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http://www.languagecoursesuk.co.uk/courses/outlines/english.php#beginner-3

What are our specic learning objectives in language? Language in PYP is developed through 4 strands: oral language (listening and speaking), visual language (viewing and presenting), written language (reading) and written language (writing).

Oral language encompasses all aspects of listening and speakingskills that are essential for ongoing language development, for learning and for relating to others. Viewing and presenting allow students to understand the ways in which images and language interact to convey ideas, values and beliefs. Reading is a developmental process that involves constructing meaning from text. Reading helps students to clarify their ideas, feelings, thoughts and opinions. Writing is a way of expressing themselves. It is a personal act that grows and develops with the individual. 1. Oral languagelistening and speaking Conceptual understandings developed this year: Spoken language varies according to the purpose and audience People interpret messages according to their unique experiences and ways of understanding Spoken communication is dierent from written communicationit has its own set of rules Overall expectations Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listeners perception of what he hears is unique. They are compiling rules about the use of different aspects of language. By the end of grade 3 students are expected to: Participate in discussions, reect and respond, present a human body report Give oral presentations, informal presentations of various experiments and simple machines, presentation of diorama, and give a presentation of the journey of water 2. Visual languageviewing and presenting Conceptual understandings developed this year: Visual texts can expand our database of sources of information Visual texts provide alternative means to develop new levels of understanding Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images Different visual techniques produce different effects and are used to present different types of information Overall expectations Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text resources can provide factual information and increase understanding. They use visual text in a reective way to enrich their storytelling or presentations, and to organize and represent information.

3. Written languagereading Conceptual understandings developed this year: Different types of texts serve different purposes What we already know enables us to understand what we read Applying a range of strategies helps us to read and understand new texts Wondering about texts and asking questions helps us to understand the meaning The structure and organization of written language inuences and conveys meaning Overall expectations Learners show an understanding that text is used to convey meaning in different ways and for different purposesthey are developing an awareness of context. They use strategies, based on what they know, to read for understanding. They recognize that the structure and organization of text conveys meaning. By the end of grade 3 students are expected to: Read aloud Iron Man to stimulate thoughts about mechanical versus human movement/body. Read for actual information regarding body systems In-Class Readingo reading various genres of text Participate in literature circles group reading Read aloud and be class readers Read aloud Canine Kalevala. Reading for information to gather facts View adverts to identify the meaning of the advert and the strategies used to get peoples attention Read and understand diagrams (i.e pulleys) Read instructions to accomplish various experiments/tasks Read childrens literature about food Read aloud Magic School Bus: At the Waterworks; Reading for information and facts related to water 4. Written languagewriting Conceptual understandings developed this year: We write in dierent ways for dierent purposes The structure of dierent types of texts includes identiable features Applying a range of strategies helps us to express ourselves so that others can enjoy our writing Thinking about storybook characters and people in real life helps us to develop characters in our own stories When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas

Overall Expectations Learners show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a variety of responses from readers. They can tell a story and create characters in their writing. By the end of grade 3 students are expected to: Use narrative writing related to the human body. Report writing related to the Human Body. Write independently in a variety of genres with correct spelling of high frequency words, vary vocabulary and use correct common punctuation and grammar rules. "Creata-write" using various prompts (writing for diffent purposes). "Friday Reection" writing about what students have done through the week Personal recount writing about summer. Report writing on both host and home country Re-write text in own words Writing to persuade (letter) Descriptive writing-machines. Recount writing-experiments Instructional writing related to the steps in food production. Descriptive and creative writing linked to a food product Narrative writing about the journey of a raindrop. Poetry related to water. Use First Steps Spelling

Topics & Vocabulary: o Shops & shopping

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Describing people The world around us

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Leisure activities Education & careers Communicating Places

Grammar: o Review, consolidate & extend grammar, including: o Comparatives & superlatives o Present simple & continuous o Modal can for ability o Future intentions o Suggestions & offers o Infinitive of purpose o Future modals: might & will o Present perfect & past simple o Modals of obligation & permission Cultural content: o Souvenirs o General knowledge o The weather Skills work: o Writing describing places, applications, notes, postcards o Speaking choosing, describing, making plans, telephoning o Lots of listening o Pronunciation Topics & Vocabulary: o Hobbies & interests o Surveys

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Everyday objects Brands Personal characteristics Money Imagination

Grammar: o Review, consolidate & extend grammar, including: o Gerunds after verbs of liking & disliking o Present simple passive o Past simple passive o Present perfect continuous o Present perfect simple o Past perfect o Past time words o Conditionals Cultural content: o Interests o Popular brands o Dealing with money Skills work: o Writing replying to invitations, application forms, paying online, letters, correcting errors o Speaking surveys, making suggestions, choosing, telling a picture story o Lots of listening o Pronunciation

English Intermediate 2 Topics & Vocabulary: o Work

o Social customs & behaviour o TV & Radio o News stories o Reviews books, music o Describing objects o Making arrangements o Shopping Grammar: o Review, consolidate & extend grammar, including: o Future forms o -ed & -ing adjectives o Passives o Request forms o Modal verbs requests, offers, spontaneous decisions o Relative clauses

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Quantifiers Extreme adjectives

Cultural content: o Success & celebrity o Traditional job roles o Formal telephone calls o British media o Socializing & nights out o Possessions Skills work: o Writing - covering letters, reviews o Speaking decisionmaking, presenting opinions, choosing, o Lots of listening Pronunciation