterns use infinitive of purpose on a limited range of familiar general and curricular topics | ||||
| Comparing Past Simple and Past Continuous | 7.R1understand the main points in a growing range of short, simple texts on general and curricular topics 7.W9punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy 7.UE1begin 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 | ||||
| Control work | |||||
| Analyzing the control work | |||||
| Step Four Music | 7.C3respect differing points of view 7.L1understand longer sequences of supported classroom instructions 7.S1provide basic information about themselves and others at discourse level on a range of general topics 7.R1understand the main points in a growing range of short, simple texts on general and curricular topics 7.W1plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics 7.UE2use quantifiers including more, little, few less, fewer not as many , not as much on a growing range of familiar general and curricular topics | ||||
| Past Perfect | 7.C4evaluate and respond constructively to feedback from others 7.L2understand more complex supported questions which ask for personal information 7.S2ask simple questions to get information about a growing range of general topics 7.R2understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 7.W2write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics 7.UE5use questions including questions with whose, how often , how long and a growing range of tag questions on a growing range of familiar general and curricular topics | ||||
| Step Five Carnivals and festivals | 7.C7develop and sustain a consistent argument when speaking or writing 7.L4understand with limited support the main points of extended talk on a range of general and curricular topics 7.S3give an opinion at sentence and discourse level on an increasing range of general and curricular topics 7.R1understand the main points in a growing range of short, simple texts on general and curricular topics 7.W3write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics 7.UE6use a variety of personal, demonstrative and quantitative pronouns including someone somebody, everybody , no-one on a growing range of familiar general and curricular topics | ||||
| The past perfect | 7.C8develop intercultural awareness through reading and discussion 7.S6communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges 7.R1understand the main points in a growing range of short, simple texts on general and curricular topics 7.W6link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 7.UE12use an increased variety of adverbs, including adverbs of degree too, not enough, quite , rather on a growing range of familiar general and curricular topics | ||||
| Revision of grammar | 7.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R2understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 7.W8spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics 7.UE15use common verbs followed by infinitive verb / verb + ing patterns use infinitive of purpose on a limited range of familiar general and curricular topics | ||||
| Control work | |||||
| Analyzing the control work | |||||
| Review | |||||