BE YOUR OWN FORM 1 ENGLISH MASTER

NAME CLASS YEAR

LEARNING STANDARDS
Understand with little or no support the main ideas in simple longer texts on a range of familiar
1.1.1
topics
Understand with little or no support specific information and details in simple longer texts on a
1.1.2
range of familiar topics
LISTENING

1.1.4 Understand longer sequences of supported classroom instructions

1.1.5 Understand more complex supported questions

1.1.6 Understand with support longer simple narratives on a wide range of familiar topics
Guess the meaning of unfamiliar words from clues provided by other known words and by
1.2.1
context on a range of familiar topics
2.1.1 Ask about and give detailed information about themselves and others

2.1.2 Ask about and express rules and obligations

2.1.3 Ask about and describe future plans or events

SPEAKING

2.1.4 Explain and give reasons for simple advice

2.1.5 Ask about and describe personality

Keep interaction going in short exchanges by checking understanding of what a speaker is
2.3.1
saying
2.3.2 Agree on a set of basic steps needed to complete extended classroom tasks

2.4.1 Narrate short stories, events and experiences

3.1.1 Understand the main points in simple longer texts

3.1.2 Understand specific details and information in simple longer texts

READING

Guess the meaning of unfamiliar words from clues provided by other known words and by
3.1.3
context
3.1.4 Use with some support familiar print and digital resources to check meaning

3.2.1 Read and enjoy fiction / non-fiction and other suitable print and digital texts of interest

4.1.1 Give detailed information about themselves and others

4.1.2 Describe future plans or events

4.1.3 Narrate factual and imagined events and experiences

WRITING

4.1.4 Describe personality

Connect sentences into two coherent paragraphs or more using basic coordinating conjunctions
4.1.5
and reference pronouns
Use capitals, full stops, commas in lists, question marks, and speech marks appropriately at
4.2.1
discourse level
4.2.2 Spell most high frequency words accurately in independent writing
Produce a plan or draft of two paragraphs or more and modify this appropriately in response to
4.2.3
feedback
 成为你自己的英语大师
名称 课堂 一年

学习标准
1.1.1 在很少或没有支持的情况下，理解一系列熟悉主题的简单长文的主要观点

1.1.2 很少或没有支持的情况下，理解一系列熟悉主题的简单长文中的具体信息和细节。

1.1.4 理解较长序列的支持性课堂指令
聆听

1.1.5 理解更复杂的指令 在一定的支持下

1.1.6 在一定的支持下，能理解关于各种熟悉话题的简单但较长的叙述。

1.2.1 据其他已知词汇提供的线索和上下文，在一系列熟悉的话题中猜测不熟悉的词汇的含义

2.1.1 询问并提供有关自己和他人的详细信息

2.1.2 询问并表达规则和义务

2.1.3 问及并描述未来的计划或事件

2.1.4 解释并给出简单建议的理由
说话

2.1.5 问及并描述个性

2.3.1 检查对说话者所讲内容的理解，并在简短的交流中保持互动

2.3.2 商定一套完成课堂延伸任务所需的基本步骤

2.4.1 讲述小故事、事件和经历

3.1.1 理解简单但较长文本的主要内容

3.1.2 理解简单但较长文本中的具体细节和信息
阅读

3.1.3 根据其他已知词汇和上下文提供的线索猜测陌生词汇的含义

3.1.4 在一些支持下，使用熟悉的印刷品和数字资源来检查含义

3.2.1 阅读和欣赏小说/非小说以及其他感兴趣的合适的印刷和数字文本

4.1.1 提供有关自己和他人的详细信息

4.1.2 描述未来的计划或事件

4.1.3 讲述一个事实的和想象的事件和经历

4.1.4 描述一种个性
写作

4.1.5 使用基本的协调连接词和参考代词将句子连接成两个连贯的段落或更多。

4.2.1 在话语水平上恰当地使用大写字母、句号、列表中的逗号、问号和语音标记

4.2.2 在独立写作中准确拼写大多数高频词汇

4.2.3 制作一个两段以上的计划或草稿，并根据反馈意见进行适当的修改
 People and Culture Health and Environment

Texbook based Non-textbook based Texbook based Non-textbook based

Pulse 2 (Pg.) Modules Pulse 2 (Pg.) Modules

13, 16, 23, 26 33, 36, 45, 48

13, 16, 23, 26 33, 36, 45, 48

10, 11, 17, 20, 27 30, 37, 42, 43, 49

5 3

LiA 5

5 42

11 30

27 31, 37

14, 24 5 31, 34, 36, 43, 46, 48

10, 11, 14, 16, 20, 21, 24, 26 5 3

31, 34, 36, 43, 46, 50

17, 18, 21, 27, 28 37, 49, 50

5 38 3

18, 28 5 38, 50 3
 Science and Technology Consumerism and Financial Awareness

Texbook based Non-textbook based Texbook based Non-textbook based

Pulse 2 (Pg.) Modules Pulse 2 Modules

55, 58 8

55, 59 2 6

2, 7

7 1, 4, 9

52, 59 1

2, 7 4

53

2 4, 6, 9

52 7, 8 4, 6, 9

1, 9

53, 56, 58

53, 56, 58 2, 7 1, 6, 9

2 1, 6

7 1, 9

60 8 4

8 6

59 2

1, 9

7 4

2, 8 1, 4

8 6

2, 7 4, 9

60
 BE YOUR OWN ENGLISH MASTER BE YOUR OWN FORM 1 ENGLISH MASTER
NAME CLASS YEAR NAME CLASS YEAR

LEARNING STANDARDS PERFORMANCE LEARNING STANDARDS PERFORMANCE

Understand with little or no support the main ideas in simple longer texts on a range of Understand with little or no support the main ideas in simple longer texts on a range of
1.1.1 familiar topics 1.1.1 familiar topics
Understand with little or no support specific information and details in simple longer texts Understand with little or no support specific information and details in simple longer texts
1.1.2 on a range of familiar topics 1.1.2 on a range of familiar topics
LISTENING

LISTENING
1.1.4 Understand longer sequences of supported classroom instructions 1.1.4 Understand longer sequences of supported classroom instructions

1.1.5 Understand more complex supported questions 1.1.5 Understand more complex supported questions

1.1.6 Understand with support longer simple narratives on a wide range of familiar topics 1.1.6 Understand with support longer simple narratives on a wide range of familiar topics
Guess the meaning of unfamiliar words from clues provided by other known words and by Guess the meaning of unfamiliar words from clues provided by other known words and by
1.2.1 context on a range of familiar topics 1.2.1 context on a range of familiar topics

2.1.1 Ask about and give detailed information about themselves and others 2.1.1 Ask about and give detailed information about themselves and others

2.1.2 Ask about and express rules and obligations 2.1.2 Ask about and express rules and obligations

2.1.3 Ask about and describe future plans or events 2.1.3 Ask about and describe future plans or events
SPEAKING

SPEAKING
2.1.4 Explain and give reasons for simple advice 2.1.4 Explain and give reasons for simple advice

2.1.5 Ask about and describe personality 2.1.5 Ask about and describe personality
Keep interaction going in short exchanges by checking understanding of what a speaker is Keep interaction going in short exchanges by checking understanding of what a speaker is
2.3.1 saying 2.3.1 saying

2.3.2 Agree on a set of basic steps needed to complete extended classroom tasks 2.3.2 Agree on a set of basic steps needed to complete extended classroom tasks

2.4.1 Narrate short stories, events and experiences 2.4.1 Narrate short stories, events and experiences

3.1.1 Understand the main points in simple longer texts 3.1.1 Understand the main points in simple longer texts

3.1.2 Understand specific details and information in simple longer texts 3.1.2 Understand specific details and information in simple longer texts
READING

READING
Guess the meaning of unfamiliar words from clues provided by other known words and by Guess the meaning of unfamiliar words from clues provided by other known words and by
3.1.3 context 3.1.3 context

3.1.4 Use with some support familiar print and digital resources to check meaning 3.1.4 Use with some support familiar print and digital resources to check meaning

3.2.1 Read and enjoy fiction / non-fiction and other suitable print and digital texts of interest 3.2.1 Read and enjoy fiction / non-fiction and other suitable print and digital texts of interest

4.1.1 Give detailed information about themselves and others 4.1.1 Give detailed information about themselves and others

4.1.2 Describe future plans or events 4.1.2 Describe future plans or events

4.1.3 Narrate factual and imagined events and experiences 4.1.3 Narrate factual and imagined events and experiences
WRITING

WRITING

4.1.4 Describe personality 4.1.4 Describe personality

Connect sentences into two coherent paragraphs or more using basic coordinating Connect sentences into two coherent paragraphs or more using basic coordinating
4.1.5 conjunctions and reference pronouns 4.1.5 conjunctions and reference pronouns
Use capitals, full stops, commas in lists, question marks, and speech marks appropriately Use capitals, full stops, commas in lists, question marks, and speech marks appropriately
4.2.1 at discourse level 4.2.1 at discourse level

4.2.2 Spell most high frequency words accurately in independent writing 4.2.2 Spell most high frequency words accurately in independent writing
Produce a plan or draft of two paragraphs or more and modify this appropriately in Produce a plan or draft of two paragraphs or more and modify this appropriately in
4.2.3 response to feedback 4.2.3 response to feedback
ER

FORMANCE
 NAME CLASS NAME CLASS
PEOPLE AND CULTURE SCIENCE AND TECHNOLOGY HEALTH AND ENVIRONMENT CONSUMERISM & FINANCIAL
THEME THEME
1ST 2ND 3RD 4TH 1ST 2ND 3RD 4TH 1ST 2ND 3RD 4TH 1ST 2ND 3RD 4TH
1.1.1 1.1.1

1.1.2 1.1.2
LISTENING

LISTENING
1.1.4 1.1.4

1.1.5 1.1.5

1.1.6 1.1.6

1.2.1 1.2.1

2.1.1 2.1.1

2.1.2 2.1.2

2.1.3 2.1.3
SPEAKING

SPEAKING
2.1.4 2.1.4

2.1.5 2.1.5

2.3.1 2.3.1

2.3.2 2.3.2

2.4.1 2.4.1

3.1.1 3.1.1

3.1.2 3.1.2
READING

READING
3.1.3 3.1.3

3.1.4 3.1.4

3.2.1 3.2.1

4.1.1 4.1.1

4.1.2 4.1.2

4.1.3 4.1.3
WRITING

WRITING

4.1.4 4.1.4

4.1.5 4.1.5

4.2.1 4.2.1

4.2.2 4.2.2

4.2.3 4.2.3
 9
8
7
6
5
4
3
2
1
9
8
7
6
5
4
3
2
1

16
15
14
13
12
11
10
16
15
14
13
12
11
10
NUM NUM
DATE DATE

WORK WORK

P&C P&C
S&T S&T
H&E H&E

THEME
THEME

PERFORMANCE LEVEL
PERFORMANCE LEVEL
C&F C&F
1.1.1 1.1.1
1.1.2 1.1.2

ASSESSMENT RECORD OF (NAME)

ASSESSMENT RECORD OF (NAME)

1.1.4 1.1.4
1.1.5 1.1.5

LISTENING
LISTENING

1.1.6 1.1.6
1.2.1 1.2.1
2.1.1 2.1.1
2.1.2 2.1.2
2.1.3 2.1.3
2.1.4 2.1.4
2.1.5 2.1.5

SPEAKING
SPEAKING

2.3.1 2.3.1
2.3.2 2.3.2
2.4.1 2.4.1
3.1.1 3.1.1
3.1.2 3.1.2
3.1.3 3.1.3

READING
READING

3.1.4 3.1.4
3.2.1 3.2.1
CLASS
CLASS

4.1.1 4.1.1
4.1.2 4.1.2
4.1.3 4.1.3
YEAR
YEAR

4.1.4 4.1.4
4.1.5 4.1.5
WRITING
WRITING

4.2.1 4.2.1
4.2.2 4.2.2
4.2.3 4.2.3