E2L Language Progression Grid 0057 - tcm142-592563

Cambridge Primary Checkpoint
Lower Secondary English as a Second Language

progression grid
Listening
Listening for global meaning
A1 A2 Introducing B1
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1LM. 01 Understand, with 2Lm.01 Understand, with 3Lm.01 Understand, with 4Lm.01 Understand, with 5Lm.01 Understand, with 6Lm.01 Understand, with
support, the main point of little or no support, the support, some of the main support, most of the main little or no support, most of support, most of the main
short talk. main point of short talk. points of short talk. points of short talk. the main points of short points of short and
talk. extended talk.
Copyright © UCLES [Month] [YEAR]


progression grid
Listening
Listening for detail
1Ld.01 Recognise a limited
range of simple words that
are spelled out slowly and
clearly.
1Ld.02 Understand, with 2Ld.01 Understand, with 3Ld.01 Understand a 4Ld.01 Understand, with 5Ld.01 Understand, with 6Ld.01 Understand a
support, a limited range of little or no support, a short limited range of familiar support, a range of little or no support, a range range of instructions.
short, simple instructions. sequence of familiar instructions. instructions. of instructions.
instructions.
1Ld.03 Understand, with 2Ld.02 Understand, with 3Ld.02 Understand, with 4Ld.02 Understand, with 5Ld.02 Understand a 6Ld.02 Understand a
support, a limited range of support, a limited range of little or no support, a limited support, an increasing range of questions which range of questions which
short, simple questions short questions which ask range of questions which range of questions which ask for information. ask for detailed information.
which ask for simple for simple information. ask for information. ask for information.
information.
1Ld.04 Deduce meaning 2Ld.03 Deduce meaning 3Ld.03 Deduce meaning 4Ld.03 Deduce meaning 5Ld.03 Deduce meaning 6Ld.03 Deduce meaning
from context, with support, from context, with support, from context, with support, from context, with little or from context in short talk. from context, with support,
of a limited range of simple of an increasing range of in short talk. no support, in short talk. in short and extended talk.
words. simple words.
Copyright © UCLES September 2020

1Ld.05 Understand, with 2Ld.04 Understand, with 3Ld.04 Understand, with 4Ld.04 Understand, with 5Ld.04 Understand specific 6Ld.04 Understand, with
support, some specific little or no support, some support, most specific little or no support, most information and detail of support, most specific
information and detail of specific information and information and detail of specific information and short talk. information and detail of
short talk. detail of short talk. short talk. detail of short talk. short and extended talk.
6Ld.05 Understand, with

support, most of the detail
of an argument in short and
extended talk.


progression grid
Listening
Listening for opinion
3Lo.01 Recognise, with 4Lo.01 Recognise, with 5Lo.01 Recognise the 6Lo.01 Recognise, with
support, the opinions of the little or no support, the opinions of the speaker(s) support, the opinions of the
speaker(s) in short talk. opinions of the speaker(s) in short talk. speaker(s) in short and
in short talk. extended talk.


progression grid
Speaking
Communication
1Sc.01Give basic 2Sc.01 Give basic 3Sc.01 Give basic 4Sc.01 Give basic 5Sc.01 Give more detailed 6Sc.01 Give detailed
information about information about information about information about information about information about
themselves using simple themselves using phrases themselves using themselves and others themselves and others themselves and others.
words and phrases. and short sentences. sentences. using a short sequence of using a sequence of
sentences. sentences.
1Sc.02 Describe people, 2Sc.02 Describe people, 3Sc.02 Describe people, 4Sc.02 Describe people, 5Sc.02 Describe people, 6Sc.02 Describe people,
places and objects, and places and objects, and places and objects, and places and objects, and places and objects, and places and objects, and
routine actions and events, routine actions and events, routine actions and events, routine past and present routine past and present routine past and present
using simple words and using phrases and short using sentences. actions and events, using a actions and events, using a actions and events.
phrases. sentences. short sequence of sequence of sentences.
sentences.
2Sc.03 Ask questions to 3Sc.03 Ask questions to 4Sc.03 Ask questions to 5Sc.03 Ask questions to 6Sc.03 Ask questions to
find out an increasing find out general information find out general information find out general information find out information and to
1Sc.03 Ask simple range of personal on a limited range of topics on an increasing range of on a range of topics and clarify meaning on a range
questions about classroom information and respond and respond accordingly. topics and respond respond accordingly. of topics and respond
routines and to find out a accordingly. accordingly. accordingly.
limited range of personal
information and respond
accordingly.
3Sc.04 Give, with support, 4Sc.04 Give, with support, 5Sc.04 Give, with little or 6Sc.04 Give a sequence of
short, simple instructions. a short sequence of no support, a short instructions.
instructions. sequence of instructions.

1Sc.04 Reproduce 2Sc.04 Pronounce familiar 3Sc.05 Pronounce familiar 4Sc.05 Pronounce some 5Sc.05 Pronounce familiar 6Sc.05 Pronounce familiar
correctly a limited range of words and phrases so that words and phrases so that familiar words and phrases words and phrases clearly; words and phrases clearly;
sounds in simple, familiar these can be understood these can generally be clearly; others may need to others may need to ask for begin to use intonation and
words and phrases. by others with some effort. understood by others. ask for repetition from time repetition from time to time. place stress at word,
to time. phrase and sentence level
appropriately.
1Sc.05 Produce short, 2Sc.05 Produce simple 3Sc.06 Produce sentences 4Sc.06 Produce a short 5Sc.06 Produce a 6Sc.06 Begin to produce
isolated, rehearsed phrases, pausing to search to maintain short sequence of sentences to sequence of sentences to and maintain stretches of
phrases using gesture and for expressions and to exchanges, allowing for maintain short exchanges, maintain a range of language comprehensibly,
signalled requests for help repair communication. noticeable hesitation and allowing for some exchanges, allowing for allowing for hesitation and
when necessary. false starts. hesitation, false starts and some hesitation, false reformulation, especially in
reformulation. starts and reformulation. longer stretches of free
production.
1Sc.06 Use a limited range 2Sc.06 Use some simple 3Sc.07 Use some simple 4Sc.07 Use some simple 5Sc.07 Use simple 6Sc.07 Use grammatical
of simple grammatical grammatical structures, grammatical structures and grammatical structures and grammatical structures and structures correctly,
structures, allowing for allowing for frequent, basic sentence patterns correctly, sentence patterns correctly, sentence patterns correctly, allowing for occasional
frequent, basic mistakes. mistakes. allowing for frequent, basic allowing for some basic allowing for occasional, mistakes.
mistakes. mistakes. basic mistakes.


progression grid
Speaking
Express opinion
2So.01 Express, with 3So.01 Express, with 4So.01 Express, with 5So.01 Express, with little 6So.01 Express opinions,
support, basic feelings. support, basic opinions and support, opinions and or no support, opinions and feelings and reactions.
feelings. feelings. feelings.


progression grid
Speaking
Organisation
1Sor.01 Link, with support, 2Sor.01 Link, with little or 3Sor.01 Link words and 4Sor.01 Link, with support, 5Sor.01 Link, with little or 6Sor.01 Link sentences
words and phrases using no support, words and phrases using basic a short sequence of simple no support, a short using an increasing range
basic connectives. phrases using basic connectives. sentences using a limited sequence of simple of connectives.
connectives. range of connectives. sentences using an
increasing range of
connectives.
1Sor.02 Take turns when 2Sor.02 Take turns when 3Sor.02 Initiate and 4Sor.02 Initiate, maintain 5Sor.02 Initiate, maintain 6Sor.02 Briefly summarise
speaking with others in a speaking with others in an maintain interaction, with and conclude interaction, and conclude interaction, what others say, with
limited range of short, basic increasing range of short, support, in a limited range with some support, in an with little or no support, in a support, in a range of
exchanges. basic exchanges. of short exchanges. increasing range of range of exchanges. exchanges in order to
exchanges. achieve a shared outcome.


progression grid
Writing
Communicative achievement
1Wca.01 Write letters and 2Wca.01 Write letters and 3Wca.01 Use legible 4Wca.01 Use legible 5Wca.01 Use legible 6Wca.01 Use legible
words in a straight line from words of consistent size handwriting in written work. handwriting in written work handwriting in written work handwriting in written work
left to right. and spacing. with some speed and with increasing speed and with appropriate speed and
fluency. fluency. fluency.
1Wca.02 Form upper and 2Wca.02 Use upper and 3Wca.02 Use upper and
lower case letters. lower case letters lower case letters
accurately when writing accurately when writing
names, places and short names, places and short
sentences during guided sentences when writing
writing activities. independently.
1Wca.03 Spell some 2Wca.03 Spell an 3Wca.03 Spell most 4Wca.02 Spell most high- 5Wca.02 Spell high- 6Wca.02 Spell most
simple, high-frequency increasing number of simple, high-frequency frequency words accurately frequency words accurately familiar words accurately
words accurately during simple, high-frequency words accurately during when writing on an increasing range of on a range of familiar topics
guided writing activities. words accurately during guided writing activities. independently. familiar topics when writing when writing
guided writing activities. independently. independently.
1Wca.04 Write familiar 2Wca.04 Plan and write 3Wca.04 Plan, write and 4Wca.03 Plan, write, edit 5Wca.03 Plan, write, edit 6Wca.03 Plan, write, edit
words. phrases and short check sentences, with and proofread a short and proofread short texts, and proofread short texts,
sentences, with support. support. sequence of sentences in a with support. with little or no support.
paragraph, with support.

1Wca.05 Begin to use a 2Wca.05 Use some simple 3Wca.05 Use some simple 4Wca.04 Use some simple 5Wca.04 Use simple 6Wca.04 Use grammatical
limited range of simple grammatical structures, grammatical structures and grammatical structures and grammatical structures and structures correctly,
grammatical structures, allowing for frequent, basic sentence patterns correctly, sentence patterns correctly, sentence patterns correctly, allowing for occasional
allowing for frequent, basic mistakes. allowing for frequent, basic allowing for some allowing for occasional mistakes.
mistakes. mistakes. mistakes. mistakes.


progression grid
Writing
Organisation
2Wor.01 Use basic 3Wor.01 Use basic 4Wor.01 Punctuate a 5Wor.01 Punctuate short 6Wor.01 Punctuate short
punctuation (e.g. full stop punctuation (e.g. sequence of sentences in a texts during guided writing texts with some accuracy
and question mark) during exclamation mark) with paragraph during guided with some accuracy. when writing
guided writing of short some accuracy during writing with some accuracy. independently.
sentences and questions. guided writing of
sentences.
2Wor.02 Link, with support, 3Wor.02 Link, with little or 4Wor.02 Link, with support, 5Wor.02 Link, with little or 6Wor.02 Link sentences
words, phrases and short no support, words, phrases a short sequence of simple no support, a short using an increasing range
sentences using basic and short sentences using sentences using a limited sequence of sentences of connectives to create a
connectives. basic connectives. range of connectives to using an increasing range short text organised into
create a paragraph. of connectives to create a paragraphs.
short text organised into
paragraphs.
4Wor.03 Use, with support, 5Wor.03 Use, with little or 6Wor.03 Use appropriate
appropriate layout for a no support, appropriate layout for a limited range of
limited range of written layout for a limited range of written genres.
genres. written genres.


progression grid
Writing
Content
3Wc.01 Write, with support, 4Wc.01 Write, with support, 5Wc.01 Write, with little or 6Wc.01 Write a sequence
short, simple instructions. a short sequence of no support, a short of instructions.
instructions. sequence of instructions.
1Wc.01 Write, with support, 2Wc.01 Write, with support, 3Wc.02 Write, with support, 4Wc.02 Write, with support, 5Wc.02 Write, with little or 6Wc.02 Write, with support,
words and short, simple simple phrases to give short sentences which a short sequence of simple no support, a short short texts which describe
phrases to give personal personal and factual describe people, places sentences which describe sequence of simple people, places and objects,
and factual information. information. and objects, and routine people, places and objects, sentences which describe and routine past and
actions and events. and routine past and people, places and objects, present actions and events.
present actions and events. and routine past and
present actions and events.
2Wc.02 Express, with 3Wc.03 Express, with 4Wc.03 Express, with 5Wc.03 Express, with little 6Wc.03 Express opinions
support, basic feelings. support, basic opinions and support, opinions and or no support, opinions and and feelings.
feelings. feelings. feelings.


progression grid
Reading
Reading for global meaning
2Rm.01 Understand, with 3Rm.01 Understand, with 4Rm.01 Understand, with 5Rm.01 Understand, with 6Rm.01 Understand, with
support, the main point of little or no support, the support, some of the main little or no support, most of support, most of the main
short, simple texts. main point of short, simple points of short, simple the main points of short points of short and
texts. texts. texts. extended texts.
2Rm.02 Begin to read, with 3Rm.02 Read, with 4Rm.02 Read, with 5Rm.02 Read, with little or 6Rm.02 Read
support, short, simple support, a limited range of support, an increasing no support, a range of independently a range of
fiction and non-fiction texts short, simple fiction and range of short, simple short, simple fiction and short, simple fiction and
with confidence and non-fiction texts with fiction and non-fiction texts non-fiction texts with non-fiction texts with
enjoyment. confidence and enjoyment. with confidence and confidence and enjoyment. confidence and enjoyment.
enjoyment.


progression grid
Reading
Reading for detail
1Rd.02 Recognise, identify
and blend sounds in
individual words.
1Rd.03 Understand, with 2Rd.02 Understand, with 3Rd.01 Understand, with 4Rd.01 Understand, with 5Rd.01 Understand most 6Rd.01 Understand, with
support, simple words and support, some specific support, most specific little or no support, most specific information and support, most specific
phrases in short, simple, information and detail in information and detail in specific information and detail in short texts. information and detail in
illustrated texts. short, simple, illustrated short, simple texts. detail in short, simple texts. short and extended texts.
texts.
2Rd.03 Read and follow, 3Rd.02 Read and follow a 4Rd.02 Read and follow an 5Rd.02 Read and follow a 6Rd.02 Read and follow
with support, a limited short sequence of familiar increasing range of range of instructions. instructions.
range of short, familiar instructions. instructions.
instructions.
6Rd.03 Understand, with

support, most of the detail
of an argument in short and
extended texts.
1Rd.04 Begin to deduce 2Rd.04 Deduce the 3Rd.03 Deduce meaning 4Rd.03 Deduce meaning 5Rd.03 Deduce meaning 6Rd.04 Deduce meaning
the meaning of a limited meaning of an increasing from context, with support, from context, with little or from context in short texts. from context, with support,
range of simple, familiar range of simple, familiar in short, simple, illustrated no support, in short, simple in short and extended
words, with support, by words, with support, by texts. texts. texts.
linking them to pictures. linking them to pictures.

4Rd.04 Explore words with 5Rd.04 Identify and 6Rd.05 Explore common
common roots and explore words with idiomatic phrases and their
derivations, including links common roots and meanings.
to words in their first compare their meanings.
language.


progression grid
Reading
Reading for opinion
3Ro.01 Recognise, with 4Ro.01 Recognise, with little 5Ro.01 Recognise the 6Ro.01 Recognise, with
support, the opinions of the or no support, the opinions of opinions of the writer(s) in support, the opinions of the
writer(s) in short, simple texts. the writer(s) in short, simple short texts. writer(s) in short and extended
texts. texts.


progression grid
Use of English
Grammatical forms
1Ug.01 Use familiar 2Ug.01 Use question 3Ug.01 Use question 4Ug.01 Begin to use tag 5Ug.01 Use tag questions 6Ug.01 Use a limited range
question words and words and structures to ask words and structures to ask questions to seek to seek agreement or of verb forms to ask
structures. basic questions. questions. agreement or clarify. clarify. questions to develop ideas
and extend understanding.
4Ug.02 Use would you like + 6Ug.02 Use what/how

noun to offer and would you about + noun/-ing to make
like + verb to invite and use suggestions.
appropriate responses to
invitations, yes please, no
thank you.
3Ug.02 Use imperative 4Ug.03 Use imperative 5Ug.02 Use imperative forms
forms [positive only] of forms [positive and with direct and indirect object
common verbs for simple negative] of an increasing forms to give a short sequence
commands and range of verbs to give a of commands and instructions.
instructions. short sequence of
commands and
instructions.

1Ug.02 Use common 2Ug.02 Use common 3Ug.03 Use present simple 4Ug.04 Use present simple 5Ug.03 Use an increasing 6Ug.03 Use a range of
present simple forms to present simple forms, forms to describe a limited regular and irregular forms range of present simple present simple active forms
give basic personal and including short answer range of routines, habits to describe routines, habits forms to describe routines, and begin to use passive
factual information. forms and contractions, to and states. and states. habits and states. forms.
give personal and factual
information.
2Ug.03 Use common past 3Ug.04 Use past simple 4Ug.05 Use past simple 5Ug.04 Use an increasing 6Ug.04 Use a range of
simple forms [regular and regular and irregular forms regular and irregular forms range of past simple forms past simple active forms for
irregular] to describe to describe actions and to describe routines, habits to describe routines, habits habits and states and begin
actions and narrate simple narrate simple events. and states. and states. to use passive forms.
events, including short
answer forms and
contractions.
1Ug.03 Use common 2Ug.04 Use common 3Ug.05 Use present 4Ug.06 Use present 5Ug.05 Use present 6Ug.05 Use an increasing
present continuous forms present continuous forms, continuous forms to continuous forms with continuous forms with range of present
[positive, negative, including short answers describe events and talk future meaning. present and future continuous forms with
question] to talk about and contractions, to talk about present activities. meaning. present and future
present activities. about present activities. meaning.
4Ug.07 Use past 5Ug.06 Use past 6Ug.06 Use past

continuous forms for continuous forms for continuous forms for
background actions. background and interrupted background, parallel and
past actions. interrupted past actions.
3Ug.06 Begin to use 4Ug.08 Use present perfect 5Ug.07 Use present perfect 6Ug.07 Use present perfect
present perfect forms forms of common verbs to forms to express what has forms to express recent,
[regular and irregular] of express what has happened [indefinite time indefinite and unfinished
common verbs (e.g. have happened [indefinite time]. and unfinished past] with past.
you [ever] been?) to talk for and since.
about experiences.
2Ug.05 Use future simple 3Ug.07 Use shall 4Ug.09 Use future forms 5Ug.08 Use an increasing 6Ug.08 Use a range of future
form will to talk about future [interrogative] to make will for predictions and be range of future forms, forms, including present
intention. suggestions and will to ask going to to talk about including present continuous continuous and present simple
about future intention. already decided plans. and present simple with future with future meaning.
meaning.

5Ug.09 Begin to use if 6Ug.09 Begin to use if
clauses in zero clauses in first conditionals.
conditionals.
6Ug.10 Use common
prepositional verbs (e.g. walk
away).
6Ug.11 Begin to use simple

forms of reported speech to
report statements and
commands.
1Ug.04 Use can/can’t to 2Ug.06 Use can to make 3Ug.08 Use must to 4Ug.10 Use have [got] 5Ug.10 Use modal forms 6Ug.12 Use an increasing
describe ability. requests and ask express obligation and to/had to to express (e.g. mustn’t [prohibition], range of modal forms (e.g.
permission and use could as a past form of obligation and might, may, need [necessity], would, needn’t [lack of necessity],
appropriate responses (e.g. can. could to express possibility. could [polite requests]). should [advice], ought to
here you are, OK). [advice/obligation]).
1Ug.05 Use common 2Ug.07 Use common 3Ug.09 Use common 4Ug.11 Use an increasing 5Ug.11 Use a range of 6Ug.13 Use an increasing
adjectives, including adjectives on personal and adjectives and comparative range of adjectives and adjectives, including range of participle
colours, to say what familiar topics to give and superlative adjectives comparative and common participle adjectives and a range of
someone/something is or personal information and to give personal information superlative adjectives adjectives (e.g. adjectives in the correct
has. describe things. and opinions and describe [regular and irregular]. bored/boring) and order in front of nouns.
things. comparative and
superlative adjectives in the
correct order in front of
nouns.
1Ug.06 Use possessive 2Ug.08 Use possessive

adjectives to describe adjectives to give personal
objects. information and describe
familiar things.


progression grid
Use of English
Vocabulary
1Uv.01 Use cardinal 2Uv.01 Use cardinal 3Uv.01 Use cardinal
numbers 1–20. numbers 1–100. numbers 1–1000.
1Uv.02 Use ordinal 2Uv.02 Use ordinal

numbers 1st–10th. numbers 1st–50th.
5Uv.01 Begin to use 6Uv.01 Use common

common dependent dependent prepositions
prepositions following following adjectives.
adjectives (e.g. good at).
1Uv.03 Use with to indicate 2Uv.03 Use with to indicate 3Uv.02 Use by and with to 4Uv.01 Use like to describe 5Uv.02 Use a limited range 6Uv.02 Use an increasing
accompaniment and for to accompaniment and indicate agent and instrument things and about to denote of prepositions preceding range of prepositions
indicate recipient. instrument and for to and from [origin] and topic. nouns. preceding nouns.
indicate recipient. with/without [inclusion].
6Uv.03 Use prepositions

(e.g. as, like) to indicate
manner.

1Uv.04 Use basic 2Uv.04 Use prepositions of 3Uv.03 Use prepositions of 4Uv.02 Use prepositions of 5Uv.03 Use a range of
prepositions of location and location, position and location, position and direction (e.g. into, out, of, prepositions to talk about
position (e.g. at, in, near, direction (e.g. behind, direction (e.g. above, from, towards). time, location, position and
next to, on) to describe between, in, in front of, to). below, inside, opposite, direction.
where people and things outside, under).
are.
1Uv.05 Use prepositions of 2Uv.05 Use prepositions of 3Uv.04 Use prepositions of

time (e.g. on, in) to talk time (e.g. at) to talk about time (e.g. after, before) to
about days and time. days and time. state when things happen.
1Uv.06 Use common

adverbs of place (e.g. here,
there) to indicate where
things are.
2Uv.06 Use adverbs of 3Uv.05 Use a range of 4Uv.03 Use adverbs of 5Uv.04 Use a range of 6Uv.04 Use a wide range of
definite time (e.g. now, adverbs of definite time. indefinite time (e.g. yet, adverbs of indefinite time (e.g. adverbs of definite and
today, yesterday, last ever, already, always). for, since). indefinite time.
week).
3Uv.06 Use common

adverbs of frequency (e.g.
never, a lot).
3Uv.07 Use common

adverbs of sequence (e.g.
first, next, then) and
direction (e.g. left, right).
2Uv.07 Use common -ly 3Uv.08 Use adverbs of 4Uv.04 Use comparative 5Uv.05 Use comparative 6Uv.05 Use comparative
adverbs to describe manner (e.g. slowly, and superlative forms of and superlative forms with and superlative forms with
actions. quietly). common adverbs. a range of adverbs. regular and irregular
adverbs.
2Uv.08 Use the adverb too
to add information.
5Uv.06 Use adverbs of

degree (e.g. too, not
enough, quite, rather).

1Uv.07 Use common singular 2Uv.09 Use countable and 3Uv.09 Use countable 4Uv.05 Use an increasing 6Uv.06 Use collective nouns.
nouns, plural nouns [plural some common uncountable nouns as direct and indirect range of countable and
‘s’] and proper nouns to say nouns, including some objects. uncountable nouns.
what things are. common irregular plural
forms, and possessive 's to
name and label things.
5Uv.07 Use common abstract 6Uv.07 Use a limited range of

nouns and compound nouns. abstract nouns and compound
nouns.
2Uv.10 Use there is/are to 5Uv.08 Use common

make short statements and impersonal structures with it,
descriptions. there.
2Uv.11 Use impersonal

you in questions (e.g. How
do you spell that?).


progression grid
Use of English
Sentence structure
1Us.01 Use articles a, the to 2Us.01 Use 3Us.01 Use a limited range 4Us.01 Use an increasing 5Us.01 Use a range of 6Us.01 Use a wide range
refer to familiar objects. demonstratives this, that, of quantifiers (e.g. no, range of quantifiers (e.g. quantifiers (e.g. both, all, of quantifiers (e.g. either,
these, those to refer to some, any, many, much, a each, every, a few, few, a less, fewer, not as many, neither, both [of], several,
familiar objects. lot of) to refer to familiar little, little). not as much). plenty).
objects.
1Us.02 Use demonstrative 2Us.02 Use demonstrative 3Us.02 Use common 4Us.02 Use a limited range 5Us.02 Use an increasing 6Us.02 Use reciprocal
pronouns this, these to pronouns this, these, that, demonstrative pronouns to of indefinite pronouns (e.g. range of indefinite pronouns (each other, one
indicate things. those and object pronoun ask and answer simple some, any, something, pronouns (e.g. someone, another) and a range of
one in short statements questions. nothing, anything). somebody, everybody, no- indefinite pronouns.
and responses. one).
1Us.03 Use common personal 2Us.03 Use common 3Us.03 Use direct and 6Us.03 Use reflexive
subject and object pronouns to personal subject and object indirect personal pronouns pronouns.
give simple personal pronouns, including in descriptions of events
information. possessive pronouns (e.g. and actions.
mine, yours), to give simple
personal information and
describe things.
1Us.04 Use connective 2Us.04 Use connectives 3Us.04 Use connectives 4Us.03 Use connectives 5Us.03 Use connectives 6Us.04 Use connectives
and to link words and (e.g. but, or, then) to link (e.g. because) to give (e.g. when, before, after, (e.g. so, when) in short (e.g. while, until, as soon
phrases. words and phrases. reasons. then) to link parts of texts. as) in short texts.
sentences.

4Us.04 Use defining 5Us.04 Use an increasing 6Us.05 Use an increasing
relative clauses with which, range of defining relative range of defining relative
who, that, where to give clauses to give personal clauses (e.g. with whose
personal information. information and details. and whom) and begin to
use non-defining relative
clauses.
4Us.05 Use 5Us.05 Use subordinate 6Us.06 Use subordinate

when/before/after clauses following sure, clauses following say and
subordinate clauses to certain, think, know, tell.
describe simple present believe, hope.
and past actions.
1Us.05 Use like + verb + ing 3Us.05 Use common verbs 4Us.06 Use an increasing 5Us.06 Use a range of 6Us.07 Use the patterns
to express likes and dislikes. followed by infinitive (e.g. range of verbs followed by verbs followed by infinitive verb + object + infinitive
hope to do) and gerund infinitive and gerund forms. and gerund forms. (e.g. have something to do)
forms (e.g. avoid doing). and give/take/send/
bring/show + direct/indirect
object.
3Us.06 Begin to use infinitive 4Us.07 Use infinitive of

of purpose. purpose.

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Lower Secondary English as a Second Language

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Lower Secondary English as a Second Language

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6Ld.05 Understand, with

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Lower Secondary English as a Second Language

Copyright © UCLES [Month] [YEAR]

Lower Secondary English as a Second Language

Copyright © UCLES September 2020

Copyright © UCLES September 2020

Lower Secondary English as a Second Language

Copyright © UCLES [Month] [YEAR]

Lower Secondary English as a Second Language

Copyright © UCLES [Month] [YEAR]

Lower Secondary English as a Second Language

Copyright © UCLES September 2020

Copyright © UCLES September 2020

Lower Secondary English as a Second Language

Copyright © UCLES [Month] [YEAR]

Lower Secondary English as a Second Language

Copyright © UCLES [Month] [YEAR]

Lower Secondary English as a Second Language

Copyright © UCLES [Month] [YEAR]

Lower Secondary English as a Second Language

6Rd.03 Understand, with

Copyright © UCLES September 2020

Copyright © UCLES September 2020

Lower Secondary English as a Second Language

Copyright © UCLES [Month] [YEAR]

Lower Secondary English as a Second Language

4Ug.02 Use would you like + 6Ug.02 Use what/how

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4Ug.07 Use past 5Ug.06 Use past 6Ug.06 Use past

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6Ug.11 Begin to use simple

1Ug.06 Use possessive 2Ug.08 Use possessive

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Lower Secondary English as a Second Language

1Uv.02 Use ordinal 2Uv.02 Use ordinal

5Uv.01 Begin to use 6Uv.01 Use common

6Uv.03 Use prepositions

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1Uv.05 Use prepositions of 2Uv.05 Use prepositions of 3Uv.04 Use prepositions of

1Uv.06 Use common

3Uv.06 Use common

3Uv.07 Use common

5Uv.06 Use adverbs of

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5Uv.07 Use common abstract 6Uv.07 Use a limited range of

2Uv.10 Use there is/are to 5Uv.08 Use common

2Uv.11 Use impersonal

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Lower Secondary English as a Second Language

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4Us.05 Use 5Us.05 Use subordinate 6Us.06 Use subordinate

3Us.06 Begin to use infinitive 4Us.07 Use infinitive of

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