Objectives: Pupils practise relative clauses using who and sing a song.<br />
Target language<br />
• Revision: relative clauses with who, present continuous, actions and activities, clothes, adjectives, school subjects, food and drink<br />
• Key language: relative clauses with who, present continuous question forms
Objectives: Pupils use relative clauses with who.<br />
Target language<br />
• Revision: adjectives, school subjects, prepositions, school show, He’s / She’s called …, over there, He’s / She’s the one …<br />
• Key language: relative clauses with who, descriptions
Objectives: Pupils write a text about a teacher and complete a questionnaire with a friend.<br />
Target language<br />
• Revision: comparative adjectives, colours, school subjects, like, have got, very<br />
• Key language: adjectives, present simple, descriptions<br />
Write about one of your teachers then talk.
Objectives: Pupils use adjectives to talk about school and people’s feelings and reactions.<br />
Target language<br />
• Revision: school, school subjects<br />
• Key language: boring, quick, exciting, busy, careful, difficult, easy, slow, terrible<br />
+ Talk about school and people’s feelings<br />
• Additional language: pottery, bowl, brave<br />
Review Unit Hello<br />
Target language<br />
• Key language: greetings, jobs (doctor, dentist, farmer, detective), family,<br />
• Comparative with short adjectives (older, younger, taller,....... than....)<br />
• Personal descriptions, have got, wear, adjectives, definitions<br />
• Describe people<br />
• Present simple, frequency adverbs: always, sometimes, never, like / love + -ing, routine activities<br />
Objectives: Pupils read a story and review numbers.<br />
Target language<br />
• Revision: functional language, was/were, Lock and Key, magnifying glass<br />
• Key language: language in the story, numbers, joke box, describe what’s happening in the story.
Objectives: Pupils recognise and practise identifying the phonemes /ai/,<br />
/ei/ and /ɜ:/ through rhyming words in context and noticing related spelling patterns.<br />
Target language<br />
• Revision: jobs, adverbs of frequency, daily routines, times of day<br />
• Key language: words with the phonemes /ai/, /ei/ and /ɜ:/ (e.g. night, bike, five, always, day, curly, girl)
Objectives: Pupils write about their daily routines using before and after and sing a song.<br />
Target language<br />
• Revision: word families, jobs, daily routines, wake up, get up, have a wash, clean your teeth, get dressed, put on your shoes, run to the kitchen, sit on a chair, eat your breakfast, comb your hair, get your bag, go to school<br />
• Key language: present simple, must, imperatives, routine, before / after<br />
Write about your day then talk.
Objectives: Pupils review the present simple to talk about daily routines.<br />
Target language<br />
• Revision: actions, jobs, during the day, at night, in the morning / afternoon / evening, at work, white coat, hospital, days of the week, weekend, work, wear, listen to music, take photos, get up, farm, cow, sheep, flat, city, country<br />
• Key language: present simple, frequency adverbs: always, sometimes, never, like / love + -ing, routine activities<br />
+ Talk about daily routines.
Objectives: Pupils review personal descriptions.<br />
Target language<br />
• Revision: comparative adjectives, adjectives, character names, personal information<br />
• Key language: personal descriptions, have got, wear, adjectives, definitions<br />
Describe people<br />
