Listening

• understand clear instructions and information in everyday school situations
• understand the gist of fluent, connected, authentic discourse (including the speech of unfamiliar native speakers; clear enunciation, non-idiomatic) on a wide range of topics of personal relevance
• understand an authentic children`s story on a familiar topic (possibly slightly simplified)

Reading

• fully understand short texts on familiar topics in simple but authentic language  (descriptions; fiction; non-fiction; letters etc)
• understand the gist of longer, more complex texts (eg containing specialized vocabulary) related to other school subjects (cross-curricular)
• read independently short, simple books (eg easy reader; children`s book) and be able to re-tell the story

Speaking

• communicate clearly at a basic level in everyday school situations, formal (eg presentations; testing) and informal (eg short social exchanges)
• converse at a very basic level (ie communicate and request information, feelings, opinions etc) on topics of personal relevance in simple but fairly correct discourse
• re-enact a simple everyday situation in role play
• re-tell in simple but fluent language with little or no prompting a story previously listened to or read
• give a short, simple presentation on a prepared topic

Writing

• compose short present tense texts (100-200 words) in simple but appropriate language (eg fairly correct use of tense, vocabulary etc) about

1) self and a wide range of related topics (eg likes/dislikes; home; daily routine etc)

2) a third person (eg friend) and wide range of related topics (eg as above)

• re-tell a story (fiction or non-fiction) in simple language
• compose a simple but original and coherent narrative in past tense

• I like / go + ing (e.g.I like reading /I go skiing.)
• there is / are
• prepositions
• to be present tense
• a / an
• expressions for everyday school use
• possessive “s”
• has / have got
• do you like?
• can
• present simple tense
• possessive adjectives
• present simple tense + “wh” questions
• present simple tense + adverbs of frequency
• going to
• this / these
• basic punctuation
• to be past simple tense
• past simple tense (regular+irregular verbs)
• present progressive tense
• revision as required

• greetings
• introductions
• colours
• numbers
• writing/talking about oneself (e.g. Me Book)
• school things
• classroom
• national festivals (e.g. Halloween; Christmas)
• alphabet
• telling the time
• days of the week
• months of the year
• family and friends
• hobbies and pastimes
• daily routine
• describing people
• parts of the body
• clothes
• houses, rooms and furniture
• street directions
• places in town
• living spaces: desert; coast; rainforest; mountains (cross-curricular geography)

• narratives (listening, reading and writing)

• 3 tests (Schularbeiten): 1 towards end winter semester; 2 in summer semester
• short progress checks (schriftliche Überprüfungen der Mitarbeit)
• homework
• classwork
• constructive participation in class

Understanding

Listening

• understand fairly detailed instructions and information in everyday school situations
• understand in some detail fluent, connected, authentic discourse (including the speech of unfamiliar native speakers; clear enunciation, non-idiomatic) on a wide range of familiar topics
• understand an authentic story on a familiar or age-appropriate topic

Reading

• fully understand short texts in authentic language on age-appropriate topics
• understand in some detail longer, more complex texts eg containing specialized vocabulary related to other school subjects (cross-curricular)
• read independently short age-appropriate books in the original version and be able to re-tell the story and reflect on the reading experience

Speaking

• communicate clearly and spontaneously in everyday school situations
• converse at a basic level (ie participate in social exchanges; communicate information; express feelings, hopes, opinions etc) in fairly correct discourse using a variety of tenses (past, present, future) and appropriate vocabulary
• act out a simple scene or role play on a familiar topic
• re-tell in simple but fluent language a story previously listened to or read
• give a short presentation on a prepared topic using relevant media

Writing

• compose an original, coherent narrative text (200-300 words) using fairly correct language

(eg use of tense, suitable vocabulary etc)

• write a short non-narrative text (eg biography) about past events and experiences
• write a short synopsis of a text listened to or read
• respond to personal reading with simple reflections, feelings, opinions etc.
• write an informal letter
• write an informal invitation to a social event and a letter of thanks
• demonstrate fairly correct use of conventions of text writing (eg punctuation, spelling, headings)
• revise, improve and produce a fair copy of a text one has written

• 4 tests (Schularbeiten): 2 in WS; 2 in SS
• short progress checks (schriftliche Überprüfungen der Mitarbeit)
• homework (eg preparation for class; text writing; personal reading; portfolio etc)
• classwork (eg workshop; presentations etc)
• constructive participation in class

Understanding

Listening

• fully understand detailed instructions and information in everyday school situations
• understand in some detail fluent, connected, authentic discourse on a wide range of topics (normal speed; to some extent idiomatic)
• understand a narrative (non-simplified, young-adult level)
• understand an age-appropriate film in standard dialect

Reading

• understand in detail fairly long and complex texts on a wide range of familiar topics   (unfamiliar topics: texts shorter, less complex)
• read various narrative text types and be able to identify typical features
• read independently teenager/young-adult novels and be able to summarize, reflect on and discuss at a basic level the content

Speaking

• communicate clearly and spontaneously in everyday school situations
• converse at a lower intermediate level on a wide range of topics using present, past, future and conditional tenses in fairly correct, fluent and spontaneous discourse; vocabulary should be extensive enough to allow more than one way of expressing an idea; any foreign accent should not hinder communication
• act out a scene or role play
• prepare and give a short presentation using relevant media and answer audience questions
• summarize fluently and spontaneously a text previously listened to or read and discuss the content at a basic level

Writing

• compose an original, creative and coherent narrative (various text types; 300 words long) showing fairly correct use of appropriate vocabulary, language structures and basic principles and conventions of narrative writing
• draft, revise and produce a fair copy of a text
• write a synopsis of a text listened to or read
• respond spontaneously to personal reading with reflections, feelings, opinions etc
• explain how something works (eg an invention)

• grammar / language / vocabulary revision as required
• dictionary use
• error analysis
• vocabulary for narrative writing
• comparison of adjectives and adverbs
• past perfect tense
• conditional II, III and I
• want smb to do sth
• reported speech
• passive voice
• during / while
• question tags
• reflexive pronouns
• word order

• Middle Ages (cross-curricular history)
• tall tales
• skiing / snowboarding  (cross-curricular P.E.)
• Mr Bean
• science fiction
• inventions and discoveries (cross-curricular history)
• personal reading (choosing, reading and working and reflecting on a short novel: individual)
• group reading  (choosing, reading and working and reflecting on a short novel: as a group project)
• magazine writing  (writing, editing and producing a simple magazine: as a group project)

·         4 tests (Schularbeiten): 2 in WS; 2 in SS

·         short progress checks (schriftliche Überprüfungen der Mitarbeit)

·         homework (eg text writing; portfolio etc)

·         classwork (eg workshops etc)

·         presentations

·         personal reading

·         language practice

·         constructive participation in class

Understanding

Listening

• understand extended detailed instructions and information in everyday school situations
• understand in some detail fluent, connected, authentic discourse on a wide range of topics (normal speed; idiomatic; regional dialects to some extent)
• understand most films / TV programmes

Reading

• understand in detail fairly long and complex texts (fiction and non-fiction) on a wide range of topics
• read various narrative text types and be able to identify typical features
• read independently young-adult or age-appropriate adult novels and be able to summarize, reflect on and discuss the content

Speaking

• communicate clearly and spontaneously in everyday situations (inc. telephoning) and interact with a degree of fluency and that makes natural, regular interaction with native speakers possible; any foreign accent should be minimal
• converse at an upper intermediate level on a wide range of topics using present, past, future and conditional tenses in fairly correct, fluent and spontaneous discourse; vocabulary should be extensive enough to allow more than one way of expressing an idea
• participate in discussions and be able to express and account for personal opinions
• prepare and give a presentation using relevant media and react spontaneously to audience feedback
• discuss fluently and spontaneously and in some detail basic aspects of a familiar text

Writing

• compose an original, creative and coherent text (length according to text type eg narrative, news article, letter, report etc) showing ability to improve quality of writing by integrating newly acquired vocabulary and using a wide variety of language structures and observing basic principles and conventions of text writing
• draft, revise and produce a fair copy of a text with due attention to eliminating errors and improving content
• write a synopsis/summary of a text listened to or read
• respond spontaneously to personal reading with reflections, feelings, opinions etc

• grammar / language / vocabulary revision as required
• dictionary use
• error analysis
• vocabulary for narrative writing
• relative clauses
• reported speech (advanced)
• some / any etc
• used to do
• either / neither / both / none
• common phrasal verbs
• common verbs + gerund / infinitive
• common adjectives / verbs + prepositions
• modals (basic uses)
• word order
• text grammar (basic linking expressions)

• crime and mystery stories
• Industrial Revolution and Victorian Age (cross-curricular history)
• World War I (cross-curricular history)
• Ireland
• superstition
• U.S.A
• generation gap / relationships
• sexuality (cross-curricular biology)
• personal reading (choosing, reading and working and reflecting on a short novel: individual)
• group reading  (choosing, reading and working and reflecting on a short novel: as a group project)

·         4 tests (Schularbeiten): 2 in WS; 2 in SS

·         short progress checks (schriftliche Überprüfungen der Mitarbeit)

·         homework (eg text writing; portfolio etc)

·         classwork (eg workshops etc)

·         presentations

·         personal reading

·         language practice

·         constructive participation in class

Understanding

Listening

• understand extended detailed instructions and information in everyday school situations
• understand in detail fluent, connected, authentic discourse on a wide range of topics (normal speed; idiomatic; regional dialects to some extent)
• understand most films / TV programmes

Reading

• read independently and demonstrate detailed understanding of fairly long and complex texts (fiction and non-fiction) on a wide range of topics
• read various narrative text types and be able to identify typical features
• read independently age-appropriate adult fiction and be able to summarize, reflect on and discuss the content

Speaking

• communicate clearly and spontaneously in everyday situations and interact with a degree of fluency and that makes natural, regular interaction with native speakers possible; any foreign accent should be minimal
• converse at an upper intermediate level on a wide range of topics using present, past, future and conditional tenses and to some extent idiomatic expressions in fairly correct, fluent and spontaneous discourse; vocabulary should be extensive enough to allow various ways of expressing an idea
• participate in discussions showing ability to express and account for personal opinions and react to other speakers` contributions
• prepare and give a presentation using relevant media and react spontaneously to audience feedback
• discuss fluently and spontaneously a text listened to or read

Writing

• compose an original, creative, well-structured and coherent text on a complex subject related to classwork (e.g. an ethical issue) in an appropriate style, expressing points of view at some length and stressing the salient points (length according to text type e.g. essay, narrative, news article, letter, report etc.)
• show ability to improve quality of writing by using dictionaries effectively, by integrating newly acquired vocabulary and by using a wide range of vocabulary and language structures appropriately
• draft, revise and produce a fair copy of a text with due attention to eliminating errors and improving content and language
• write a synopsis/summary of a text listened to or read
• respond spontaneously to personal reading of narrative texts (reflections, feelings etc.) and to some extent discuss literary aspects (themes, symbolism etc.)

• grammar / language / vocabulary revision as required (esp. revision of use of tenses)
• dictionary use
• error analysis
• vocabulary for narrative writing
• basic vocabulary for discussing / expressing an opinion
• text grammar (linking expressions)
• participle clauses
• common phrasal verbs
• common verbs + gerund / infinitive
• common adjectives / verbs + prepositions
• articles
• they with singular meaning
• to have sth done
• to have smb do sth / to let smb do sth / to get smb to do sth / to make smb do sth etc
• in case / if
• by / till
  

• “One World” reading project (cross-curricular geography)
• South Africa (inc. AIDS:cross-curricular biology and apartheid: cross-curricular history)
• civil rights: Gandhi; Martin Luther King; Malcolm X; Ku Klux Klan (cross-curricular history)
• the Sixties (cross-curricular history)
• print media
• reading biographies
• art and poetry
• genetics (cross-curricular biology)
• ethical issues (e.g. death penalty; gun control)
• current affairs / events (e.g. elections; Olympics)
• personal reading (choosing, reading and working and reflecting on a short novel: individual)
• group reading  (choosing, reading and working and reflecting on a short novel: as a group project)

·         4 tests (Schularbeiten): 2 in WS; 2 in SS

·         short progress checks (schriftliche Überprüfungen der Mitarbeit)

·         homework (eg text writing; portfolio etc)

·         classwork (eg workshops etc)

·         presentations

·         personal reading

·         language practice

·         constructive participation in class